Teacher: Imaan Murteza

School/Grade: Penn alexander School/Mrs. Kurlands 5th grade

Number of Students: 4
Expected Observer(s): Ms. Connie Major (Penn Mentor)
Title of Lesson: What is the Metric System?
Date: November 21, 2014.
This lesson will be filmed for analysis.
Pedagogical Focus:
Using visual and physical representations to draw connections between the lesson and students
lives in order to make the math covered more meaningful. Also to draw connections between this
lesson and other mathematical concepts that the students have learned.
Common Core Standard: CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized
standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m),
and use these conversions in solving multi-step, real world problems.
WHAT
In this lesson the aim is for students to develop an understanding of the Metric system as
it relates to measurements of length (the metre and its derivatives). Through a constructed
exercise of real life exploration, I hope to reinforce the idea that there are multiple ways to
achieve a certain result, in this case a linear measurement. However, when attempting to
communicate ones findings, there is value in using a standardized system that the whole world
shares. Since the students would have just finished their school wide science fair event, I am
hopeful that this message will resonate with them.
Students will also gain an understanding of the relationship between the different units of
measurement in the system and begin to develop fluency in converting values from one unit to
another. Since the students have been working throughout the year on their multiplicative
thinking, I anticipate their ability to perform these conversions mentally, or at the very least, with
minimal notation. They will also learn how to represent their numbers and units on a page
correctly. [I think it is worth pointing out that the metric system has a base-10 structure and, thus,
the relationship between the different units in the metric system are factors of ten.
There is also the notion of equivalence, that the same length can be represented with different
units.
Vocabulary words to stress: the names of the units (focusing on m, cm, and mm), Metric System,
to convert from one unit to another and standardized.
These goals are to be accomplished by engaging students in several tasks throughout the lesson,
in pairs, whole-group and individually.

Formatted: Indent: First line: 0"

I anticipate students having difficulty in adjusting to the new words. Also, since their math work
so far has been devoid of any type of measurement (besides counting squares or cubes) I predict
that some students may have trouble adjusting to the process of measuring objects with a ruler,
or indeed attaching meaning to the cm mark that appears on their page.
HOW
Since this lesson is mostly focused on building an understanding of the metric system, it
will be discussion-based with practical problems at the beginning of the lesson to spark students
interest that will be revisited at the end of the lesson to assess the students understanding. These
practical problems will be tackled by pairs of students while the rest of the lesson will be taught
whole-group. Each group will work with two lengths for a few minutes before switching. One
length will be a distance that is best measured with meters (although the students will not have
access to a meter stick at the beginning) the other length will be one that is best measure in
centimeters. The students will be encouraged to be creative in their measurement techniques, for
instance, using their shoes as a unit, hand-spans, arm-lengthsetc. T
he discussion will be mainly about the different measurements one might need as each
unit in the MS is revealed and discussed. The students will be given rulers to examine and
deduce the relationship between the units. I plan to represent the system from km to mm on chart
paper. The students will have clipboards, lined paper and a worksheet in which they can record
their findings.
The students will be familiar with the words cm and mm since they would have covered
them the previous week in a unit about volume.
WHY
This lesson would be the first step in working towards the goal outlined in the common
core standards. (CCSS.MATH.CONTENT.5.MD.A.1) My other reason for selecting this topic
stems from a deep seated belief that students should be fluent in the measurement system used by
the rest of the world if they are to be productive citizens of it. I also believe that an understanding
of what the symbols mean will imprint upon the students the importance of noting their units
when they are recording measurements.
I have decided to approach the teaching of this lesson from a visual and practical
standpoint. I believe that if the students are not given a concrete representation of a meter for
instance, the unit will forever be an abstract concept in their minds, ungrounded in reality. This
could present problems later on in life when they attempt to estimate the size or length of
something in their daily life.
I also decided to split the group into pairs for the introducing activity because I believe
that working in pairs will lead to a better conversation and discussion between the students,
whereas a bigger group may result in a child being kept out of the discussion. The idea is to hit

two birds with one stone: to impress upon the students the virtues of a standardized measurement
system and to give them a practical example of the size of a meter and cm.
Tasks:
Measure the length of an object, first by using ones own units, then by using the standard units.
Apply the understanding of the meaning of the units in deciding which would work best in a
given situation.
Discourse:
The students will discuss in pairs during the activity the best way to go about measuring their
object. They will also be given a chance to talk to each other when trying to deduce the
relationship between the units. During these times I will act as facilitator to ensure that they are
on-task and complying with the norms we would have set up at the beginning of the class. For a
part of the lesson, where I will be introducing the students to the units they are unfamiliar with, I
will be the one doing most of the talking.
Tools:
Students will have paper, pencils, rulers (eventually) and other objects in the room to aid in their
exploration of measurement. We will also use chart paper to record and present ideas to the
whole group.
Normative Practices:
The students will be expected to follow the same rules implemented in their regular classroom
relating to respectful discussion, not calling out and active listening.
Classroom Management:
Since this lesson will take place in a new environment, the students may view this as an excuse
to act out. So, a revision of the classroom rules may be in order.

Students will raise their hands to answer questions.

Students will actively listen when others are speaking, be it the teacher or a fellow
student.
Students will respect one another at all times.

Goals for Students:

To develop an understanding of the metric system and how and when it can be used, a.
As well as an appreciation of the relationship between each unit.
To develop a sense of the units of the metric system and which unit is best for each type
of measurement in the real world. In a sense, to be able to apply what they have learned
about the units of the MS to real world measurements.

