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Unit Plan Overview

Unit: Measuring Realistically

Teacher: Ian Fleming
Stage 1- Desired Results
Connections to Context:
- 2nd Grade touches on the very basics
of measurement by introducing what
tools are used to measure, differing units
of measuring, and word problems
involving measurement.
- 3rd grade goes more in depth on all
of the measurement topics covered in
2nd grade, but puts more of a focus
on word problems and how
measurement can be used in
geometry.
- 4th grade focuses on more complex
measurement word problems involving
conversion, how to represent data on a
graph, and understanding geometric
measurement more thoroughly.
2nd grade provides a strong foundation
to build off of for the third grade unit of
measurement. In turn, 3rd grade helps
that foundation grow and provide more
knowledge and understanding. This then
allows for the 4th grade measurement
unit to be more practice based by
solving problems.

Established Goals
Common Core 2.MD
1. Measure the length of an object
by selecting and using appropriate
tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
2. Measure the length of an object
twice, using length units of different
lengths for the two measurements;

Transfer
Students will be able to independently use their learning to
Students will use their learning from this unit to help them build a stronger foundation of knowledge
about measurement. Students will use this learned knowledge to comprehend how measurement is
applicable to their daily lives currently and for the rest of their lives.
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
Students will understand that
As humans it is essential that we learn what,
when, why, and how to measure.
There are proper units of measurement for
length, weight, and volume.
Measurement can be found in their current and
future daily lives.
Measuring and estimating accurately Students
will be able to estimate and accurately measure.
Solving tougher measurement problems requires
logical inferences based on learned knowledge
and understanding about length, weight, and
volume.

ESSENTIAL QUESTIONS
Students will keep considering
When else in their daily lives they will use the
measuring of length, weight, and volume.
What objects around them can be measured, other
than what they have learned how to measure.

(What thought-provoking questions will foster

inquiry, meaning- making and transfer?)

(What specically do you want students to

understand?
What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Students will know what
tools to use for each type of
measurement.
Students will be able to know
what type of unit goes with a
specific measurement.
Students will grasp the idea
that measurements of length,
weight, and volume can be
found in their daily lives.
Students will know how to
estimate measurement.

Physical Development
Objectives
Students will be able to
demonstrate how to measure
length, weight, and volume by
using the proper tools.
Students will be able to record
measurement findings.

Socio-emotional Objectives
Students will learn to value how
important measurement is in our
fast moving world.
Students will begin to wonder
conducted in other areas around
the world.
Students may begin to wonder
customary when numerous other
countries use metric units.
Students will begin to see

describe how the two measurements

relate to the size of the unit chosen.
3. Estimate lengths using units of
inches, feet, centimeters, and
meters.
4. Measure to determine how much
longer one object is than another,
expressing the length difference in
terms of a standard length unit.
within 100 to solve word problems
involving lengths that are given in
the same units, e.g., by using
drawings (such as drawings of
rulers) and equations with a symbol
for the unknown number to represent
the problem.

Students will know how to

solve a word problem
involving length, weight, or
volume measurements.
Students will be able to
record the proper units of
measurement.

Common Core 3.MD

1. Measure and estimate liquid
volumes and masses of objects
using standard units of grams (g),
kilograms (kg), and liters (l).6 Add,
subtract, multiply, or divide to solve
one-step word problems involving
masses or volumes that are given in
the same units, e.g., by using
drawings (such as a beaker with a
measurement scale) to represent the
problem.
2. Generate measurement data by
measuring lengths using rulers
marked with halves and fourths of an
inch. Show the data by making a line
plot, where the horizontal scale is
marked off in appropriate units
whole numbers, halves, or quarters.
(Michigan department of education,
2010)

Stage 2- Evidence

measurement all around them in

their daily lives.

Evaluative Criteria

Students provide the correct unit

Students understand which of the
three types of measurement were
used.
Students can logically estimate,and
explain their reasoning.

Participating in the lessons, and staying on task throughout the entire unit.
Asking questions relevant to the ideas and concepts learned.
Explicitly demonstrating their knowledge and understanding of the material on daily worksheets that
will help reiterate concepts just learned.
Students will combine the knowledge and understanding gained in this unit and previous units to
complete full story problems in which multiple measurement concepts are incorporated.
Students in pairs will compose a list of 5 concepts they learned and fully understand after this unit. As
a class we will put these concepts and ideas on the board and discuss.

