Level 4 Internship
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
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Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
Part 1: Lesson Content
Measuring in Quarters with the Gnomies!
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students, by providing them with
real-world examples based on their interests- and applying them to concepts we are discussing in
math. For example, including measuring chocolate and playing games.
How does this lesson connect to/reflect the local community?
This lesson connects to and reflects the local community in the sense that students are able to apply
their knowledge learned in class to the real-world and do so by utilizing the technology made
available to them by their community through e-learning platforms.
MAFS.3.MD.2.4: 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.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
Students will not have covered this exact standard in second grade, but they will have to understand
this standard from the same cluster:
MAFS.2.MD.2.6: Represent whole numbers as lengths from 0 on a number line diagram with equally
spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and
differences within 100 on a number line diagram.
Students will have to be able to measure in whole numbers (in this case inches) before moving on to
half and quarter inches.
Trace the standard to the next grade level. What will students learn next related to this standard?
In fourth grade, students will need to meet the objectives for this standard to be able to move on to
Level 4 Internship
Grade Level Being Taught: 3rd
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
2
Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
MAFS.4.MD.2.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2,
1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the difference in length
between the longest and shortest specimens in an insect collection.
Students may have the misconception that 2/4 of an inch is a different measurement than 1/2.
Students may have misconceptions about the size of measurements, such as ¾ an inch being 3 inches
for example.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
 Students will be able to measure objects to the nearest whole, half, and quarter inch two out of
three times during the whole group lesson and 75% of the time during the measurement
game.
 Students will be able to measure one object from their home in inches with 100% accuracy.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
Level 2: Basic Application of Skills and Concepts
Which level(s) of thinking is/are called for in your objective?
Level 2: Basic Application of Skills and Concepts
Level 4 Internship
Grade Level Being Taught: 3rd
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
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Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
Why did you choose this level(s) of thinking?
I chose this level of thinking because it aligns with level of thinking for this lesson’s standard.
Describe your assessment plan. Is your assessment formative or summative? Why did you make that
assessment decision? How does it align with your objective?
For this lesson there will be three opportunities for formative assessment.
- The first will be during the lesson. Students will be participating in the Nearpod slides for
which, in the moment I will assess students’ understanding of the content based on their
responses for each slide. Likewise, I will assess their understanding during the game as they
send their messages in the chat for the measurement game. I made this assessment decision
because it will allow me to see if students need to review any of the content from today before
moving on to their independent work for the day. This assessment aligns with my objectives as
students are practicing measuring in whole, half, and quarter inches.
- The second assessment will be in the form of an exit ticket: are students able to accurately
measure everyday objects to the nearest quarter inch? Students will post a picture or a written
response post to the discussion board to demonstrate them measuring and recording their
measurement of an object in their homes to the nearest quarter, half, or three-quarter inch. This
will allow me to see if students are ready to move on to the next lesson as they will have
demonstrated their ability to meet this objective. This relates to my objectives as students are
using real objects and measuring one of them accurately and posting their results.
- The third and final assessment for this lesson will be the independent Nearpod lesson as their
purposeful practice for the day. Students will have another opportunity to measure various
objects using inches and will be able to accurately determine the length of these objects in this
lesson. This will allow me to see if students are ready to move on to the next lesson, if my
teach was effective, or if students still need to review this content. This relates to my
objectives as students are again practicing measuring in whole, half, and quarter inches.
The rubric for the assessments given for this lesson will be the Zoom Participation points students will
be awarded for participating in the Nearpod lesson. Students will also earn points for participating in
Level 4 Internship Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14

will assess student learning/student the class exit ticket as they must either include a picture or written response for an object they
work? If you’re using a rubric, measured and how many inches long this object was (hopefully this object is about ¼, 2/4 (or ½), or
include your rubric here. ¾ and some inches long). Based on the percentage of the Nearpod each student completed, they will
earn points for this assessment.
Zoom Participation

Criteria Ratings Pts

5 pts 3 pts 1 pts 0 pts

Full Marks Partial Credit Minimal No Marks
I participated in I was not as Credit I did not
the lesson. I focused on the I was on the join
completed all learning as I Zoom for today's
assignments could have been. some of the Zoom.
during the class. I I did not time but might
stayed focused complete or share have had my
on the teacher the assigned camera off or I
5 pts
and learning the activities during did not
whole time. I did the lesson. I was actively
not leave the not present on the participate. I
Zoom without Zoom for some was distracted
permission. of the time or disruptive.
without
permission.

