Mathematics Lesson Plan

1. Name: Alexis Field

2. Lesson Title: Learning How to Measure Length

3. Grade level: First Grade

4. Previous knowledge: Description of the knowledge students need prior to learning this lesson.
 How to count to 100
 How to read whole numbers
 Understand place value (specifically the tens and ones places)
 Knowledge of the size of base-ten units
 Understand that larger units are made up of smaller units.

5. Objectives: Usually no more than three. Connect these to your assessments. Include objectives
that focus on conceptual understanding and problem solving.
1. Students will organize three objects in order from shortest to longest.
2. Students will accurately measure the length of an object to the nearest length unit. 
3. Students will determine the appropriate tool to use when measuring the length of
various objects.

6. Standards: List of the New York State Next Generation Mathematics content and mathematical
practices standards that the lesson objectives are addressing.
 NY-1.MD
1. Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
2. Measure the length of an object using same size “length units” placed end to end
with no gaps or overlaps. Express the length of an object as a whole number of
“length units.”
 Mathematical Practices Standards
 Conduct viable arguments and critique the reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.

7. Materials: List of learning materials and resources.

 Different classroom objects (pencils, erasers, books, folders, desks)
 Ruler
 Tape measure
 Writing utensil
 Computer and access to CreateJS export from rods (elasticmind.com)
 Paper clips
 Data sheet/worksheet to record measurements.
 8. Activities: Use the table below to describe your lesson’s activities. Provide a clear and short
description of each activity in the “Activity Description” column. Make sure students have active
role in each of your activities and describe that in “Students’ Role” column. In “Teacher’s Role”,
provide examples of questions that teacher will ask during each activity.

