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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Date
10/31/15

## Subject/ Topic/ Theme

Measurement: Length

I. Objectives
How does this lesson connect to the unit plan?
This lesson focusses on length as a key component of the unit Measuring Realistically. Length is one of the three main areas of measurement to be covered in this unit
plan.
cognitiveR U Ap An E C*

## Measure length adequately using inches and centimeters.

List at least three units for measuring length when it is appropriate to use each unit label.

Recognize objects in their daily lives that can be measured using length.
Estimate the length of an object or line, and then actually measure the object to check.

physical
development
Mechanism

socioemotional

R
R
COR

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.2.MD.A.3
CCSS.MATH.CONTENT.2.MD.A.2 CCSS.MATH.CONTENT.2.MD.B.5
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

## II. Before you start

Identify prerequisite
knowledge and skills.

A basic understanding of how to use a ruler and be open to thinking about where measuring length in their
daily lives might take place.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Judge how well the students grasp the concept of measuring to a inch, and gaging the
rest of the lesson based on whether they have mastered that essential skill.
Formative (as learning): Throughout the lesson, two or three times, have students close their eyes and self-evaluate
their personal knowledge of what was just covered by using a thumbs up, thumbs sideways, or thumbs down.
Summative (of learning): Length measurement worksheets that incorporate measuring length, estimating

## length, and using units of length in all of ones answers.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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## Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Use of the doc cam in the front of
the class room.
Handouts for everyone, versus
simply displaying every activity on
the smart board.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Having students write the definition
of new learned vocabulary along
with the teacher (ie. Writing a
working definition of estimation as
a class).

## Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Allowing students to get up and
walk around the class to find
objects to estimate and measure.

## Provide options for expression and

communication- increase medium
of expression

## Allow students to draw the

objects they chose to estimate
and measure.

## Provide Multiple Means of

Engagement
Provide options for recruiting interestchoice, relevance, value, authenticity,
minimize threats
Allow students to brainstorm on their
own about what they feel length is, as
well as think of real life objects to
measure.
Provide options for sustaining effort and
persistence- optimize challenge,
collaboration, mastery-oriented
feedback
After completing the worksheets or
independent exploration activity for
estimation, have students reconvene and
ask them how what we just did relates to
what we are learning for the day.

## Have students talk work

independently on worksheets,
but stress that they can ask their
neighbors for help if they need
it. They must talk quietly
though.
Ensure all students are engaged
when having class discussions
estimation and actual
measurement.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
use?

be set up for this lesson?

## Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

## Teaching students how to

measure real life objects in the
classroom, so that they can
begin to wonder and think of
how to measure more abstract
objects in various ways.

## Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment & reflection

## Have students close their eyes and

evaluate their understanding of the
previously completed activity from
1-5.

## 2 Measuring Length worksheets (1 is just in case students need extra practice)

Pg 160 from math workbook
Estimation worksheet
Meter stick
12 inch (1 ft) ruler
Objects varying in length around the room that students can measure on their own

The room will be set up with the students in rows facing forward. If the class is set up in pods of four, this
is fine as well, but rows is better because this is a lesson in which students wont need to consult with their
peers as much.

Time

Components

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Motivation
(opening/
introduction/
engagement)

## Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Begin with students in their desk seats,
Think deep on the idea of length and when one
and instruct the class that today we will be
has previously learned about the subject in past
Ask the class if someone will help explain
Using spatial thinking, think in ones head
to the class what length is and to name one
quietly as to whether or not the objects of
tool we use to measure it.
liquids on the list we made last class could be
measured in length, and if so what unit label
Grab the list from the previous day that
would we use.
had examples of daily activities that
involve measurement, and ask the class to
quietly find which ones on the list refer to
measuring length.
o Ask students to raise their hand
o Call on (a) student(s) to tell the
class what they found.
o **If majority of students
understand this concept, move on
to the body after the last step.**
Explain to the class that today we will be
learning how to measure and estimate
length using rulers and different unit
labels on rulers.

5-15

Development
(the largest
component or
main body of
the lesson)

10-15

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## Give every student a measuring handout

and ruler made for practicing measuring
length in inches and centimeters.
o Lay down a brief set of rules for
using rulers before handing out
rulers.
Under the overhead doc cam, show
students how to measure starting at 0. .Do
the first 2 problems on the worksheet with
the students and ask the students to work
along with quietly.
Instruct the students to complete the rest
of the worksheet quietly on their own, and
then the class as a whole will go over the
rest of the worksheet.
Ask students to close their eyes and give a
rating of 1-5 as to how well they
understand measuring starting at 0.
o Depending on how many fingers
students put up as feedback,
decide whether or not the
students need more practice.
Introduce estimation to the class by first
showing the class a meter stick and 12
inch ruler.
o Explain to class under the doc
cam that there are 12 inches in a
foot, and 100 centimeters in a
meter. Have students work
alongside by using their 12 inch
rulers.
Ask the class if someone could tell the
class what estimation means.
o Explain in the best terms to the
class that estimation is when we
something. So when we estimate
length, we use the knowledge we
have learned from actually
measuring, to make an educated
guess as to how long an object
might be.
Grab an object nearby and show how you
estimate how long it might be, then
actually measure the length of it to check
Provide instructions to the class on what
to do with the Estimation Worksheet.

## Listen carefully to the instructions given on what

rules and standard will be expected of each student
while using a ruler.
Work alongside the teacher as the class is being
taught how to use a ruler. Ask any questions that
may arise in ones mind.
Think internally on how well one actually
understands the material. Dont simply note to the
teacher that one understands the material well,
when in fact he or she is actually very unsure.
Do I understand the concept of measuring
efficiently and accurately wholly?
Is estimation guessing what something is, or using
previous learned knowledge to make an educated
assumption?
When else can we estimate in our daily lives?
How can one measure the length of objects whose
sides are round?
Stay on task in the time allotted to explore the
classroom.
Share ones findings that were gathered from
around the classroom to help the rest of the class
perhaps grasp the concept better.
Learn when to use estimation and not just simply
think it is ok to use at any time, but instead as a
method to help discover an exact answer.

## (Find five objects in the room, estimate

the length, and then actually measure it
using inches and centimeters.) Do the first
one as a class and tell the class to do 4
four more on their own.
o Reconvene as a class and have
the students share their findings
with the class. As students share
their findings grab the object that
they are referring to so the rest of
the class can see.
o Be sure to stress to the class that
though estimation may come in
handy, it is important that we
dont simply guess but use our
previous knowledge of length.

10-15

3-5

Closure
(conclusion,
culmination,
wrap-up)

## Have the class close their eyes and raise a

finger 1-5 demonstrating how well they
feel they understand measuring length and
estimation.
Ask the class these questions: Can
someone tell me the steps we learned on
how to measure the length of an object?
What did we learn estimation means
today?

## Raise an honest evaluation of oneself, and

dont peep on ones peers to see how they rate
themselves.
Think deep about what the class discovered as
the steps to measure an object with a ruler.
Think of times in ones life in which estimation
would be more beneficial then actually
measuring.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for
next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of
preparing the lesson.)

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