TCNJ Lesson Plan

Overview of Community

Student Name: ​Emma Lamperti

School Name: Maurice Hawk Elementary School
Grade Level:​ Third Grade

Essential Questions:
- How do we measure using a ruler?
- Why is it important to know how to measure with a ruler?
- How do we measure using a broken ruler?
Student Prior Knowledge

- This will be an introductory lesson to measurement using uncommon modes of

measurement.

Standards:

Standard 3.MD.B: Represent and interpret data.

3.MD.B.4: 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.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to order fractions on a
number line. They will be able to identify
halves​, ​fourths​, and​ eighths​.
Students will be able to measure lines and
objects of various sizes using either a standard
ruler, “broken” ruler and a manipulative of their
choice.
This will be measured by student participation
during the lesson beginning. This is a formative
assessment to identify students who need
additional assistance in ordering fractions.
Students will work in their centers to measure
objects and lines with whatever ruler the center
requires. They will fill out a worksheet if
required by the center, teacher’s will collect
these at the end to look over. The teacher will
walk around the classroom and listen in on
student conversation, helping when necessary.

Materials/Resources:
- How Big is a Foot?​ By Rolf Myller
 - Rulers and broken rulers
- Makers, pencils, paper and glue
- Manipulatives (of students choice)
- Worksheets
- Center 1:​ Comparing Cards
https://docs.google.com/file/d/0B7-lpQ2RjgIPVFg1YUowRFg2Q1E/edit
- Center 2: ​Broken Ruler Worksheet
https://drive.google.com/file/d/0B_wlnPzXZBUZUzBIWGdFY1Q3YmM/view
- Center 3:​ Interactive Game
- Smartboard

Step by Step plan:

1. Lesson beginning:​ To begin this lesson, we will review ordering fractions on a number
line. Using a class number line on the SMARTboard, we will mark “0 and 1” at opposite
ends of the number line. For this mini lesson, we will order halves and fourths. We chose
these fractions because they are used on rulers, and will give the students exposure to
measuring. We will give the students fractions in random order to fill in on the number
line. Then we will review the answers and discuss as a class. After assessing the students
on their progress with ordering fractions, we will introduce the “Broken Ruler” lesson.
2. Mathematics Read Aloud:​ ​How Big is a Foot?​ By Rolf Myller
a. This book explores measurement and will be a direct correlation to the “My Feet”
Activity
b. Questions to ask:
i. Before Reading:
1. How big is a foot?
2. What do you think this story will be about?
ii. During Reading:
1. What is the best gift you have ever been given?
2. Why was the bed too small for the queen?
iii. After Reading:
1. How long would ___________’s bed be? *have student’s pair of
and measure each other using their feet*
3. Centers:
a. Comparing Cards: Students will use cards that each have an object and a broken
ruler on them, and compare their cards with their group members to see who has
the longest object
https://docs.google.com/file/d/0B7-lpQ2RjgIPVFg1YUowRFg2Q1E/edit
b. Broken Ruler Worksheet: Children will collaborate with their group mates to do
this worksheet utilizing a broken ruler
https://drive.google.com/file/d/0B_wlnPzXZBUZUzBIWGdFY1Q3YmM/view
c. “My Feet” Activity: Students will first trace their feet on a piece of paper. Then
they will measure their feet first using an object of their choosing and then a
 standard ruler. They will write down their findings and create a poster to be
displayed in the class
d. Smartboard: Measurement game, measuring lines to the nearest inch and half
inch. One teacher will be in charge of this station.
http://exchange.smarttech.com/details.html?id=b607df8a-9afa-40c0-87cc-de2606f
95f69
4. Closure:​ The teacher will collect all of the completed work from the centers. They will
continue to assess student responses and class participation as they ask concluding
questions. “How can you use a broken ruler to determine an object’s length?” An exit
ticket will be passed out that has one question on it regarding measuring using a broken
ruler. The students will take home the rulers that were distributed to them at the
beginning of the lesson. For homework, they will be asked to measure 2 objects from
home. One object should be measured using the regular ruler and another object should
be measured using the broken ruler. The purpose of this lesson was to conclude a unit on
fractions. Our cooperating teacher will give the students a post-test to evaluate their
progress from the beginning of the unit. The students will continue to build on their
knowledge about fractions and measurement.

Key Questions (that you will ask):

- How is a ruler similar to a number line?

- Why did you have to use fractions to determine the length of an object?
- In what ways was measuring with a broken ruler ​different ​than measuring with a regular
ruler?
- What were some strategies you used to decide the length of an object when using the
broken ruler?
Logistics:

Timing:

- Lesson Beginning: ​5 minutes

- Center: 1​5 minute rotations
- Closure: ​5 minutes

Classroom Management:

- Students will be grouped in productive groups, meaning their skill level and
personalities will be taken into consideration when making groups for centers
- There will be about 6 students per group
- Students will all sit on the carpet for the read aloud, then they will be told which
center to report to first, they will move clockwise through the stations, staying
with their group
- If students lose focus a series of claps will be used to gain their attention
Differentiation Notes:
- This lesson can be differentiated by modifying the manipulatives for lower level groups.
Students that struggle with measuring or ordering numbers will measure smaller objects
using​ only​ the ruler as a measuring tool. They will also use a regular ruler instead of a
broken ruler. ESL students will be paired with advanced learners. Students who need
extra time will be given assistance by any of the 3 teachers and given extra time at
specific stations. Students who finish early will be asked to measure more difficult
objects using different forms of measuring tools.