UH Lesson Plan Template [To be completed by Student Teacher]

First and Last Name Jessica Lopez

Lesson Overview
Lesson Title Gastle Castle – Learning to Convert Units of Volume and Capacity
Lesson Description A concise overview of your lesson that would help a teacher to make decisions about
teaching it. Students will learn how to create a gastle in which they can utilize to visualize the
units of volume and capacity. It lets them see how everything fits inside a gallon (largest) to
fluid ounces (smallest). They will also be using a Mathematics Chart to help them understand
the different measurements along with how much each is equal to when going from smaller
to larger units (multiply) and from larger to smaller units (divide). They will practice conversions
through a roll, convert, and match game that is highly cooperative. They will refer to their
gastle and the mathematics chart while converting the units appropriately.
Unit Title Geometry and Measurement
Real world Students will learn how to convert measurement using volume when helping their parents
applications/ bake at home. They will be able to understand how much needs to be mixed in and if they
connections need to convert it to match the recipe, they will know what to do.
Content Area Standards (8) Geometry and measurement. The student applies mathematical process standards to
Alignment select appropriate customary and metric units, strategies, and tools to solve problems
involving measurement. The student is expected to:

(B) convert measurements within the same measurement system, customary or metric,
from a smaller unit into a larger unit or a larger unit into a smaller unit when given other
equivalent measures represented in a table.

Technology N/A
Standards
Alignment

Objectives TSWBT convert measurements of volume and capacity, using customary units, from a smaller
unit into a larger unit or a larger unit into a smaller unit.
The main grade level designed for this lesson is fourth grade. It is developmentally appropriate
Grade Level for this age student because in third grade they learned all about when it is appropriate to
use measurements of liquid volume (capacity) and determine liquid volume (capacity) using
appropriate units and tools. They should now be able to take these units and convert them
appropriately.
Estimated Time
Needed for this Example: One 60 min class period
Lesson
Resources/Materials/Tools
Customary units – Gallon, quart, pint, cup, fluid ounces
Terms/Vocabulary
PowerPoint – This is vital because students need to see visuals on whatever topic they are
Technology resources
learning that day. It allows them to have a graphic representation of the Gastle I’m creating
(hardware, software,
so they can read along with me while I draw. It would not avail students if I did not have the
websites, Technology-
powerpoint shown. It is also important for my visual learners.
Enhanced Lesson
Supports), and rationale
for why each is vital for
instruction:
 Dice – This is important because it is what makes the students engaged in rolling the numbers
Non-Technology
to see how much they need to convert during one of the activities.
resources and
rationale for why each
Math Interactive Notebook – This is useful because they can take notes in this notebook and
is vital for instruction:
write their problems during guided practice.

Anchor Chart – Important because it is big enough for the students to see and can be
hanged and referred to later on in the classroom. Great visual for students as well.

Mathematics chart – This is direly important because students aren’t able to grasp the
concept on their own yet and need to keep this with them to use.

Lesson Procedures
Stage of Lesson Step-by-Step Lesson Sequence Resource
Lesson Management
Management
Focus/ (5 mins) A powerpoint will be displayed in which the The teacher will be at Math interactive
Anticipatory Set students will have to figure out the question below: the head of the notebook – For the
(motivational hook) classroom while the students to convert
Ms. Malkan bought 2 gallons of milk. How many quarts is students are sitting their units in.
that? on the floor facing
the whiteboard. PowerPoint – Will
Students will be motioned to draw a bar model in their be used to provide
notebooks. They need to show how they figured out the The students will read helpful visuals to
answer. They will also be encouraged to use their together the the students.
Mathematics chart. question and then
answer silently in their
Once they are finished the teacher will call on a student notebooks.
to explain what they did. The teacher will have the
student come up to explain what he/she did.
Content Input (20 mins) The teacher will read a little story together with The teacher will be PowerPoint – Has
(could include the class about a Gastle. modeling how to the words to the
content outline, draw a Gastle on the Gastle story so
presentation Once there was a Gastle. anchor chart. The children can read
format, questioning, Each Gastle had four queens. students will be along while I draw
modeling, Each queen had two princesses. watching and the Gastle.
examples) Each princess had two cats. reading along.
Each cat had eight fleas. Anchor Chart –
The students will talk what I will use to
The teacher will draw each representation as it is read to a neighbor and draw my Gastle to
aloud onto a large anchor chart in different colored figure out what those the class.
markers. letters can stand for.
Math interactive
Once the Gastle is completely drawn the teacher will ask: notebooks – What
What do you notice about this gastle I drew? the students will use
to draw their own
The students will then turn and talk with a friend and Gastle.
discuss what they notice about each letter drawn on the
Gastle. They will need to make connections to the
Mathematics chart and notice how they all stand for
volume and capacity.