Total Points: 5

Part 2: Lesson Implementation

Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
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 We will be meeting over Zoom. Therefore, the students will all be coming on to the Zoom
meeting space, with their cameras on, microphones muted, and ready with materials on hand.
Likewise, I will ask them to join the class Nearpod link in the Lesson 4 module on Canvas.
 Since there are frequent opportunities to share during this lesson, students will be expected to
Level 4 Internship
Grade Level Being Taught: 3rd
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
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Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
raise their hands and wait to be called on to share. To remind students of this, I will clarify that
I will be calling on friends that are raising their hands. Students will also be expected to be
remain muted while another student is sharing, therefore, as we begin, I will remind students
that I will call on a friend whose hand is raised and is muted. Students will also be made aware
of their participation points being awarded for their participation in the Nearpod pages where
they can write and share their thinking.
 The expectations for our class Zoom sessions are that students will keep their cameras on for
the entirety of the meeting, stay muted until called on or told to unmute, and are participating
in the Nearpod slides. Students should know these expectations but will be reminded when
they will need to be completing the Nearpod slide and what is expected of them on that
particular slide.
 If students are not meeting these expectations, I will begin by using positive reinforcement by
thanking students who do have their cameras on, are muted, are raising their hands, and are
participating in the Nearpod activities. If students continue to not meet the expectations after
this, I will message them privately in the chat to remind them of these expectations. If students
do not begin to participate in the Nearpod slides, I will ask them directly to please show their
thinking on the slide or ask if they have any questions about the slide. If students continue to
not meet expectations after this, they will lose points for their Zoom participation for the day.
 If students complete the task quickly, they can add to their Nearpod responses by typing an
explanation, drawing a model, or in general elaborating on their ideas. After the lesson,
students can get extra practice by going on to Greg Teng Xtra Math or completing an I-Ready
lesson from their path.
For this lesson, the materials needed by the students will be their lap-tops or device used for class,
access to Canvas for our Zoom meetings and Clever, as well as their math notebooks and pencils to
jot down any notes or questions for this lesson.
As the teacher, I will need my lap-top for access to Zoom, Clever, our Nearpod lesson, and our
measurement game. I will also need my student checklist to ensure all students logged in to our
Nearpod lesson and to track student participation throughout the lesson.
Level 4 Internship Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

For students who need differentiation in terms of process and product, this Nearpod lesson was chosen
as a means of meeting many types of learners’ needs. For those in need of differentiation in terms of
process, they can type or draw their responses on the Nearpod page and submit their responses, along
with any questions they have there. In terms of differentiating product, students are able to show their
work in multiple ways, for some, it may be drawing a line where the object ends, for others it may be
typing or drawing a model to explain their thinking. This allows for students to show work in ways
that are meaningful to them. For students who need differentiation in terms of interest, a game has
been included within this lesson to increase engagement and overall interest in the lesson’s content.
Likewise, there are many real-world examples provided so students can understand how measuring
objects is relevant and useful in their everyday lives.

Which specific students will benefit, and why?

Differentiating the process of the lesson will benefit all students as they can choose to show their work
in ways that are meaningful to them, as well as thinking through their work in meaningful ways
specific to their learning needs and styles.
Differentiating the product allows for students to share their thinking in various ways depending on
their learning needs or how they can make sense of the content- through visual models, text, or
another product.
Differentiating by interest will benefit students who have previously participated less avidly during
our class lessons. This will benefit these students because it will allow them to apply this knowledge
to their everyday lives, as well as be engaged in the lesson as they are interested in the gamification of
the content.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer
(What students need specific to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: For students within this stage, it is important to consider the fact they

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Level 4 Internship Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14

students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
may be in their “silent period”. Therefore, these students may benefit from drawing pictures or
modeling with numbers rather than typing on the Nearpod pages. These students within the
pre-production level can write in their native language if needed.
 Early Production Level: Students within the Early Production Level may also draw or model
their work in a way that is meaningful to them. As the teacher, I can continue repeating
important phrases to emphasize the important parts of the lesson. Likewise, students may
benefit from materials being provided in the language in which they are most familiar.
 Speech Emergence Level: For students within this stage, they may benefit from being
provided with written instructions using simple language. Likewise, for this group it is
important to always validate their speech and limit corrections whenever possible to build
confidence.
 Intermediate Fluency Level: For students in this stage, modifications of communication (can
speak instead of type) may be necessary- but they will still be expected to raise their hands.
These students may need support in more cognitive academic language, therefore providing
terms and definitions whenever possible, will be useful in building this terminology.