(What criteria will be used in each

assessment to evaluate attainment of
the desired results?)(rubric required)

OTHER EVIDENCE:
Demonstration of how to measure and
record measurements of length, weight,
and volume.
Ability to solve word problems involving
measurement.
Ability to estimate using the three
learned areas of measurement (length,
weight, and volume).
Understanding and knowledgeable of
how length, weight, and volume can be
found in their current and future daily
lives.

Complete a summative assessment test that demonstrates whether or not the students are able to put
together the various concepts and ideas learned into larger problems to solve. In this summative
assessment, students will physically demonstrate how to measure length, weight, and volume. I will
bring out groups of four at a time and there will be four stations. Station one, students will measure
two objects weight and record their findings. Station two, students will measure the length of two
objects and will record their findings. Station three, students will measure the volume of two liquids
and record their findings. Station four, there will be a mixture of questions. Students will be asked to
solve estimation problems, story problems involving weight, length, or volume, and real life

Pre-assessment- due ___NOV. 2_____

Students will fill out a pre-assessment worksheet that focuses on concept s the students should have learned in second grade, as
well as a few that will be learned in third grade.
Measuring length in inches and centimeters
Justifying which unit of measurement best fits a situation

Demonstrating knowledge of various customary and metric units for length, mass, and volume.

Results: I provided 20 minutes for the students to complete the pre-assessment. In my directions, I specifically instructed the
students to not sit and wonder about a problem, but instead to move onto the next problem and come back to the previous problem
at the end. I wanted the students to attempt as many problems as possible in the allotted time slot that Mrs. Snyder provided me. The
results from the pre-assessment showed that 12 of the 20 students had sufficient measuring skills of centimeters and inches to a
half inch, but could use more practice. The remaining 8 students demonstrated a lack of ability to measure using a ruler. I put a total
of six word problems involving length, weight, and volume on the pre-assessment. Every student started at least one of the word
problems, but only 4 students completed all of them. Of the four that completed all the word problems, only 1 completed them all
correctly. The students were also given questions that ask them to list the order of units for volume, length, and weight. Students
showed a lack of knowledge of basic facts about the three ways of measurement for the future unit. I concluded that for my unit plan,
based on the pre-assessment results, I needed to specifically focus on word problems involving length, weight, and volume, and
basic facts about the three types of measurement to be covered.

Measurement Pre-Assessment: Length, Mass, and Volume

Length:
1.
Measure the lines below using the inches side of the ruler, and write your answer to the right of the line.
________________________________
__________________________________________________
2.
Measure the lines below using the centimeters side of the ruler, and write your answer to the right of the
line.
___________________________________________
____________
3.
How many feet are in one yard of measurement? ______________
4.
How many inches are in one foot? _____________
5.
How many centimeters are in one meter? ___________
6.
Which unit would make more sense to measure the length of a soccer field with: inches or feet?
________________
7.
Which unit would make more sense to measure the length a football with: centimeters or meters?
________________

Mass/Volume:

8.
List these four volume units in order from smallest to largest: gallon, pint, cup, quart, and fluid ounce.
___________________________________________________________________
9.
List these four mass units in order from smallest to largest: pound, ounce, and ton.

10. Can you put these units of volume and mass in the right category? Some are customary units of
measurement and others are metric units of measurement. Please place the following eight units under the
correct category.
Gram

Inch
Pound

Liter
Yard

Centimeter
Milliliter

Customary

Cubic inch

Metric

11. Mrs. Stewart needs 15 feet of yarn for her blanket she is knitting. Unfortunately, the yarn is only sold in 20
foot bundles. How many feet of extra yarn will Mrs. Stewart have left over after she knits her blanket?
12. Which unit would make the most sense to use when measuring the volume of the coffee in this mug: liters
(L) or milliliters (mL)? _____________________
13. Which unit would make the most sense to use when measuring the weight of a car: ounces or pounds?
_____________________

(Toward which goal does

each learning event build?)
Acquisition

Meaning
Transfer

Learning Events
Student success at transfer, meaning, and acquisition depends
upon their participation in these learning events

Progress Monitoring
(How will you monitor students
progress toward acquisition,
meaning, and transfer during
lesson events?) (Formative
Assessment)

