LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number: 603.2.3-04, 602.3.22-08
GENERAL INFORMATION
Lesson Title & Subject(s): Math Reviewing Measurement
Topic or Unit of Study: Measurement Linear, liquid, weight and mass
Grade/Level: 3rd Grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a third grade classroom. The classroom looks like any typical
elementary classroom. The whiteboard is located at the front of the room with a projector screen that
pulls down over the whiteboard. The student desks are in clusters to accommodate cooperative
learning. There are three clusters of five desks and one cluster of six desks. The teacher workstation
includes a computer, a VCR and a hover cam. The workstation is located adjacent to the front wall
placed beside the end of the whiteboard.
The students are currently studying measurement in math. This is a culminating activity. The students
have previously learned linear measurement, liquid measurement and weight/mass measurement.
The students use Qwizdom frequently to review before assessments, so they are very familiar with
the equipment and no instruction is needed on how to operate the equipment.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1 2-inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms;

Lesson Objective(s):
(e.g., what students will accomplish by the end of a single lesson; needs to align with core
curriculum/student achievement standard)
Given an object and four choices, the student will be able to determine the unit of measurement most
suitable with at least 80% accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Power Point
-Qwizdom

Resources:
Supplementary information and/or places where you found information for the lesson
PowerPoint:
mathjourneys.com/slideshows/measurement3.ppt

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 15 minutes
Purpose of Lesson:
The students will be told they will be reviewing everything they have learned about measurement
so far. The students will be shown an item on a PowerPoint and will be given four choices, the
students will select the correct response on their Qwizdom. This review will help them on their
unit test coming up in two days.
The students will be asked to review concepts they have learned throughout the unit.
The students will be asked to show me a centimeter (hold up their pinky), show me an inch (hold
up their index finger and point to the area between the nail and the second knuckle), show me a
foot (stand up and point from their hip to the floor), show me a yard (hold out their arms, fists
closed) and show me a meter (hold out their arms fists open).
The students will be asked to repeat the movements and words themselves chorally.
The students will be asked for the metric units. Students will respond with centimeter and meter
(since they both have m in them for metric).
Students will be asked for the customary units. Students will respond with inch, foot and yard.
The students will be asked to review concepts of liquid measurement.
The students will be asked to draw the big G on their desk with a dry erase marker for
conversions. The students will say how many pints, quarts and cups are in a gallon while referring
to the big G.
Students will be asked for the metric units (liter and milliliter).
Students will be asked for the customary units (cups, pints, quarts, gallons).
The students will be asked to review concepts of weight/mass. The students will be asked the
mnemonic device they learned (Great Old People Knit Together) and will be asked to order the

weight/mass units in order from least to greatest.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5 minutes
The teacher will review with the students how to answer a question using their Qwizdom and
the format of the questions on the PowerPoint.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 10 minutes
The teacher will read aloud the first 3 slides to the students and think out-loud with them to
answer the questions.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 25 minutes
The students will answer each question independently using the Qwizdom device.
The Qwizdom is a real-time device showing the exact moment when each student has entered
their answer. Once the response rate reaches 100%, the teacher will click on the results to
show the bar graph of the percentage of students that chose each option.
Incorrect answers will be reviewed with the students.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 10 minutes
Students will be called by groups to put away their Qwizdom units.
If one particular concept was challenging for the students, this concept will be reviewed.
For example, if the students answered several linear measurement questions wrong, the
concept of linear measurement will be reviewed. The students could be shown the linear
measuring tools once again or can be referred to the bulletin board to review what items are
about a centimeter, inch, foot, yard or meter long (the bulletin board was put together by the
students).
Students will be rewarded with marbles for the marble jar if class participation was 100%. The
students will be congratulated and will be ensured that they are ready for their test!

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Cooperative learning, active responding

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students who need a longer wait time will be given a longer wait time before the correct answer is
reviewed.
Students with ADHD will be give re-direction.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The Qwizdom technology combined with the PowerPoint will show the percentage of students that
area answering correctly and incorrectly in real-time. The students will be expected to answer each
question with at least 80% accuracy.