Goals for teacher:

To convey within the timeframe, the central concept of the Metric System
(standardization of measurements)
To draw connections between what students already know about linear measurement and
the Metric System.
To successfully gauge the level of student comprehension throughout the lesson and in a
culminating activity.

Lesson Plan Time (45 minutes)

Overall, this seems well planned. I have some questions about each piece. With the intro,
Im not sure what they are measuring with. Also see my suggestion in the coment.
The middle part of the lesson seems a little thin in terms of getting the students to do the
intellectual work of the lesson. It is unclear what is going on during that part.
The wrap up should probably be longer. I dont think you can wrap up meaningfully in 2
mins.
Introducing Activity (hook) Time (max. 13 minutes)
How are you going to introduce the lesson? Students will be split into pairs (2 groups) Group 1
will measure the length of the hallway (or the distance between two walls, depending on the
availability of space) while group 2 will measure the width of a rectangular table in the
classroom. Each will be given a few minutes to complete this activity and record their findings
before the groups switch. [see end for sample worksheet]
Discussion of findings Time (

minutes)

Each group will present their findings and the method they used to measure each length. These
results are recorded on a piece of chart paper. The hope is that each group will have come up
with a different answer for the length of the hallway and the width of the table. This can then
lead us into a discussion of the possible repercussions of this disparity in results. Refer to
Science fair from the past week. What if we had to share our findings from the science fair with
students in Australia?
Q: Can anybody suggest a better way to do these measurements?
Possible answers: use a ruler, use inches/feet/cmetc. Introduce the idea of standardization.

Comment [JR1]: What are they measuring

with? Before you have them measure, have a
short discussion about what we are doing
when we measure and how to use their
measuring tools.

If a student mentions cm/mm/m use that as a way to introduce the metric system. If not, then
suggest the use of a standard system to measure get examples of standard systems (inches,
feet etc.)
Begin constructing the Metric Line Time ( 23 minutes)
If a student has mentioned one of the units (for instance cm) then begin the line there. Write
cm on chart paper, then begin to write the other units in relation to it. If none of the students
offered any examples of metric units, then begin the line at the meter and construct the dm, cm,
mm portion first. Students should be encouraged to call out during this portion of the lesson if
they think they know which units come next.
Give out rulers and ask students to discuss in pairs what they think the relationship between
cm and mm is. Time (max 1 minute) ask the student to justify and explain their answers. [1
cm is made up of 10 mm, as seen on the ruler] Next, ask students to predict what the relationship
between dm and cm is. [reminder: this is a standardized system] Discuss with students
which situations would call for each of the units. Why? Time (15 minutes)
Begin constructing the other side of the line. As the rest of the line is being mapped out, ask
students what the relationship between each unit should be. Time (
minutes)
T: Sometimes it can be difficult to remember the order of the units. Introduce mnemonic
device: King Henry Died mother didnt cry much.
Its hard for me to see that this will take 23 minutes. I recommend you have them do some
conversion (within the metric system) tasks. Like, The hallway is 15 meters long, how may
decimeters is that?
Culminating activity Time (2 minutes) this seems like not enough time.
Students are given rulers/ meter sticks to re-measure the lengths they measured at the
beginning of the lesson. Each group is instructed to write a justification for the unit of
measurement they chose and to convert it once to a unit of their choice, then again to a unit of
the teachers choice. Worksheets are handed in as the students are dismissed. [see end for sample
worksheet]
Assessment
Students will be assessed on their understanding throughout the lesson and in a
culminating activity. During the lesson: attention will be paid to the level of student discussion in
accordance with the checklist developed to assess their comprehension. Students action will also
be observed to see if they are able to complete the tasks assigned to them. Also, to note how they
interact with the materials provided and their level of comfort. After the lesson: Students
worksheets will be examined to evaluate their understanding of the concepts explored during the
lesson. The information gathered from these assessments would hypothetically be used to

determine how the next lesson will proceed and whether anything would need to be retaught
before moving on to the next skill. [See supplemental document for comprehension and skills
checklists]
Possible extensions
If the students progress through the tasks quickly and there is extra time, two possible activities
are suggested:
The first involves converting from one unit to another. The numbers will be determined by the
teacher. Some suggestion included:

50cm to mm
25m to cm
73mm to cm
360m to mm
40m to km

The second possible activity involves testing students understanding of the value each unit is
meant to measure. Possible questions:

A fence is to be put up along the edge of a farm. What unit should the farmer use to
measure out the length of fencing? (accept anything from m to hm)
Which unit is best to measure the distance between Philadelphia and New York?
Philadelphia and the moon? (km for both)
Which unit is best when measuring the length of a mealworm? (mm) a python? (m
largest ever recorded is about 7m)
Which unit to measure the height of a child? (m) The height of a Barbie? (cm)

Further Work:
If I were to teach a second lesson about the metric system, the focus of that lesson would be
applying the students understanding to solve word problems (linear) and to begin exploring how
the metric system applies to measurements of area and volume.

Investigation Results

In the chart below, record the results of your measurements and the unit you
used to obtain that result.

What you measured

Measurement

Length of hallway

Width of table

Why did you choose this type of measurement?

Length of hallway:

Width of table:

Units used

Measuring with the Metric system

What you
measured

Measurement

Standard
Units
used

Justify your choice of units

Length of
hallway

Width of
table

In the space below, convert the length of the table to another unit of your
choice.

In the space below, convert the length of the hallway into millimeters (mm).