Pre-practicum 2 – Lesson Template
Name: Emma Riemer
Grade: 3
Time: 45-50 minutes
Based on Lesson 3.2 Measuring with a Ruler from the Everyday Mathematics
Curriculum.
OVERVIEW OF THE LESSON
MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?
3.MD.B.4 Generate measurement data by measuring lengths of objects using rulers marked
with halves and fourths of an inch.
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?
Students will be able to use a ruler to accurately measure real-world objects and line segments
to the nearest inch, ½ inch, ¼ inch, centimeter, ½ centimeter, and millimeter.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
The evidence that will show that each student has met this objective will come from two
sources: observational evidence and students’ workbook performance. In practice, students
should be able to accurately measure to the nearest whole or fractional inch, centimeter, or
millimeter when measuring-life objects and the line segments in their Student Workbook.
Revised August 2015 Cass/Malley/Hagen 1
Venkatesh/Akoury/Malley
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002)
as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.
Students will be able to apply their knowledge of the Tier 2 measurement terms “inch,”
“centimeter,” and “millimeter” to accurately measure real-world objects and line segments to
the nearest inch, ½ inch, ¼ inch, centimeter, ½ centimeter, and millimeter.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
There will be two forms of specific evidence that will show that each student has met this
objective: 1) observational evidence of students’ ability to select the correct form of
measurement based on oral or written use of one of the measurement terms and 2) the accuracy
of the students’ selected form of measurement in their Student Workbook.
Content: What are the specific details of the lesson’s content knowledge?
In this lesson, students will use the following key concepts and skills:
• Naming the marks on a ruler that divide inches into halves, fourths, and eighths.
• Use a ruler to find equivalent halves, fourths, and eighths.
• Select measuring tools and appropriate units for particular measuring tasks.
• Measure to the nearest ½ inch, ¼ inch, centimeter, ½ centimeter, and millimeter.
The following are definitions of the measurement terms that are essential for accessing and
understanding the content of this lesson:
• An inch is one-twelfth of a foot. (In other words, there are 12 inches in one foot.)
• A centimeter is one-hundredth of a meter. (In other words, there are 100 centimeters in
one meter.)
• A millimeter is one-thousandth of a meter. (In other words, there are 1000 millimeters
in one meter.)
Revised August 2015 Cass/Malley/Hagen 2
Venkatesh/Akoury/Malley
PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow
someone else to effectively teach the lesson and meet the lesson objectives.
Opening (10 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
To activate students’ learning, I will ask them to discuss a scenario with a partner.
• “Good morning everyone! I know we are all excited for Halloween tomorrow, so we’re
going to begin our math class today with a special Halloween math warm-up. I am
going to read a problem and ask you to talk about the problem with a partner. Be sure
your listening ears are on!”
• Chen and Elizabeth are going trick-or-treating. At the first house they stop at, they get
some candy bars. At the second house they stop at, they notice that the candy bars they
receive are much longer. Chen and Elizabeth want to find out how much longer the
candy bars from the second house are compared to the candy bars from the first house.
How could they measure the length of the candy bars? How would they decide which
one is longer? Discuss with a partner.
• “Now that you have had a few minutes to talk with your partner, let’s talk as a class.
How would you measure the lengths of the candy bars? Which measuring tool would
you use? Which unit of length would you choose? What other units of length do you
know? Why wouldn’t Chen and Elizabeth use larger units of measurement to measure
the length of the candy bars?”
• “Today we are going to talk about measuring. We are going to be using the words
‘inch,’ ‘centimeter,’ and ‘millimeter’ to talk about measurement. Have you heard these
words before? Where have you heard these words before? What do you think they
mean? When would you use the words ‘inch,’ ‘centimeter,’ or ‘millimeter’?”
Revised August 2015 Cass/Malley/Hagen 3
Venkatesh/Akoury/Malley
During Lesson (25-30 minutes): How will you direct, guide, and/or facilitate the learning
process to support the students in working toward meeting the instructional objectives?
• Students will cut out Rulers A, B, C, D, and E from page 413 of the Student
Workbook.
• I will demonstrate that rulers A, B, and C are divided into inches.
• I will review reading an inch ruler with the class: each long mark indicated one inch,
and we start measuring at the 0-mark on the ruler.
• Using Ruler A, I will point out that each inch is divided into 2 equal parts by a mark
that is halfway between the inch marks and that we can use the ½ inch marks to help
use when measuring to the nearest inch.
