KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Groff Date:2/9 Time: 1 ½ hours

Cooperating Teacher: Coop. Initials:
Group Size: Grade Level: 4
Subject or Topic: Math Section:

Converting Liquid Measures

STANDARD: (Common Core):

CC.2.4.4.A.1 :Solve problems involving measurement and conversions from a larger unit to a
smaller unit.

I. Performance Objectives (Learning Outcomes):

The students will be able to...
○ Convert units of measurements
II. Assessment/Evaluation plan -
● Math Box 4-4 Or Home Link 4-4
● Exit Ticket

III. Instructional Materials:

● Home Links book
● Something to write with.

V. Implementation:

A. Introduction –
1. Warm up
● Extended multiplication facts like:
○ Level 1
■ 5 x 40= 200
■ 2 x 60= 120
■ 9 x 50= 450
○ Level 2
■ 40 x 60 = 2,400
■ 70 x 30 = 2,100
■ 40 x 20 = 800
 ○ Level 3
■ 60 x 700 = 42,000
■ 70 x 800 = 56,000
■ 90 x 400 = 36,000

B. Development –
● Math Focus Math Journal 1 pg 114
○ Display the measurement scale on journal page 114, along with some measuring
tools that have a scale
○ Do you think an aquarium holds 60 liters of water or 60 milliliters of water?
60 L. Would a dog drink 0.2 liter of water or 200 mL of water? Either. This
is the same amount. Be prepared to explain your answers.
○ Exploring Liters and Milliliters
■ Lead a discussion with the students about measuring liquids, explaining
that just as meters and centimeters are used to measure length, we also
have units for measuring liquid amounts.
■ Tell students that in the metric system liquids can be measured in liters
and milliliters.
● The US customary system cups, pints, quarts and gallons are also
used to measure liquids.
■ Show examples of how big a liter is and how small a milliliter is.
■ Show containers that list milliliters and liters and point out that most likely
have liquid containers at home that are labeled in both customary and
metric systems.
○ Going back to the math message in the Journal on page 114, discuss the problem.
Have the students explain how they used the scale on the page to determine
whether an aquarium holds 60 liters or 60 millimeters and how mucha a dog
would drink.
○ https://youtu.be/aemJphVn9KM
■ Brain Pop Video^^ Stop at 3 minutes and 23 seconds.
**I CAN STATEMENT: Today we will convervett between amounts of liquid
measures.
● Converting Liters to Milliliters.
○ Pull up the measurement scale again.
■ Ask How can we use the measurement scale to find out how many
milliliters are in 2 liters.
■ If the class sold 3.5 liters of lemonade to raise money for a field trip, how
many milliliters is that? How could we use the measurement scale to find
the answer?
■ Problem 1: Do with the students
 ■ Problem 2: have them solve them on their own with white boards and
markers. Showing the teacher the answers.
■ Have the students complete problem 3 by coming up to the board.
● Solving Liquid Measurement Number Stories
○ Number story: The fourth grade is in charge of ordering milk for the school
lunchroom next week. Different grades are having a picnic on different days next
week, so we need to order a different amount each day. On Monday we need 5
liters. On Tuesday and Wednesday we need 2 liters each day. On thursday we
need 3 liters. On friday we need 2 liters. How many milliliters is that in all?
(answer is 14,000)
○ Ask: How can we use a diagram or measurement scale to determine the
number of milliliters needed? (display the measurement scale)
■ Work through the problem in chunks.
■ 1. Record the liters then discuss how to convert it to milliliters.
○ Number Story: A family drank 1.9 liters of juice for breakfast. They drank 1.3
liters less for lunch. How many Milliliters did the family drink for lunch?
(Answer: 600 mL)
○ Ask: How can we use a diagram, or measurement scale, to determine the
number of milliliters? (Display the measurement scale.)
● Independent Practice
○ Home Link 4-4 Page 153

C. Closure –
-Exit ticket:
● Hand out the exit ticket. This will help to check understanding.
● Conversion table. And 1 word problem to solve.
Remind the students of the I can Statement: Today you learned how to convert units of liquid
measurements.

VI. Reflective Response:

A. Report of Students’ Performance in Terms of States Objectives (Reflection on student

performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught. Reflective answers to

questions recorded after lesson is taught.)

VII. Resources (in APA format):

 Please note:

● https://youtu.be/aemJphVn9KM
● Everyday Math Teacher’s Manual Lesson Guide Volume 1. Grade 4
● https://docs.google.com/presentation/d/1EXMvgnkZ7967YhUSVXUHp5ht-
mrq0tiDsqX1b_9GYFg/edit?usp=sharing