Lesson 1:
Memory retrieval questions to spur class discussion about
measurement
Discussion in regards to defining measurement and examples of it
Checking to see if work is completed
in our daily lives.
fully.
Writing group ideas on large sheet of paper
Correcting ones own work throughout
Individually and in pods, brainstorm ideas of measurement in daily
each lesson
lives and how they are measured.
Taking into account the students self
Discussion about how length, weight, and volume differ using the
assessment evaluations
pre-knowledge of students.
Guided practice worksheet for this lesson
Lesson 2:
Group intro/discussion on what we learned in the previous lesson
Group discussion about what we measure using length and how
Demonstration and practice of measuring using inches and
centimeters

(How will students monitor their
Length measurement handout for guided practice
own progress toward acquisition,
Introduce estimation
meaning, and transfer?)(Assessment
Worksheet involving measuring and estimating length
as learning)(rubric?)
Closure questions about what was learned
Lesson 3:
Ensuring their work is complete the
Class discussion in regards to what has been learned about
proper way just as they were told it
measurement.
should be
Memory retrieval questions in regard to what students know about Self assessment during each lesson
measuring weight.
when told to.
Explanation on how to use a scale, as well as lay down rules.
Asking any questions they may have
Weight measurement activity using objects around the room.
Listen to what they are told they will
have understood and mastered by the
Weight estimation/ weight estimation worksheet
end of each leson..
Workbook page 169 as guided practice worksheet
Reconvene and discuss weight as measurement and how we
measure weigh in our daily lives.
Lesson 4:
Class discussion about what volume is and how we measure it.
Also, part of discussion based on real life situation involving
measuring volume.
Demonstration at raised table in front of the class about how to
measure liquid volume.
Introduce Kool-Aid making activity and lay down rules.
As a class do the Kool-Aid activity
(What are potential rough spots
Do workbook pages 164. 165 and 167 if there is enough time.
and student misunderstandings?)
Reconvene and discuss the steps of how to measure volume.
The lesson on volume. Students may
Class closing discussion about measuring volume in our daily lives.
be too distracted for such hands-on
Lesson 5:
activity.
Large group discussion about the past four lessons on measuring Understanding units for each type of
length, weight, and volume.
measurement in order
Higher order thinking questions about each type of measurement..
Memory retrieval questions about each type of measurement
Review worksheet
Journal about a real life situation when they measure weight,
length, or volume.
Depending on time, have students do multiple journals.
Explain to class what the last lesson of the unit plan will be about
to prepare them.
Lesson 6:
Without much of an introduction, explain to students the
instructions for the final unit assessment.
Explain the rules for taking the test and doing the hands-on
summative assessment in the hallway..
(How will students get the
feedback they need?)
They will receive verbal feedback as i
help them on their work
They will receive written feedback as I
look over their work they hand me
They will receive written feedback on
the summative assessment that I give
the class

Math - Problem Solving : Measuring Realistically Overall

Assessment
Teacher Name: Mr. Fleming
Student Name:

CATEGORY

________________________________________

Mathematical
Concepts

Shows complete
understanding of the
mathematical
concepts used to
solve the problem(s).

Shows substantial
understanding of the
mathematical
concepts used to
solve the problem(s).

Shows some
understanding of the
mathematical
concepts needed to
solve the problem(s).

Shows very limited

understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.

Length

Shows complete
understanding of
how to measure and
estimate length, as
well as use proper
units.

Shows substantial
understanding of
how to measure and
estimate length, as
well as use proper
units.

Shows some
understanding of
how to measure and
estimate length, as
well as use proper
units.

Shows very limited

understanding of
how to measure and
estimate length, as
well as use proper
units.

Weight

Shows complete
understanding of
how to measure and
estimate weight, as
well as use proper
units.

Shows substantial
understanding of
how to measure and
estimate weight, as
well as use proper
units.

Shows some
understanding of
how to measure and
estimate weight, as
well as use proper
units.

Shows very limited

understanding of
how to measure and
estimate weight, as
well as use proper
units.

Volume

Shows complete
understanding of
how to measure and
estimate volume, as
well as use proper
units.

Shows substantial
understanding of
how to measure and
estimate volume, as
well as use proper
units.

Shows some
understanding of
how to measure and
estimate volume, as
well as use proper
units.

Shows very limited

understanding of
how to measure and
estimate volume, as
well as use proper
units.

Michigan department of education. (2010). Michigan k-12 standards: mathematics. In Michigan State . Retrieved October 12,
2015.