• I will ask a volunteer to measure a line segment that I drew on the board to the nearest
inch. With the student’s assistance, I will model lining one edge of the line segment
with the 0-mark on the ruler.
• I will remind the students that the 0-mark is not always at the end of the ruler; I will ask
them to put their fingers on the 0-mark on their rulers.
• I will model using the phrases “about ___ inches” and “between ___ and ___ inches” to
described the measurement and remind the students to use those phrases when they
measure.
• I will ask the students to measure the first line segment in their Student Workbook to
the nearest inch, then share their process with a partner.
• I will ask students to measure the rest of the line segments in their Student Workbook
to the nearest inch and circulate as needed.
• Using Ruler B, I will ask students to identify the ½ inch mark and write the ½ fraction
below each of the marks.
• I will ask the students what the distance between the 0-inch mark and the ½ inch mark
is, and what the distance from the ½ inch mark to the 1-inch mark is, to check their
understanding of fractional units of measurement.
• I will point out that every ½ inch mark on Ruler B is divided into 2 equal parts. I will
ask the students how many equal parts each inch is divided into.
• I will ask the students to measure the lines in their Student Workbooks to the nearest ½
inch.
• Using Ruler C, I will ask the students to identify each ¼ inch mark and I will count the
fractions in unison with the students.
• I will ask the students to measure the length of each line in the Student Workbook to
the nearest ¼ inch.
• Using Ruler D, I will explain that it is marked using centimeters and millimeters, which
are the units of length in the metric system. I will ask students if they have used these
units of length before.
• I will ask the students to measure the line segments in the Student Workbook to the
nearest centimeter, ½ centimeter, and millimeter.
Revised August 2015 Cass/Malley/Hagen 4
Venkatesh/Akoury/Malley
Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
I will give the students Halloween decorations (or, if appropriate, small candy bars) to measure
and compare their lengths to the nearest inch, ½ inch, ¼ inch, centimeter, and millimeter. I will
ask students to record the length of their decoration (or candy bar) to the nearest inch, ½ inch,
¼ inch, centimeter, ½ centimeter, and millimeter. I will collect this sheet as written evidence of
their ability to measure to the nearest inch, ½ inch, ¼ inch, centimeter, ½ centimeter, and
millimeter. As I collect their papers, I will ask the students to turn to a partner and summarize
what they learned in the lesson aloud. Before moving on to the next lesson, I will ask the pairs
to share with the class what they learned.
Revised August 2015 Cass/Malley/Hagen 5
Venkatesh/Akoury/Malley
SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design
for Learning (UDL), and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21
Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.
Grouping Factors Content Materials Student Response
Adjust grouping Give additional Write homework list Alternate response
format examples format (verbal/written)
Graphic organizers
Seat students Provide alternate Give daily progress
strategically near one reading Use Braille or large report
another print
Provide on-level Extend time
Pair students (1) reading Use manipulatives (2)
Use assistive devices
Give verbal cues to
emphasize main ideas Technology Use interpreter
Increase number of Give students copy of Give more breaks
review activities directions
Allow use of computer
Hand out copies of
notes
Re-read directions
Use page markers
Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.
Support #1: Students will work in pairs to discuss the initial scenario and when measuring the
lines.
Support #2: Students will use rulers as physical, concrete manipulatives.
Support #3: I will read directions aloud to support students with reading challenges in my
classroom.
FINAL DETAILS OF THE LESSON
Revised August 2015 Cass/Malley/Hagen 6
Venkatesh/Akoury/Malley
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
When students work in groups, I will use a call-and-response technique to get their attention again
(e.g. “1-2-3 eyes on me!”). I will circulate the room when students work independently or in
groups to redirect their focus if it drifts and facilitate group interactions and appropriate use of the
materials.
Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
• Student workbooks
• Scissors
• Pencils
• Rulers as manipulatives
• Halloween decorations (or candy bars) to measure
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e. the MA
Curriculum Framework incorporating the Common Core State Standards)?
As students progress through the Everyday Mathematics Curriculum, they will encounter more
problems that will require them to measure objects to the nearest given unit of length, to use a
ruler effectively, and to understand and use the terms “inch,” “centimeter,” and “millimeter.”
Revised August 2015 Cass/Malley/Hagen 7
Venkatesh/Akoury/Malley