The teacher will show the empty containers that represent:

gallon, quart, pint, cup, and fluid ounces. And then
explain how each of the smaller ones can fit into one
gallon. Just like how the queen, princess, and cats all live
inside one Gastle.

The students will be directed to draw the Gastle in their

notebooks.
 Guided Practice (15 mins) The teacher will introduce a game on the The teacher will PowerPoint – Used
PowerPoint called Roll, Convert, and Match. The students model how to play to show the game
(identify students
will be instructed to write down each one and leave the game first. and will be used
who failed to
enough space to show their work. They will be paired up along with the
master lesson
to work together during this activity. The teacher will do The students will still whiteboard how to
objectives)
the first one to model how to play the game for the be on the floor and play the game.
students. First, they will use a dice to roll a number. will be writing the
Whatever number they have will be placed on the blank problems down in Math interactive
line on the left side. This is the amount they have of a their interactive notebooks – What
specific unit. notebooks and the students will use
playing the dice to write their
The students will be instructed that then they need to game in pairs. problems.
choose another unit on the right side and convert the
number they rolled. They will then draw a line to match One pair with have Dice – Used to help
one to the other. three students. Two figure out how
girls are ELLs and one many of a unit they
The students will play on their own while the teacher student also speaks need to convert.
watches and makes sure students are understanding the their language to
content. help guide them in
the game.
Independent (15 mins) The students will be Math Conversion
Practice at their desks. problems – The
(vertical expansions Students will be given a set of eight problems that pertain teacher can use
of lessons; re- to different units (length, weight, and capacity) they have The teacher will this to access and
teaching and learned throughout the week. They will be told to go back ensure that everyone check for
enrichment) to their desks and to take the worksheet back with them. is on task in understanding.
They will be told to do this independently with an office. completing the
worksheet.
(3 mins) The students will be N/A
Closure
tossing the toy
The students will state one thing that that learned in the around to different
lesson today. To ensure participation I will toss a stuffed tables and speaking
bear to students and have a student toss it to another. about what they
learned. The teacher
will watch and listen.

Plans for Differentiated Instruction/Accommodations

These students will be accommodated with a typed-out version of the roll, convert, and
Special Education match game. And also provide a copy of a pre-drawn version of the Gastle for them to use.
Students They will also be given more time to complete the activities.
I will have one student group up with two English Language Learners that speak Vietnamese
English Language and she can help translate to them if there is a concept they do not understand.
Learners
Instead of rolling with one die I will have my GT students roll with two and create double digit
Gifted and Talented numbers to convert with.
Students

Potential Challenges/Plan B

If the computer or projector is down and I cannot show my PowerPoint, it may affect the lesson quite a bit.
This lesson heavily focuses on technology. In the case something like that happens, I already have the Gastle
story memorized so I will write each line on the board (along with images) and then fill in the anchor chart
from there. I will also write the anticipatory set on the board and then model how to answer it in different
colors for the students.

Assessment
The Roll, Convert, Match game can be a tool to informally assessing the students in their interactive notebooks
and the independent practice is one that will be formally assessed. They can both be checked to see if the
student is understanding how conversion takes place.
 Notes and Credits*
Some of this lesson comes from my mentor teacher and other teachers that teach Mathematics. With a little help
from the school’s Math Specialist I was able to tweak my game to make it more interesting. The title is made by me
and I edited the original PowerPoint to meet my needs and make more visually appealing.