Teacher: Matt Sabatowski (Schermerhorn)

Subject Area: Math

Grade Level: 3
Length of Lesson: 1 hour

Desired Results
Indiana Academic Standard(s)
3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and
the volume of objects in quarts (qt), gallons (gal), and
liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving
masses or volumes that are given in the same units
(e.g., by using drawings, such as a beaker with a measurement scale, to represent the
problem)

Enduring Understandings

Essential Question(s)

Larger units of measurement

can be equal to a larger quanitity
of small units (ex. 2 cups in a
pint)
How to use measurement tools
to measure out cups, quarts,
gallons, etc.

How many cups are in a pint,

quart, gallon, etc.?
What are the customary units
of capacity?
What are some real life
examples of these units?

Knowledge and Skill Objectives

SWBAT identify items in real life that approximately correlate with customary
units of capacity, measure out larger units using cups, understand the differences
between certain units, understand how metric and imperial units can be used to
measure similar amounts of liquids
Assessment Evidence
Worksheet detailing real-life examples of pints, quarts, gallons, and various units
of measurement
Worksheet containing table, where students must guess how many cups are in a
certain unit, followed by experimental results

Learning Plan
Learning Activities

The class is gathered in the family room and begin to brainstorm various units
of measurement that they know in order to introduce the concept
A powerpoint presentation following lesson 15-1 and math lesson along with
reteaching worksheet is given
Kids split into groups of 3 or 4, spread out among 8 stations around the room
each station has a container marked pint, quart, etc. and a Tupperware container
filled with rice

Name____________________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
Out of the many lessons I have taught, I would argue that this subject is the most important one
due to its real world applications. Common activities such as cooking and chemistry, among
others, involve measurement in some capacity, so beginning to learn these important concepts
are fundamental to success later in life.
Describe how the activity was developmentally appropriate.
It concerned a concept that was largely alien, as unit conversions are completely new. By allowing
them to test it out for themselves, they were able to comprehend it at a visual level, which is great
for third graders level.
Give an example of how you know the activity was interesting to the children.
The activity went longer than expected, so it spilled over into an extra day. The next day, we were
not able to complete it due to an unexpected choir rehearsal, but when the kids returned from the
concert, the first thing they asked was if we were going to do the rice thing again!
Describe how the activity included opportunities for the children to test their knowledge.
Before each measurement, the kids would have to fill out a space detailing their predictions of how
many cups would make up the unit at hand. Also, one station consisted of brainstorming real world
examples of capacity units.

Describe a follow up activity that would build on concepts you have presented.
Apply the knowledge on a larger scale a worksheet detailing larger examples such as fuel
tankers, etc. using larger units such as tons and gallons.

What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
The students always love these hands-on activities, so they were excited to take turns pouring the
rice into the containers. Also, when it came time to clean up, every kid wanted to use the vaccum
to suck up the copious amounts of rice. The novelty of the experiences exites them no matter
what it is, which is one of the many reasons I love young kids.
How did you involve the children in the closure of the activity?
At the end, we shared our answers, predictions, and measurements found throughout the
worksheets. Different groups would describe different predictions, etc.
Describe what changes you would make and what you would keep the same if you presented the
activity again.

I would refine the process of actually retrieving the rice and pouring it into the cup. I would make
each container use a funnel of some sorts, as rice was getting all over the room. Also, when done
filling the containers, they would try to pour it back into the Tupperware container with obvious
failure. Better explanation for these procedures would help immensely.