ED 321 LESSON PLAN (Lesson #6)

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard: CCSS.Math.Content.7.RP.A.1 - Compute unit rates

associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units.

Assessment:

Instructional objective(s): Students will be able to compare standard units

of measurements between inches, feet, yards, and miles.

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

o The exit slip the students have to do is a good indicator if students understand how to choose the
appropriate unit for a specific object
o During the game, observe if they are getting the correct answer
(WI Teacher Standard #3)

Materials Needed:

List all of the materials you will need to teach this lesson. Include those you designed.
o Dry erase boards / Whiteboards
o Dry erase markers
o Objects for students to estimate measurements
o Example ideas for students to work with
o Ruler
o Yardstick
o Object that is one inch
o Tape measure (flexible one)

Total
timeneeded:
needed:
Total time

___

60 minutes

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction: Introduce students to objective of reviewing standard units of measurement.

Steps for instruction: (Specify time allotments.)

o Start with reviewing standard length measurements (inches, foot, yard, and mile) (5 minutes)
Ask students to discuss the differences between an inch, foot, yard, and mile. (Turn and
talk)
Students share
o Show the class an object that is one inch long (15 minutes for inches, feet, yard, and mile)
Verify with a ruler
o Show the class a standard ruler.
Tell students to compare the one inch object to the ruler (12 inches)

12 one inch objects fit into one ruler which is equal to 1 foot
12 inches = 1 foot
Ask students how to figure out how many inches I have if given a specific number of

feet.
Vice versa if given inches, how many feet?
o Show the class a standard yard stick
Tell students to compare the foot long ruler to the yard stick

3 foot long rulers fit into the one yard stick

3 feet = 1 yard
Ask students to think about how many inches are in a yard if they know how

many inches are in a foot and how many feet are in a yard.
Ask students what an objects length would be in feet if given the yards

Vice versa if given yards, how many feet?

o Tell students to think about how long a mile is
In gym class, do you run a mile?
How many yards do you think are in a mile? 1760 yards
How many feet do you think are in a mile? 5280 feet
How many inches do you think are in a mile? 63360 inches
o Give students quick examples to assess
Ask students to think about the correct unit to measure things in

Would you measure a pencil in feet?

What unit would I measure the classroom in?
How about from the school to your house?
Then give examples of objects that are in one specific unit and ask them to give the

measurement in a different unit

First give them time to think alone or in partners to answer
Go over as whole group

o If students are ready and understand how to get compare units, move on to game activity
o Game: The Measurement is Right! (40 minutes; until class is over)

Set expectations and describe game

PBIS - Responsible, respectful, and safe

Split the class into groups of 4 or 5

Have students sit together

Each group gets one whiteboard and dry erase marker
The object of the game is to receive the most points by giving the correct length of the

given object in the appropriate unit

I will hold out an object or state an objects length in one unit and tell the students to
write down their answers on their whiteboard with the correct, converted answer and
hold up the board when they are done.
Whichever teams holds up the correct answer first, gets a point
Continue with objects until time is out and team with most points win
o Bring candy

Objects:
o My height 5 feet and 2 inches
Convert to inches = 62 inches
o My wing span

o My belly circumference

o My head circumference

o My leg length

o My forearm to tips of my fingers

o My Husbands height 71 inches

Convert to feet = 5 feet and 11 inches
o My sons height 36 inches
Convert to yard = 1 yard

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
How will you meet the needs of those who have difficulty understanding the material?
Include any other specific concerns in your classroom and how you will plan to meet those
needs.
o During the review, for students who are struggling, observe where they are struggling. They
could be struggling with which unit to use or how big each standard unit is. If it is the unit they
are struggling with, remodel for them the size differences for the student so they can visually
see the differences. If it is the size, again remodel the differences in size for the student

o For students who catch on faster, ask them to do some converting between an object that is
given in one type of unit, to get to another type of unit.
o If aids are available, have them do some remodeling as teacher continues.

Closure:
o Exit slip:
All students must give the correct unit and ballpark estimate to a specific object given.

Name: Andrea Bowhall-Diaz

Content Area: Math

Date: 4/7/14

Grade Level: 7th grade