Grade 4 - MATH LESSON PLAN: MEASUREMENT OF WEIGHT

Central Focus of Lesson/Learning Segment:

The purpose of this lesson is to build upon the students’ previous knowledge of measurement units within one system
of units (e.g. hr., min., sec.; ft., in.) by learning to find the relative sizes of measurement units of pounds and ounces. In
addition, the students will learn to express measurements in a larger unit in terms of a smaller unit and record
measurement equivalents in a two-column table. This lesson will also serve as a building block for future learning on
how to solve real world problems using measurement in both everyday and academic contexts. Understanding and
application of measurement will be used in future STEM lessons involving natural and renewable energy sources.

Key Content Standard (CCSS or Next Gen. put in full code and full text for each standard):
CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min,
sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the
length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24),
(3, 36), …

CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

ELD Content Standard by Proficiency Level(s):

Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts
Part I: Interacting in Meaningful Ways
● A.3. Offering opinions: Negotiate with or persuade others in conversations using basic learned phrases, as well
as open responses, in order to gain and/or hold the floor.
● B.7. Evaluating language choices: Describe the specific language writers or speakers use to present or support an
idea, with prompting and substantial support.
● C.12.a. Selecting language resources: Use a select number of general academic and domain-specific words to
create precision while speaking and writing.
Key Modifications and Accommodations based on IEP/504, ELL:
-Small group and collaborative work
-Preferential seating (near higher peer)
-Checks for understanding
-Wait Time for verbal responses
-Opportunities to explain and describe
-Modeling response expectations
Modified Content Objective:
N/A

Learning Target/Goal:
- I can demonstrate my understanding of pounds and ounces in a two-column table.
- I can evaluate data to find a numerical pattern.
- I can assess and then apply my previous math understanding to new math learning.
- I can interpret word problems to solve for mathematical answers.
- I can justify my answers in written or spoken form.

Academic Language Objective:

Students will be able to justify their understanding of measurement of weight by evaluating data and applying math
understanding in a two-column conversion table for pounds and ounces.
The language function is to justify.
The language demand is to evaluate and apply.
Vocabulary includes two-column conversion table, pounds, and ounces.

Assessment/Evidence of Learning:
X Formal Formative
● Worksheet: http://bit.ly/3cUNGf4
X Informal Formative
● Think-Pair-Share
● Group Share
● Observation/Anecdotal Records
● Student Self-Assessment (finger show of 1 to 5)
How will you collect and analyze data to provide evidence of student learning?
Student formative assessments will be used to both check for understanding of previously learned information and as
data to guide future instruction.
How will you use data to inform instruction?
Student work will be turned in at the end of the math session and will be used as a formative check for understanding.
Data gained from this student work, such as questions answered correctly by most students or errors repeated by most
students, will inform whether the students are prepared to build upon the skills learned in the lesson or whether the
lesson will be retaught. In addition, data will be gathered from both formal and informal assessment about individual
student understanding and performance.
How will you check for understanding?
I will check for understanding by observing during Think-Pair-Share time, Group Share time, by asking students to give
a Thumbs Up, and asking students to Self-Assess for how well they understand the material.
Grouping (you may check one or more if it applies)
X Whole Group
X Pairs
X Small Heterogeneous Group

Teaching Model (you may check one or more if it applies)

X Modeling
X Discussion
X Cooperative Learning

Materials:
● Lesson slides: http://bit.ly/2QfWByc
● Worksheet: http://bit.ly/3cUNGf4
● pen/pencil
● overhead projector & screen
Lesson Slides: http://bit.ly/2QfWByc Differentiation/Multiple Means
of Representation
Lesson Introduction To ensure the content in the lesson
Activation of Prior Knowledge & Hook: introduction has multiple means of
❖ Students will have previously learned the measurement units of yards, representation, I will:
feets, and inches, as well as that of hours, minutes, and seconds. ● Perception: Thinking
Slide 2: How many inches long do you think a chihuahua is? questions and activities
● Wait Time. will be displayed in a slide
Could you measure a chihuahua’s length in feet? Why or why not? show, in addition to
● Wait Time. spoken by the teacher, and
● Think-Pair-Share. important vocabulary will
Slide 3: We can measure length, in yards, feet, and inches. We can measure time, be boldface and in colored
in hours, minutes, and seconds. We can also measure weight. We use tons, pounds, type.
and ounces. ● Comprehension: Auditory
Slide 4: How much do you think a chihuahua weighs? Would you weigh a Wait Time.
chihuahua in pounds or tons? Differentiation (for specific
● Group DIscussion. students):
Show Slide 5. For struggling students I will:
Slide 6: How much do you think an elephant weighs? Would you weigh an elephant ● Wait Time and
in tons or in pounds? Think-Pair-Share -
● Group DIscussion. Struggling students can
Show Slide 7. listen to and talk with
Slide 8: How much do you think a kitten weighs? Would you weigh a kitten in tons, peers to clarify
in pounds, or in ounces? Why? information and thoughts.
● Turn & Talk For EL students I will:
● Whole Group Discussion ● Thumbs Up, Wait Time,
Show Slide 9: Mathematicians, today I want to teach you how to change pounds and Think-Pair-Share - EL
into ounces by using your previous math understanding to discover mathematical students can listen to and
rules. I also want to teach you how to demonstrate and justify your math by using talk with peers to clarify
a two-column table. We do this so that we can apply the measurement of weight information and thoughts.
to our everyday lives. For gifted (GATE)/advanced
students I will:
● Advanced Work -
Advanced Students can
lead their think-pair-share
discussions and give
responses during Group
Share.
IEP for Student A:
● Student A is seated next to
a higher peer, and near
the teacher, allowing her
easy viewing (modeling
from teacher on
 mannerisms) and listening
(adult modeling of voice).