What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP or 504 plan, it is important to work with and aid them in meeting the goals
they and their team have outlined for their growth. Therefore, for this lesson, if students’ goals are to
participate more in class, or to show growth within this unit, I can encourage their participation by
praising them when they are participating in the Nearpod and help clarify when they may have
questions. For some students, they may need instructions provided in multiple modalities, therefore, I
will make sure to include written and verbal instructions for each task within the lesson.

What accommodations will you make for students identified as gifted and have an EP
(education plan)?
For students who finish a task quickly or grasp a concept quickly, they may benefit from serving as a
peer-tutor when other students may need to hear a concept explained in student language rather than
teacher language. Likewise, these students can also be asked to elaborate further on their models and
responses to the Nearpod questions by typing their explanations on the page as well.

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Level 4 Internship
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
8
Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
Form the planning of this lesson, I was inspired by the textbook, Elementary and Middle School
Mathematics: Teaching Developmentally. Students will be able to connect lessons from the prior day
to understand the importance of measuring using standard tools, rather than non-standard tools or
units.
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. (2020). Elementary and Middle School
Mathematics: Teaching Developmentally. Upper Saddle River: Pearson.
1. What is the content area for this lesson? Math
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Gradual Release
3. Step-by-step plan:
Time: Action Steps:
2 mins: To begin the lesson, students will log-in to the Nearpod and I will introduce learning goal:
“Use a ruler to measure objects to the nearest quarter inch; make connections to half and quarter inch
equivalencies”. This will ensure students know what they will be learning and what they should be
able to do by the end of the lesson.
5 mins: Students will then be presented with a Hershey bar split into fourths on a number line. This
will connect students’ prior knowledge of number line models and fractions to measuring using a
ruler. Students will first explore what fraction represents the whole chocolate bar (4/4) and the unit
fraction (1/4). Then, one piece (1/4) of the chocolate bar will be removed. Students will then explore
what fraction was take/ eaten (1/4) and then how much of the bar is left (3/4).
5 mins: What do you notice? What do you wonder? Students will be asked what they notice and
wonder after being presented with a ruler spanning from one to three. Students will be encouraged to
take note of the length of the tick marks (1/2 is longer than ¼ and ¾). Students will also be
encouraged to take note of the fact that there is a pattern of ¼, ½ (2/4), ¾, and a whole number.
Teacher Talk: “Thank you all for sharing your thinking! We notice that our ruler begins
before one, therefore, we start with ¼, 2/4, ¾ and then a whole number, then our pattern
Level 4 Internship
Grade Level Being Taught: 3rd
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Sydney Dowling
Subject/Content: Math Group Size: Date of Lesson: 3/25/21
17&14
repeats. We also know that 2/4 is equivalent to ½, therefore, our tick mark for ½ is a bit longer
than our tick marks for ¼ and ¾, this is because we can more quickly count or notice our ½- it
can be used as a reference point when measuring.”
1 min: Next, I will introduce the essential question: “How can I use a ruler to measure objects to the
nearest quarter inch and connect quarter inches to half inches?”
12 mins: Moving forward, students will practice this skill with three practice problems.
o Students will measure a pencil in the first example, which will allow them to practice
measuring to one quarter inch. I will point out that our pencil measures between one inch and
two inches/ is greater than one inch but less than two inches.
o Students will practice measuring a pen which measures as 3 ¾ inches. This will allow them to
practice measuring to a three-quarter inch.
o Students will finally practice measuring a glue stick which will lead to the conversation that
2/4 is equal to ½. (If needed, I will have ready fraction manipulatives to represent the
equivalency of 2/4 and ½).
Teacher Talk: “We could say that this glue stick is 2 2/4 inches, but it is more precisely called
2 ½ inches because 2/4 and ½ are equivalent fractions. Think back to our chocolate bar
example. If I have two out of four total pieces of my chocolate bar, I have half of the chocolate
bar.”
5 mins: We will then do more practice with the measurement game, “Strolling with My Gnomies”
(https://www.abcya.com/games/measuring). Students will send their answers/ measurements in the
chat for each object we are measuring in the game.
2 mins: To finish-up the whole group lesson, students will complete the self-assessment question
asking them how they feel after today’s lesson (circling an emoji) and if they have any questions
about the content from today’s lesson.
Remainder of Time: For students’ independent work, they will complete a discussion board post for
their exit ticket where they measure an object from their home to the nearest whole, half, or quarter
inch. In their post, students can either post a picture or a written response. Students will also complete
a Purposeful Practice Nearpod lesson where they will continue their independent practice measuring
various objects to the nearest whole, half, and quarter inch.