LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number: 603.2.3-04, 602.3.22-08
GENERAL INFORMATION
Lesson Title & Subject(s): Math Measurement Unit
Topic or Unit of Study: Liquid Measurement/Capacity
Grade/Level: 3rd grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a third grade classroom. The classroom looks like any typical
elementary classroom. The whiteboard is located at the front of the room with a projector screen that
pulls down over the whiteboard. The student desks are in clusters to accommodate cooperative
learning. There are three clusters of five desks and one cluster of six desks. The teacher workstation
includes a computer, a VCR and a hover cam. The workstation is located adjacent to the front wall
placed beside the end of the whiteboard.
The students are currently studying measurement in math. The students have previously learned
linear measurement and are moving on to the second subject in the measurement unit which is liquid
measurement.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to Task Stream Standards Manager under Programs & Resources. Then go
to Browse Standards (Standards Wizard). Select your state. Select standard(s).
3.9 The student will estimate and use U.S. Customary and metric units to measure
b) liquid volume in cups, pints, quarts, gallons, and liters;

Lesson Objective(s):
(e.g., what students will accomplish by the end of a single lesson; needs to align with core
curriculum/student achievement standard)
After a lesson in liquid volume and conversion, the students will be able to convert liquid volume units
with at least 80% accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Capacity jugs filled with colored water
-Handouts of gallon guy
-Handouts of robot gallon man
-YouTube video of Gallon Song Dance
-Measurement booklet
-Worksheet about capacity conversions
-Exit card

Resources:
Supplementary information and/or places where you found information for the lesson
Worksheet about capacity:
http://www.superteacherworksheets.com/measurement/capacity-easy_TWBMN.pdf
Gallon Song Dance:
HTTP://www.youtube.com/watch?v=6RwFEN8DzRM
UMIGO: A Cup Fills Up
https://www.youtube.com/watch?v=E4UC_StFhAk
Gallon Man Bookmark:
http://www.superteacherworksheets.com/measurement/measurement-bookmarks_TWBMF.pdf

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
Review previously learned information:
Students will review show me a centimeter, inch, foot, yard and meter
How many inches in a foot? How many inches in a yard?
Students will be told that they have learned how to measure objects in linear units (cm, in, ft,
yd, m) and now they will learn capacity. Capacity is the measurement of liquids.

Students will be told they will learn about the liquid measurement units and how to convert
between them. They will be given several different ways to learn the material.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 10 minutes
Students will be told the story of the Kingdom of Gallon.
-There once was kingdom of gallon (draw large G). In the kingdom of gallon there were four
queens (draw four Qs inside the G). Each queen had a prince and a princess (Draw two Ps
inside each Q). Each Prince and Princess had two cats (Draw two Cs inside each P).
-G-Gallon, Q-Quart, P-Pint, C-Cup
Students will listen to the story and watch the teacher draw the kingdom of gallon.
The teacher will present the capacity jars to the class. The teacher will explain each unit of
liquid measurement.
The teacher will show the students the cup container and explain that there are two cups in a
pint.
The pint will be introduced to the student and the teacher will explain that there are two pints in
a quart.
The teacher will introduce the quart to the students and will tell the students that there are two
quarts in a half gallon.
The teacher will tell the students that there are two quarts in a half gallon.
The teacher will introduce the half gallon and explain to the students that there are two half
gallons in one gallon.
The teacher will connect the liquid containers to the kingdom of gallon conversions.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 15 minutes
Students will practice drawing the Big G (Kingdom of Gallon) on the front of their
measurement booklets.
Teacher will hand out the liquid measurement robot card and explain the different parts of the
robot.
Teacher and students will stand up and dance the Gallon Song Dance. The Gallon Song
Dance is very similar to the robot card.
Students and teacher will complete p.8

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 10 15 minutes
Students will complete worksheet on conversions independently.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 10 minutes
Students will watch the video UMIGO: A Cup Fills Up about capacity. The video will be
paused at certain times to ask students to predict how many cups/quarts/pints will show up to
participate in the showdown.
Students will be given an exit card.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Modeling Direct instruction
Guided practice Cooperative learning
Independent practice independent work

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Gifted students will be given extension challenge which consists of four conversion word problems.
Students with ADHD will be given redirection as needed.
Students will be given longer wait time during questioning as needed.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
Students will complete worksheet independently. Students will be expected to answer the questions
with 80% accuracy.