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Spring 14
Wallace

ELED 433 Math Methods
LESSON PLAN INSTRUCTIONS

When completed, your lesson plan should be submitted to your Cooperating Teacher.

TITLE OF LESSON Metric and Customary Measurement Scavenger Hunt

CONTEXT OF LESSON
The Scavenger Hunt activity is appropriate for the students at this time because they have
covered both metric and U.S customary units of length measurements. The students will use the
scavenger hunt to review the concepts they have learned and make connections between the two
units of measurement.
The students had experience measuring different objects in math and in science using a yard
and meter stick and a ruler. The students needed to recognize the centimeter and inch side of the
ruler. The students complete measure out the door at the end of each day to practice measuring
inches and centimeters. In science the students used meter sticks to measure how far an object
traveled in centimeters.

LESSON CONCEPTS
Differences between metric and U.S customary units to measure lengths of various objects.
What unit of measure to use when measuring objects
Compare customary units to metric units.
Identify equivalent measurements such as 12 inches equals 1 foot.

LESSON OBJECTIVES
1. The students will determinethe appropriate unit of measurement to measure various object
within the classroom or on their bodies.
2. The students will measurethe length of various objects in the classroom or on their bodies using
metric and customary units measuring the nearest , , and 1/8 inch, foot, yard, mile, millimeter,
centimeter, or meter.
3. The students will record the length of various objects using metric and customary units.
4. The students will estimatethe length of various objects and then comparethe estimates of
various objects with the actual measurement of the object using metric and customary units of
measure.
5. The students will identify equivalent measurements between metric and customary units.

ASSESSMENT OF LEARNING

LESSON CONCEPTS LESSON OBJECTIVES PLAN FOR ASSESSMENT
What do you want the
students to
learn as a result of this
activity?
How will the students
demonstrate understanding of
the concept?
How will you assess student learning
of the concept? (Attach a copy of the
data collection instrument to this
document.)
Concept 1:
Consider differences between
metric and U.S customary
units to measure lengths of
The students will:
1. The students will determine
the appropriate unit of
measurement to measure
Assessment for objective:
1. Each student will be given
examples of different objects and
they will check off the correct
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various objects.

Concept 2:
Consider what unit of
measure to use when
measuring objects

Concept 3:
Compare customary units to
metric units.

Concept 4:
Identify equivalent
measurements such as 12
inches equals 1 foot.

various object within the
classroom or on their
bodies.


2. The students will measure
the length of various
objects in the classroom or
on their bodies using metric
and customary units
measuring the nearest , ,
and 1/8 inch, foot, yard,
mile, millimeter,
centimeter, or meter.


3. The students will record the
length of various objects
using metric and customary
units.





4. The students will estimate
the length of various
objects and then compare
the estimates of various
objects with the actual
measurement of the object
using metric and customary
units of measure.


5. The students will identify
equivalent measurements
between metric units; and
equivalent measurements
between customary units.

unit of measurement they would
use to measure.



2. Each group will find objects they
can measure in metric and
customary units. The group will
write what they measured and
what unit of measurement they
used and why.





3. Each student will complete a
worksheet the includes the titles
object, metric, and customary and
they will fill in columns with
what they measured and the units
they measured with



4. Each student will write what an
estimate for a chosen object is
and then they will write what the
actual measurement is. I will
listen to group discussions for
reasoning of estimation and
comparison.



5. Each group will write down
estimates of objects using
customary unit and writing
estimates of metric units.

RELATED VIRGINIA STANDARDS OF LEARNING
4.7 The student will
a) estimate and measure length, and describe the result in both metric and U.S. Customary units
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b) identify equivalent measurements between units within the U.S. Customary system (inches and
feet; feet and yards; inches and yards; yards and miles) and between units within the metric
system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

MATERIALS NEEDED
Scavenger Hunt Worksheet/Morning work
Pencils
Inches/Centimeters ruler
Meter stick
Yard stick
Smart Board
SMART Board math review program

PROCEDURE

BEFORE (30 min) Anticipated student responses
The students have been introduced to using metric
and U.S customary unit of measurement. The
students have measured lengths of various objects.

