Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Hannah Chastain
Grade Level(s) 1st Grade

Content Area Mathematics

Time line 1 day of a week long unit

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Length- MGSE1.MD.2 Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object (the length unit) end
to end; understand that the length measurement of an object is the number of
same-size length units that span it with no gaps or overlaps.
Content Standards

Students use technology to seek feedback that informs and improves their practice
NETS*S Standards: and to demonstrate their learning in a variety of ways.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

“I do” I will begin the lesson by showing my students a video about using nonstandard tools for
measuring and lining up the tools correctly. https://www.youtube.com/watch?v=q8o7n-A0SC0

Next, I will go through the LearnZillion lesson on non-standard measurement. Then, I will have them
play a non-standard measurement game on seasamestreet.org.

I will show the boys how to measure the animals using cubes and paper clips. I will make sure they
know that the animals have a number on the corner and the number corresponds to their recording
sheet. They will write their answer on the same number line as stated on their animal.


“We do” I will give each student a recording sheet. I will place 5 of the animal pages at the rug and 5 at
the reading mat. The boys will be broken up into two groups and start at one station and measure their
animal first with cubes then with paper clips and write their answers on their recording sheet. Then they
will switch.

“You do”- Once they finish measuring all of the animals they will come back to my table. I will have
them access the Non-Standard Measurement Assessment Google Doc and complete the assessment.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

How can we measure objects around us?

How can we measure items with nonstandard tools?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)

Students will show their learning by using cubes and paper clips to measure various objects. They will
complete the assessment with little to no teacher guidance. The informal assessment will be the
Measure Around the Room page and they will use paper clips and cubes to measure. The summative
assessment will be the Non-Standard Measurement Assessment that they will complete in a Google
Doc. The students will have to drag the squares to the line and line up the squares correctly to measure
the line.
Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

I will use a YouTube video that shows the students the correct way to line up their measuring tools
when beginning to measure. I will use a LearnZillion lesson that will reinforce their ability to measure
with non standard tools: https://learnzillion.com/lesson_plans/3714/additional-materials/additional-
materials/additional-materials/lesson?card=51013
Then they will complete a measuring game through SeasameStreet.org:
https://www.sesamestreet.org/games?id=293
Once we have completed these activities, the students will take the Measure Around the Room page and
use cubes and paper clips to measure pictures of animals. They will work in pairs and I will work with
one student to provide him extra support.
Then, they will complete the assessment using Google Docs. They will have to move squares to
measure a line.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this
lesson? How can you find out if students have this foundation? What difficulties might students have?)

In 1st grade, the students must be able to measure using non-standard tools. We started the
measurement unit by comparing the length of two and three objects that were beside each other. My
boys had a good understanding of that concept and were quickly ready to move on to actually
measuring objects. They are not required to use rulers in 1st grade, but they are required to line up their
tools without any spaces so that they get an accurate measurement. The biggest challenge I foresee my
students having is the ability to line the tools up without any spacing to measure. A few of my students
have difficulty with fine motor skills and may have problems lining things up correctly.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?

During this lesson, my students will be working in a whole group setting, small groups, and individually.
During the whole group teaching, I will use my laptop and SmartBoard to show the YouTube video, the
LearnZillion lesson, and to play the measurement game. During the video and lesson, the students will
be asked comprehension questions. During the game, I will give each of the five students a chance to
participate. They will come up to the board and move the items that they use to measure. During the
practice work time, the students will work with a partner, but there isn't any technology that they will use
at that time. After the practice time has been completed, the students will be given a Chromebook to
complete their Non-Standard Measurement Assessment in Google Docs.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?

I will use Gradual Release of Instruction to help scaffold the students’ learning. With the Gradual
Release model there are three-four components: I do, We do, and You do independently or You do
together. In the “I do” component, teachers use direct instruction to teach the concept while students are
active listeners. In the “We do” concept, teachers use guided instruction that tends to be interactive and
allows students to complete an activity with teacher guidance and support. In the “You do” component,
students either work independently or in a group to complete independent practice or collaborative
learning related to the lesson that was taught. While students are working collaboratively or
independently, the teacher is clarifying the concepts, providing feedback, and evaluating the students’
understanding (Fisher & Frey, 2008). The reason this approach was chosen is because our students
benefit from teachers scaffolding the learning concepts, having the ability to practice the concepts with
support, and then being able to work collaboratively with peers to complete assignments.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

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 Even though my class is comprised of five 1st grade special education students with ability levels that are
fairly close, I still differentiate to the best of my abilities. I have two students that I am able to let work on
their on and they do well once given instruction. I have to give more scaffolding to two of the other
students and will supervise them more closely as they measure using the cubes and paper clips. I will
work with my 5th student one on one to make sure he correctly lines up the cubes and paper clips to get
the correct measurement.
For intervention I will use this lesson from LearnZillion: https://learnzillion.com/lesson_plans/3803/ -
fndtn-lesson
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?

Overall, this lesson went very well. The students loved being able to measure different objects using the
cubes and paper clips. They loved the video and being called on to answer questions about what was
wrong in the video. They counted with me during the LearnZillion lesson and stayed focused which led
to them being ready for the practice activity. The measuring game was a big hit with them and they
wanted to continue playing the game for several rounds. As I had them begin measuring the animal
pictures with the cubes and paper clips, they needed some reminders to make sure there were no spaces
in between their tools. They were very excited to work with a partner and seemed to do a good job of
helping each other without giving each other the answers. I worked with one of the students because he
has a vision impairment and also has difficulty with his fine motor skills. I held his tools in place for him
as he counted. The biggest challenge occurred when it was time for them to complete their assessments
using the Chromebooks. They use the Chromebooks every day, but I didn't think about the fact that
having to click and drag the squares to measure would be a difficult for them as it was. If I were to teach
this lesson again, I would make sure I showed each student how to move the squares and did a practice
problem with them before having them complete the assessment.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?

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As I think about this lesson and the success of my students completing this assignment, I also think
about some of the struggles that I had. I found it fairly easy to find Web 2.0 type tools to use with
my students, the hardest part with that was finding things that correlated with the math standard I
was teaching. I used Georgia's TRL data base to help me find the resources. I also used Word to
create my assessment then upload it into Google Docs. I did have difficulty thinking about the
Technology standards and how I could connect them to my lesson and what I was asking my
students to do. This was definitely one of those areas that I felt very confident in regarding the
content, but not so much when trying include the technology. I think the most important thing to take
from this lesson is that my students were much more capable of completing all of the parts of the
lesson than I initially thought.

Reference
Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual
Release of Responsibility, Association for Supervision and Curriculum Development,
Alexandria, Virginia, 2008.

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 Non-Standard Measurement Assessment
Name_______________________

Move the squares to measure the lines

1.________________________________________________________________________

________ squares long

2. _________________________________________

________ squares long

3. _____________________________________________________________

_______ squares long

4. ____________________________

_______ squares long

5. ___________________________________

_______ squares long

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