Lesson Body Differentiation/Multiple Means

Modeling & Guided Practice: of Engagement
❖ Teacher will look for answers such as: “Our numbers increase by the same To ensure the content in the lesson
amount”; “Our numbers increase by 16”; “We can count up by 16”; “We body has multiple means of
can count up by ten and six”. engagement, I will:
Slide 10: 1 pound is equal to 16 ounces. 2 pounds is equal to 32 ounces. 3 pounds is ● Sustaining Effort and
equal to 48 ounces. What do we notice about our numbers? Persistence - Students will
● Wait Time. engage in Productive
What number do you think should come next in our table? Why? Academic Talk with their
● Wait Time. peers.
● Think-Pair-Share ● Sustaining Effort and
● Group Share. Persistence - Students will
Slide 11: What do we think our rule for converting pounds to ounces is? What work collaboratively.
numbers should come next in our table if we follow our rule? ● Self-Regulation - Students
● Wait Time. will share the regulation
● Think-Pair-Share. of work and time
● Group Share. monitoring with their
group members.
Overhead Projector: Teacher will project the worksheet: http://bit.ly/3cUNGf4 Differentiation (for specific
All students will have the same worksheet. students):
Teacher will model and guide students through question #1 by walking the For struggling students I will:
students through filling in the table for “1 pound = 16 ounces” and “2 pounds = 32 ● Small Group and
ounces”. Teacher will model and guide students through question #2. Collaborative Work -
Teacher will justify her math work and math answers verbally. Struggling students can
listen to and talk with
Collaborative Practice: peers to clarify
Students will work in pre-assigned table groups to complete worksheet page 1. information and thoughts.
● Teacher will work
Independent Practice: one-on-one with the
Students will work independently to complete worksheet page 2. struggling students at
their desks if needed.
For EL students I will:
● Small Group and
Collaborative Work - EL
students can listen to and
talk with peers to clarify
information and thoughts;
During Independent
Practice, EL students can
 choose to work with a
peer.
For gifted (GATE)/advanced
students I will:
● Compacting - Instead of
completing the assigned
Independent Practice,
Advanced Students will
work on their long-term
STEM project that has
been pre-approved by the
Teacher.
IEP for Student A:
● Student A is next to a
higher peer and is working
in a Small Group and
Collaboratively.
● Teacher will work
one-on-one with the
student at her desk.

Lesson Closing Differentiation/Multiple Means

Review: of Expression
Group Share: Student volunteers will share their collaborative and independent To ensure the content in the lesson
work by using the overhead projector and justifying their math reasoning to the closing has multiple means of
class. expression, I will:
● Executive Functions -
Teacher will restate teaching point: Mathematicians, today you learned how to Students will observe the
change pounds into ounces by using your previous math understanding in order to Math Exemplars of their
discover mathematical rules. You also learned how to demonstrate and justify your peers during Group Share
math by using a two-column table. and will be able to alter
their individual work if
Checks for Understanding: desired.
● Mathematicians, can you explain to someone how to change pounds into ● Executive Functions -
ounces? Can you explain to someone how to record your math in a Students Self-Monitor and
 two-column table? Please hold up fingers - 1 being the lowest and 5 being rate their level of
the highest - for how well you can explain. comprehension.
Differentiation (for specific
Both worksheets will be turned in at the end of the lesson. students):
For struggling students I will:
● Wait Time
For EL students I will:
● Front Loading - Math
. vocabulary for the lesson
will be pre-taught to
students at an earlier
date.
● Fingers - Students will hold
up a number on their
fingers that signals their
understanding of the
lesson’s content.
For gifted (GATE)/advanced
students I will:
● Advanced Work -
Advanced Students will
continue working on their
individualized STEM
project; Students will
explain what they
completed during the
math lesson at a
pre-arranged brief
conference with the
Teacher.
IEP for Student A:
● Student A can choose her
level of verbal
participation in the Group
Share.
● Student A can use the
Math Exemplars provided
by peers during Group
Share to better
comprehend the lesson
objectives.
REAL Connection (see LMU Conceptual Framework) includes Social Justice:
- Sociocultural/Constructivist Perspective
- Culturally Responsive Teaching
- Leadership

TPE Connection (see CA TPEs)

1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as
well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
1.5 Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry,
problem solving, responding to and framing meaningful questions, and reflection.
1.8 Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in
learning.
2.5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom.
3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum
frameworks.
3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of
subject matter, and make accommodations and/or modifications as needed to promote student access to the
curriculum
5.8 Use assessment data, including information from students’ IEP, IFSP, and 504 plans, to establish learning goals and to
plan, differentiate, make accommodations and/or modify instruction.
MATH LESSON SLIDES and WORKSHEET