Activate Prior Knowledge:

The students will complete a short review worksheet
for morning work. Complete prior to 8:30


Review Worksheet (5 min)



Review benchmark measurements (10 min)

Inch- the distance between two knuckles on your
pointer finger or length of a quarter











Feet- the length of your fore arm or length of a
football
















Teacher: Can you give me an example of
something that is about 1 inch?
Student: My pencil eraser
Teacher: look around what else do you see that is
about 1 inch?
Student: Width of the end of a ruler
Teacher: What is something I would measure in
inches?
Student: A shoe, a book,




Teacher: Can you give me an example of
something that is about 1 foot?
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Yard- length of a baseball bat or distance from the
tip of your nose to your finger tip













Meter- the height of the door











Centimeter-width of a pinky finger






Student: a book
Teacher: Look around what else do you see that is
about 1 foot?
Student: The window on the door
Teacher: what is something I would measure in
feet?
Student: a door, your height, the length of a room
Teacher: what would be an easier way to measure
the length of a room using?
Student: yards




Teacher: Can you give me an example of
something that is about 1 yard?
Student: two desks together
Teacher: Take a look around, what is something
else that is about 1 yard?
Student: The SMART board
Teacher: what is something you would measure
in yards?
Student: a football field, the length of a room, the
backyard





Teacher: Can you give me an example of
something that is about 1 meter?
Student: The SMART board
Teacher: Take a look around what else do you see
that is about 1 meter?
Student: The door
Teacher: What would you measure in meters?
Student: the hallway




Teacher: Can you give me an example of
something that is about 1 centimeter?
Student: the face of the dime
Teacher: look around what else do you see that is
about 1 centimeter?
Student:
Teacher: What is something I would measure in
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Millimeter-











Miles- From Sandy Hook to the Strasburg Library (1
mile) or a 20 minute walk







Kilometer- From Sandy Hook to the Road to turn
into the High School (1 km) or a 12 min walk








SMART Board Review (10-15 min)








centimeters?
Student: the tip on a pencil, the length of a used
pencil





Teacher: Can you give me an example of
something that is about 1 millimeter?
Student: the width of a dime
Teacher: Look around what else do you see that is
about 1 millimeter?
Student: Width of a piece of paper
Teacher: what is something I would measure in
millimeters?
Student: A bug, length of a finger nail



Teacher: Can you give me an example of
something that is about 1 mile?
Student: 4 times around a track
Teacher: what would you measure in miles?
Student: trip for vacation, walks, bike rides




Teacher: Can you give me an example of
something that is about 1 kilometer?
Student:
Teacher: What would you measure in kilometers?
Student: trips for vacation, walks, bike rides





Teacher: Estimate the length of the rectangle in
inches
Students: give estimates
Student: measures the rectangle and moves the
rectangle to begin at 1in.
Teacher: Estimate the length in centimeters
Students: give estimates
Teacher: changes customary units to metric units

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Teacher: Estimate the width of the rectangle in
inches
Students: give estimates
Student: measures the rectangle
Teacher: Estimate the width in centimeters
Students: give estimates
Teacher: changes customary units to metric units

Teacher: measure the length of the line segment
in inches
Student: moves line segment to measure in inches
and explains the answer
(Repeat in metric units)

Teacher: how many inches are in a foot?
Students: 12inches
Teacher: If 12 inches are in a foot then how many
inches are in 2ft?
Students: some may not answer
Teacher: what equation can you do to find the
answer?
Student: 12+12
Teacher: What is another way
Student: 12*2
(Repeat for 3 feet)
Repeat for number of feet in yards)

Teacher: if 36 inches equals three feet, then how
many inches are in a yard?
Student: 36

Teacher: How many centimeters are in 1 meter?
Student: I dont know
Teacher: If there are 1,000 millimeters in a meter,
and there are 10 millimeters in a centimeter how
can I find how many centimeters in a meter?
Student: 1,000/10
Teacher: Yes! What would the answer be?
Student: 100 centimeters are in a meter
Teacher: talk to you neighbor about how many
centimeters are in 20 millimeters.
Student: discuss
Teacher: everyone together tell me how many
millimeters are in a centimeter
Students: 2

Teacher: choose 4 students to place customary
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units of measure with the correct object they
would measure with that unit.

Teacher: choose 4 students to place metric units
of measure with the correct object they would
measure with that unit.


DURING (20 -25 min)
Establish clear expectations (2 min)


Present the scavenger hunt worksheet for students to
complete. The worksheet will have a list of different
measurements the students will need to find within
the classroom.


Choose groups of three.
Place students with high level of readiness with
students who are between high and low level of
readiness.
Place students who are low level of readiness with
students who are between high and low level of
readiness.