N Duratio Activity Description Students’ Role Teacher’s Role Comments

n
1 5 Introduction to the  Pick up,  Observe students This should be
minutes Lesson: Students touch, and playing with the rods. a time when
will have this short play with  Listen to their students are
period of time to the colorful discussions and ask getting
rods. guiding questions. excited,
explore and play
 Think about  Ask, “How might we curious, and
with physical rods.
how we can use these?” making
use them to  “Do they have any predictions
learn uses in math? Why do about why we
something you think that?” would be
new  Ask some students if using these
(whether they would be willing rods in math.
they think it to share some of their
is related to discoveries (quickly
math or not) after their explore
time is up)
2 15 Working with Rods  Look at the  Put the ElasticMind Have students
minutes as a Class: Together comparison website on the board come up to
as a class, we will of two rods and use it to provide whatever
explore the that is put comparison examples. screen or
ElasticMind website on the  Show two different computer I am
and look at the screen in rods on the screen using during
different colored rods. front of (one on top of the this time and
I will use this website them. other) and ask, make their
to compare two or  When “Which rod is own examples
three rods at a time, comparing longer?” (create their
having students only two  Provide multiple own
decide which is rods, decide comparison examples questions) and
longer, or what order which is and ask students to see how their
they should go in. longer. answer with the color peers respond.
This activity will also  When of the longer rod. I will also
provide students with comparing  Could then ask, have physical
an opportunity to three rods, “Which rod has a rods available
compare the lengths put them in greater length? for those
of different trains, order using Why?” and hopefully students who
which are made by terms like students will respond work better
connecting two rods shortest, with the correct with
together (end to end). longest, or answer and say, manipulatives.
in the “because it is longer
middle. than the other rod”.
 Now add a new
colored rod (either on
 the top or bottom of
the two already
there). Ask, “Which
one is shortest?
Which one is longest?
If I want to put them
in order from shortest
to longest what would
my stack look like?”
3 5 Introduction to the  Watch video  Play the video.
minutes “Getting More and be  Ask students, “What
Specific” Activity: thinking do you think we are
Show students the about what going to be doing in
short video linked our next the next activity?”
below and have a activity  Ask, “How can we be
short discussion. might be more specific with
about our measurements?”
 “Now that we have
watched the video, do
you think we could
use paperclips to
measure?”
4 20 Getting More  Line up  Demonstrate how to Be sure that
minutes Specific with our paperclips measure your hand students know
Measurements: We (in a straight with paper clips they can
can find the length of line with no (place the paperclips measure
something without gaps) to end to end with no different items
using a ruler or tape figure out gaps or overlapping). (remind them
measure. Have the length in Also do one more about books,
students measure paperclips demonstration using a folders,
classroom objects of different book. pencils,
(using paperclips) and objects.  Model how you want crayons if they
record them on their  Write down students to count the get stuck).
data sheet. the name of paperclips and fill out
your object the data worksheet as
on your they go, using whole
paper, and numbers. (“my hand”;
then write “12 paperclips’)
how many  Give students a bag of
paperclips paperclips and a
you needed worksheet.
to measure  Have them work
that object. together (but filling
out their own sheet)
to find the length of
classroom objects in
paperclips.
5 10 Choosing the Right  Students  If we wanted to be Be sure to
minutes Tool: Have a group will come more specific, we share that a
discussion about how back would go back and tape measure
to be even more together and measure those objects will also give
specific with our share some using a ruler. Instead us how many
measurements by of the of saying my hand is inches
using rulers and tape objects they 12 paperclips, I would something is,
measures. The class measured. use a ruler and find but because it
will work together to  Students that it is 6 inches. is longer than
create a T-chart that will share (model this with a a ruler, it can
organizes objects into their ruler, do it again with measure
two categories (either thoughts a book) bigger objects.
ruler or tape about what  Ask, “Was there an Students can
measure). objects object that you step up and
should/could wanted to measure, write on the
be measured but it was too big? T-chart
with a ruler, Maybe you felt like themselves
and which you would not have too.
ones would enough paperclips.”
require a  For bigger objects,
tape like our classroom
measure. door, we can use a
tape measure.
Demonstrate by
measuring the door
with a tape measure.
 Bring out T-chart
with one side labeled
with a picture of a
ruler, and the other
side labeled with a
picture of a tape
measure. (hopefully
have it match with
your examples in the
classroom)
 Have students share
some of the items
they measured with
paperclips (books,
writing utensils,
folders) and place
them in the ‘ruler’
side of the chart.
“What else do you
think belongs on this
side?”
 Fill in the ‘tape
measure’ side of the
chart. “What objects
belong here?” If it is
an object in the
classroom, and the
 students are not sure
which column to
place it in, have them
use the rulers and tape
measures to decide.
(For example, try to
measure a desk with a
ruler. We find that it
is too long, so we
must need the tape
measure.)
6 5 Exit Ticket: A  Answer the  Answer any This should
minutes short list of questions clarifying questions. tell me what
questions given to to the best  Ask some guiding progress, if
the students. It will of their questions before any, was
serve as a review of ability (be giving the exit made after
the key takeaways thinking ticket (or during if a the lesson
from the lesson and about what student is stuck) and
show me as a they  Remind students introduction
teacher what they learned that that it is okay to not of measuring
know so far. It will day) know the answer. length. The
address and assess  Give hints or amount of
the students’ reminders of what time it will
progress on the part of the lesson take to
three objectives. might lead them to complete
the answer: “Do could vary
you remember when for some
you were walking students.
around the
classroom and
measuring different
objects? What do
you remember
about that? What
were you thinking?”

9. Assessment: Describe the formative and summative forms of assessment that will be used
throughout your lesson and how they connect to the lesson objectives.
Formative –
As students answer the questions, “Which rod is longer?” and “How do I order these rods from
shortest to longest?” I will know if they are understanding or still confused. I can have other
students offer their input if the first answer given is incorrect. We can discuss and decide which
answer is the correct one, and why.
While students measure their classroom objects with paperclips, I can observe and give
reminders as needed. It is during this time that I would be checking to make sure students are
placing the paperclips end to end with no gaps or overlaps, just how I modeled it. I can also
 check to see that they are counting the paperclips correctly and recording the correct whole
number on their sheets.
Summative –
An exit ticket will be given at the end of class that has three main problems (to address and
assess the students’ progress on the three objectives. (exit ticket below)

10. References: List of the references you consulted for your lesson.
 CreateJS export from rods (elasticmind.com)
 https://www.education.com/game/measuring-nonstandard-units/ (short intro video)
 https://www.education.com/

11. Any additional information: Add any worksheets or other materials that will be used in your
lesson at the end of this document.
Data Sheet/Worksheet to Record Paperclip Measurements

Object Number of
Measured Paperclips
Exit Ticket

1. Put these pencils in order from shortest to longest. (Hint: label them using the terms shortest,
longest, and medium/middle)

2. What is the length of this fork in paperclips?

3. Tommy wants to know how long his bed is in inches, what tool should he use to find the length
of his bed in inches?
 OR
RULER TAPE MEASURE