TEACHER

Aiden Aizumi

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
COURSE
GRADE
LESSON TITLE
Educ 389
3rd
How Big is a Food
DAY
SUBJECT

Wednesdays
Math
LENGTH OF LESSON
CAMPUS

2hrs
Main

CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD
GOAL OF UNIT
CCSS.Math.Content.3.MD.C.5
Students will understand measurements.
Recognize area as an attribute of plane

figures and understand concepts of area
OBJECTIVE OF LESSON
measurement.
After reading How Big is a Foot? and

given appropriate tools, TSWBAT with
CCSS.Math.Content.3.MD.C.6
100% accuracy measure the area of their
Measure areas by counting unit squares
bed.
(square cm, square m, square in, square

ft, and improvised units).



MULTIPLE INTELLIGENCE ADDRESSED
Bodily Kinesthetic Drawing the bed,
measuring with feet
Visual-Spatial Measuring and creating
the bed
Mathematical Figuring out the area of
the bed



ASSESSMENT
STRATEGY FOR ASSESSMENT
Teacher will observe the students and create a rubric to indicate if they have complete
the objective.




LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Special Education students will be given a foot template that is already cut out that

they can measure with instead of tracing and cutting out their own foot.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
- How Big is a Foot? by Rolf Myller
- 9x12 construction paper
- butcher paper for each group
- chart paper
- yard stick/meter stick
- Scissors
- Glue
- Pencils
- Calculator
- Graphic Organizer



STEPS THROUGH THE LESSON
INTO (Orientation)
RATIONALE
Teacher will tell the students that they will
be reading a book to them.
It is important to get the students excited

about the lesson and hook them into it.
Teacher reads out loud the How Big is a

Foot? book to the students.
After reading the book and getting the

students excited about the activity, it is
Teacher then tells the students that they
important for the students to stop and
will be making their own beds today with
think about what the lesson is asking of
their feet.
them. The graphic organizer will get

them thinking about measurements and
Before the class gets started, the teacher
how they know what they do about
will provide a graphic organizer to help the measuring. This is also a good indicator
students to start thinking about
for the teacher about students previous
measurements.
knowledge.


Students will fill out what they know about Refreshing the students on area vs
measurements, and how/where they
perimeter is good for making sure the
learned about it.
students are prepared for the activity

and to provide any clarification before
Teacher will ask the students if they
moving forward.
remember what the area is of an object.
This will be a practice and check in from a
previous lesson before moving on.

THROUGH (Presentation, Structured
RATIONALE
Practice, Guided Practice)

 Teacher will remind the students that the

King in the book wanted a bed that was 3 x
6 feet, and that is what they will be doing
today.

Students will select the partner that will
measure their foot. The other person will
trace their partners foot on construction
paper.

The students will be given a checklist prior
to starting so that they can follow the
steps for the activity.

On the butcher paper the students will
then create a 3ft x 6ft bed and indicate
where the first foot starts and the last
food ends. They will then use a meter
stick or yardstick to measure a straight line
between the points.

Using the worksheet provided to them,
they will fill out the label for their bed.

The class will then show the beds they
have created and the teacher will ask the
students why all the beds are different
sizes if they all were 3ft by 6ft.

The teacher will emphasize why it is
important that there is a standard unit
that everyone uses so that everyones
work is starting from the same place.

Students will then be given a ruler and a
worksheet that has different items to
measure. The students will measure and
label the pictures. They will then put the
measurement in the column and label it
appropriately (in/cm)

They can work with a partner to check
work if they get stuck or are unsure of
their measurements.

Reminding the students of the

measurement that they are expected to
use is important for following direction.
It also shows the students are listening to
the directions.

Deciding which partners food to use is
important in working with others and
finding a compromise incase both
students want their foot used. This
teaches communication skills that will be
important as they go through life.

The checklist provides students with a
visual so that they do not have to
remember all the steps of the activity.
This is good for visual students as well as
students who may easily forget between
the time they start and finish. It helps to
ensure more student success.

The worksheet that is provided to them
just lays out the expected information
that they should be gathering. It will also
make sure that students are structuring
their data appropriately. This step will
be removed as they continue to work on
area, and they will be required to label
and set up their work independently.

The worksheet after is just further
practice for measuring and using a ruler
to find the area. This shows they are
able to accurately read a ruler, as well as
find the area of the objects presented to
them.

Having the support of their peers creates
an environment of collaboration and
shows students working together and
not leaving anybody behind.


BEYOND (Independent Practice)

Students will write a response to using a
standard unit for measuring and how this
impacts other things in society. This may
require them to do some research or find
supporting facts online. (buildings, doors,
houses, desks, sports fields). What would
happen if people used their own foot
instead of a standard unit.

RATIONALE

This gets students thinking about how
important standard units impact our lives
and the things around us. Although
having a bed that isnt the right size may
be funny in the story, there are bigger
things in society that need to be
measured accurately in order to work
properly. This will also show students
can provide a rationale for their thought
process.