Brittany Gilchrest

1/31/17

Measurement Conversions Lesson

Brittany Gilchrest

Lesson Overview
Lesson Title Changing Units
Lesson During this lesson students will learn how to convert customary
Description units of length through a foldable. Students will practice this skill
by converting animal lengths.
Unit Title Math/Measurement
Real
world Students will need to be able to convert units in order to cook
applicatio
ns/
connectio
ns
Content 4.8B Convert measurements within the same measurement system,
Area
customary or metric, from a smaller unit into a larger unit or a
Standards
Alignment larger unit into a smaller unit when given other equivalent measures
represented in a table.
Technolo N/A
gy
Standar
ds
Alignme
nt
Objectives The student will convert customary units in length.
4th grade
Grade Level
Estimated
Time 45 minutes
Needed for
this Lesson

Resources/Materials/Tools

Terms/Vocabulary Customary units/system - The system of unit measurement used

in the United States.
Convert- change one unit into another

Technology
resources
(hardware,
software,
websites,
Technology- During this lesson I will be using the promethean board and document
Enhanced camera to create a foldable with the students. I will also use the
Lesson technology to show students how to complete the guided practice.
Supports), and
rationale for
why each is vital
 Brittany Gilchrest
1/31/17

for instruction:

Non-
Technology
I am using colored paper to make foldables as a hands on
resources and
rationale for way to learn the content. I am also using animal information
why each is cards that will create motivation behind converting units.
vital for
instruction:

Lesson Procedures
Resource
Lesson Management
Stage of Lesson Step-by-Step Lesson Sequence Management
Focus/ What have we The I
Anticipatory been learning about the student is will be
Set
(motivational last 2 weeks? responding utilizing
hook) Today we are to the student
focusing on question and discussio
conversions, how does discussing n to
this relate to what we with peers. activate
have been doing? The prior
teacher is knowled
listening to ge and
responses to
5 min connect
from
previous
lessons
Content Input Teacher helpers Durin I
(could include will pass out paper to g this time will be
content outline,
presentation make a foldable. students will using the
format, I will create a be prometh
questioning, foldable with students answering ean
modeling,exampl
about converting questions board
es)
customary units, and and
focusing on length. providing documen
As I write I will feedback as t camera
ask questions. we move to make
How many inches through the the
are in a foot? lesson. foldable
How would we go The with
from inches to feet? teacher is students.
How many feet providing
are in a yard? direct
How do we know instruction
 Brittany Gilchrest
1/31/17

we need to divide? and asking

After completing questions.
the foldable show
students to hand
motion to remeber
division and
multiplication.
Have students
discuss with each other
what we discussed in
the foldable and what
the hand motions that
we did mean.

10 min
Guided Practice I will show Durin Th
(identify students how to g this e
students who convert the units by section students
failed to using the first two students will will be
master lesson
objectives) animal cards.. What be working using
steps do I take to collaborative animal
convert this into the ly to solve cards
[next unit]? the The with
As I work out the teacher will lengths
problems I will model be walking on them
my thinking. around the and a
room recording
10 min making sure sheet.
 Brittany Gilchrest
1/31/17

students are
on task and
working
successfully.

Independ Students will Stude St

ent work in groups to nts will be udents
Practice
(vertical complete the rest of the working in will be
expansions of animal conversion groups. completi
lessons; re- cards. The ng the
teaching and The teacher will teacher will animal
enrichment)
either walk around be working conversi
checking on students or with on cards.
pull a small group. struggling
learners
either one
on one or in
15 min a small
group.
Closure Why is it Stude St
important to be able to nts will be udent
convert units? answering discussio
When are some question and n will be
times that you may discussing utilized.
need to do this? with peers.
Teach
5 min. er will be
listening and
providing
feedback.
[add or delete
rows as needed]
Plans for Differentiated Instruction/Accommodations

For my resource kids and one of my dyslexia students I will decrease

Special the amount of problems they do during the independent practice by
Educatio
n about half, depending on the student. These students may also be
Students pulled in for small group by me if necessary.
ELL students will have the option of having materials read with them
English and will be provided with vocabulary words in their own language if
Languag necessary. Students will also be encouraged to work in groups.
e
Learners
Students can begin work on a research project utilizing measurement
Gifted and conversions, the endangered animals measurement project. Students
Talented will continue this work as they have time in the classroom.
Students

If students finish early they will be allowed to read or do spelling practice in the library.
The independent practice and guided practice will be used for assessment.

Actual Size animal cards: https://www.teacherspayteachers.com/Product/Converting-

Customary-Units-of-Length-149653
Skill and Drill Customary Units Length:
http://betterlesson.com/lesson/resource/2848492/skill-and-drill-customary-weight-1