The teacher will allow groups to discuss which
objects to measure with each measurement without
interference. Allow for mistakes and question
students when observing students disagreeing on a
measurement or when they do not understand what
to measure.
Teacher: In groups of 3 you will complete a
scavenger hunt. You will find object that you can
measure using the units of measurement on the
left hand side. When you complete the inches
section you will need to find four different
objects. I have listed three estimates for you for
, , and 1/8. In addition to those three you need
to find another object that is not equal to those
lengths. In the object box, tell me what you are
measuring. In the estimate box, estimate what you
think the measurement will be in the specific unit
to the left of the object box. In the actual
measurement box, what did you measure with the
ruler. Note: some boxes do not require you to
write an actual measurement (miles and
kilometers) because you do not have the tools to
measure how long. However, down at the bottom
of the paper I want you to tell me a way you can
find the actual measurement. When you finish
estimating and finding the actual measurement
for each of your objects you may complete the
equivalent box. In the last box, equivalent
measurement, if and only if an object can be
changed into another unit such as feet,
centimeters, or meters, then I want you to write
what your actual measurement will equal. You
may not need to find an equivalent for each
measurement.
AFTER (5-10 min)
When all students have completed the scavenger
hunt bring them together as a class to discuss what
they have found. Each group must share at least one
object they found in a category that was not yet
talked about.


Teacher: What did you measure? How did your
measurement compare to your estimate?
How did you find the equivalent?

Teacher: Does another group have something
different that is about the same size?
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I will put the Scavenger Hunt worksheet on the
SMART board and record what the students found. I
will write their estimates, actual measurements, and
equivalent measurements on the sheet.


MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS

CHALLENGE Students will convert measurements in customary units and metric units. Students will
complete the equivalent box on their worksheet after they have completed estimating and finding the
actual measurements. If students finish the equivalent box I will give them extra problem to solve:

48 inches =_____ feet 30 feet =_____yards 72 inches = ______yards

500 centimeters = _____ meters 500 centimeters = ______ millimeters 500 millimeters =_____ meters

REMEDIAL Students will focus on the U.S customary units, inches, feet, yards, and miles. The students
will not be required to find the equivalent measurement unless for example the students measurement is
12 inches, then the student must recognize the measurement equals 1 foot or 3 feet equals 1 yard.

WHAT COULD GO WRONG WITH THIS ACTIVITY AND WHAT WILL YOU DO ABOUT
IT?
Students may not understand how to find or use benchmarks. I will need to explain to them
different types of benchmarks to ensure all students know what a benchmark is, how to find a
benchmark, and how to use a benchmark.
During the scavenger hunt students may become unengaged and act silly. I will need to
confront the student immediately. I will ask them what they have completed on their
worksheet and then ask them what they plan on measuring for the remainder of their
measurements. I will help the student find objects they find interesting to measure.
I will try to avoid disengagement by structuring the time limit allowed to complete the
scavenger hunt. I have allotted 20-25 minutes in my plan for students to complete the hunt. I
will tell the students they have fifteen minutes to complete the hunt. I do not think the students
will complete the hunt in fifteen minutes. I will provide them with more time. I want the
students to stay on task and the students work better when they think they have only a certain
amount of time.
Some students may have difficulty understanding how to use a ruler or how to estimate a
measurement during the activity. I will guide these students by repeating what we covered in
the beginning of class. I will change the language to support the student because the student
may not have understood the language being used in the beginning as a class.








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REFLECTION
As soon as possible following your activity, write your response to the following questions. Be thorough
in your reflection and cite specific examples of the childrens language, involvement, reactions,
exploration, and learning.

A. Based on your plan for assessing learning and the data you collected, evaluate the success of the
lesson. Be thorough in your description. Cite multipleexamples of student behavior and language that
document your conclusions.

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets
it; (2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.

Gets it Has some good ideas, but Does not get it
Student A Student B Student C Student D Student E Student F
a.
Understands

b. Confused
about

c. Questions to
ask to clarify
what I know

d. Ideas to
work on next


a. What does each student appear to understand?
b. What does each student appear to be confused about?
c. What questions might you want to ask each student to clarify what you know about the
students understanding?
d. What ideas does each student need to work on next?

B. How did your actual lesson differ from your plans? Describe the changes you made and explain why
you made them. Be thorough and specific in your description.

C. Based on this experience, what changes would you make if you were to present this activity again?
Why? Cite at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way.

D. What did you learn from this experience about children, teaching, and yourself?
Identify two things you learned about children as a result of planning and conducting
this activity. Relate this new knowledge to principles of child development or
appropriate curriculum from your READ and ELED courses.
Identify two things you learned about teaching as a result of planning and conducting
this activity. Describe how you will apply this new knowledge to upcoming
opportunities for developing learning experiences for children.
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Identify one thing you learned about yourself as a result of planning and conducting
this activity.