1.

Title or Topic of Lesson and Grade Level

Measuring with a Ruler (3.2)
3rd Grade
2. Lesson Essential Question(s)
How do we measure with a ruler?
How do we measure accurately?
3. Standards
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
Lesson Objectives

Assessments

Students will be able to name the marks on a

ruler that divide inches into halves, fourths,
and eighths.

Students will participate in question and

answer and will be able to locate and name
the marks on a ruler. They will be able to
apply this knowledge and use these marks to
measure as accurately as possible.

Students will be able to use a ruler to find

equivalent halves, fourths, and eighths.

Students will review how to properly measure

using a ruler. They will apply this knowledge
to measure line segments and other objects
around the room with accuracy.

Students will be able to select measuring tools

and appropriate units for particular measuring
tasks. Measure to the nearest inch, 1/2 inch,
1/4 inch, centimeter, 1/2 centimeter, and
millimeter.

Students will answer the math message and

explain why they chose the measurement they
chose. They will then apply this knowledge to
completing the math activities planned for the
lesson.

4.

5. Materials
Cut out rulers
Rocket Math
Owl worksheets
Owls
Math workbooks

 Owl answer sheets

6. Pre-Lesson assignments/Prior Knowledge

The class had taken a unit 3 pretest. Their knowledge for this comes from previous years in
school, from when they learned about measurement in first and second grade. On Friday,
they started unit 3 which consisted of introducing measurement and what informal units of
measurement are. It led to the answer to the question, Why do we need formal units of
measurement? Formal units of measurement and accuracy will be discussed today.
1 Lesson Beginning
Rocket Math (students practice subtraction facts)
Teacher will start the lesson with the math message Suppose you and your classmates are
going to have a watermelon seed-spitting contest. How would you measure the distance the
seeds travel? How would you pick the winner? This will be written on the board for
students who need the visual guide.
Teacher will ask the students for their answers.
Teacher will ask the students for other types of formal measurements. She will write these
on the board.
Teacher will ask the students why it is unnecessary to use larger units of measurement to
find this distance and will explain that it is because it is harder to get precise measurements
of shorter distances.
8. Instructional Plan
Explain that today is going to be a lesson on measurement and accuracy. (Write accuracy
on the board)
Review reading and using a ruler accurately.
Line up one edge of the line segment with the 0-mark - NOT THE EDGE!
The teacher and class will make an Anchor chart
When measuring:
Circle the whole number before the line.
Write down the whole number.
Find the line half way between the circled whole number and the next whole
number.
This line is 1/2
If the line is before 1/2, it is 1/4
If the line is after 1/2, it is 3/4
Teacher will have the class open up to page 58 in their journals.
Teacher will hand out baggies with rulers in it to each student. Point out that we will only
be looking at A B and C. These rulers are divided into inches GO OVER THESE (Ruler A
is divided in 1/2s, Ruler B is divided into 1/4s and 1/2s, ruler C is divided into 1/4s, 1/2s,
3/4s)
The teacher will go back to the anchor chart and point out to the class that there are little
arrows on the cut out rulers to remind the students to start their measurement at zero.

 On page 58, students will measure the first line segment in problem 1 to the nearest inch
with ruler A (3 in)
Measure the first line segment in problem 2 to the nearest 1/2 inch with ruler B (4 1/2 in)
Measure the first line segment in problem 3 to the nearest 1/4 inch with ruler C (1 1/4 in)
Students will then use Ruler C and D to measure the owls that are around the room as
accurately as they can in inches and centimeters.
Which measurement is more appropriate for these owls? (Owls are different sizes, so
some are better measured in centimeters, while some a better in inches).
When students finish this, they will complete math boxes 3.2

Differentiation:
The teacher has a list of students who need help with measurement based on the pretest that
was assigned prior to teaching the lesson (Drew, Ellie, Abby, Juleesa, Ashley, Bri, Navneet,
Joseph, LIndsay, Samaira, Donnie, Justin, Ian, Melina). A large portion of the class needs
help with measurement accuracy. The teacher will, therefore, monitor each individual
group for a time while the lesson is going on. She will work with the pairs to make sure
their measurements are as accurate as they can be.
Everything the teacher introduces will be written on the board to support students who need
visual aid.

Classroom Management:
Responsive classroom is the most important aspect of classroom management in this
classroom. The students are to work based on what they already know about what the
classroom is supposed to look like and sound like. In addition, the class is working towards
points per team for Electronic Day.
Students who are being disruptive will be issued a verbal warning (1st).
Students who continue to not do their work will have their name put on the board. With
each reminder afterward, they receive a check next to their name.
If the whole class is being disruptive, the teacher will put letters on the board to spell out
NO RECESS, one letter at a time.
Questions:
What is measurement?
How do we measure accurately?
What is accuracy?
What numbers do the marks represent on a ruler?
How do we properly use a ruler to measure?
What unit of measurements do we use in specific instances (real life)?
1 Closure
The teacher will review measurements of the owls with the class.
She will ask students why they did not use a larger unit of measurement to measure the
owls.

 The teacher will check math boxes.