Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Math

Central Focus: Measurement conversation, US customary

Common Core/Essential Standard Objective:

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.

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to accurately convert liquid measurements using their knowledge of
measurement conversation and receive 5 out of 6 possible points.
21st Century Skills:

Academic Language Demand (Language Function and

Vocabulary): Pint, quart, gallon, cup, conversation.

Prior Knowledge: Pint, quart, gallon, cup, half gallon

Activity
1. Engage
2. Explore
3. Explain

Description of Activities and Setting

Show conversation chart on projector to students. Present question What do
you notice or recognize about this picture? Allow students to make
comments and connections to their prior content.
Ask Do you remember how many cups are in a pint? Allow students to
raise their hands and answer. If no students respond say 2 Cups equal 1 pint.
How many pints fit in a gallon? How many questions fit in to a gallon?
Say to students Sometimes it can be hard to remember how each
measurement can go into another one. So today we are going to create our
own measurement conversation chart to help us remember. Everyone open
their notebooks to an empty page, making sure you have both the left and
right page empty. rest your notebook with empty pages up on the projector.
Rest your conversation chart on projector and gesture the cups. Between all
cutting instructions allow students time to cut and glue their pieces down
before moving on to the next step. With your scissors cut out each strip of
cups. Do not cut them out individually. Right now we are only cutting out our
cups. Show the students by cutting out each strip of cups on the sheet while
displaying it on the projector for students to see. To make our chart we are
going to use both pages in our notebook. So we are going to glue our cups on
the bottom of our notebook pages, leaving a finger width space between each
strip. Show students by gluing your newly cut strips onto the bottom of your
notebook on both pages. Now we are going to cut out our strips of pints, so
you will have four strips. Only cut out your pints. Show students by cutting
out each strip of pints on the sheet while displaying it on the projector for
students to see. Now we are going to glue our pints above our cups leaving a
finger width space between them and between the cups. Pay close attention as
to where I am putting my pints so that you know where to place them on your
chart Show students that each strip should be above the center of each strip
of cups making sure to leave a gap between them. Now you may cut out

Time
1
10
20

4. Elaborate

5. Evaluate
Assessment Methods of
all objectives/skills

each of your quarts individually, so you will have four pieces. Show students
by cutting out each quart on the sheet while displaying it on the projector for
students to see. We are going to do the same thing that we did with the pints.
Place each quart above your pints , making sure to leave space between each
quart, and between the quarts and pints. Display your instructions on the
projector by gluing the quarts onto the paper in there proper location. Now
do the same with each half gallon. Each half gallon will go above the two sets
of quarts. Display your instructions on the projector by gluing one half gallon
above each set of quarts. Finally, we have our gallon! Glue your gallon
picture above your half gallon, in the middle of your notebook. It's okay if its
not in the exact middle since thats where our notebook closes. Show
students by cutting out the gallon picture and gluing it on the top middle of the
chart. Now that we have finished gluing down our pieces we can connect
them together so that we can understand our conversation chart. Point to cups
How many cups can go into 1 pint? Allow students to call out answer
Two. So we are going to draw our line from two cups up to 1 pint. Do the
same with all of your other cups. Illustrate your instructions by connecting
each two cups to 1 pint on the chart. How many pints can go into 1 quart?
Allow students to call out answer. Two, just like the cups. So we are going to
draw the same thing. Connect two pints to one quart. Illustrate your
instructions by connecting each two pints to 1 quart on the chart. How many
quarts does it take to make 1 half gallon? Allow students to call out answer.
Two. So again, we are going to draw our lines to connect two quarts to 1 half
gallon. Illustrate your instructions by connecting each two quarts to 1 half
gallon on the chart. And finally, how many half gallons fit into a gallon?
Allow students to call out answer Thats right, 2. So we are going to connect
our two half gallons to our gallon. Illustration your instructions by
connecting each half gallon to the gallon on the chart. Keep your completed
chart on the projector for students to refer to while finishing up their chart.
Circulate around room to assist any students who are having difficulty
catching up or recognizing where to place their pieces on their chart. Return to
projector. Using your chart, lets see if we can figure out some problems.
Between each question allow students to raise their hands and answer I'm
making some pudding for our principal and I need 2 gallons of milk, but they
only sell the milk in Pints. How many pints do I need to get? How many pints
would I need to get if I wanted to double the recipe? If I only have 1 quart
of milk do I have enough to make the pudding? Who would like to create
their own problem for the class to solve? Allow 2-3 students to present their
created problem to their peers and discuss the results.
Separate students into groups of two. Distribute bags containing conversation
chart pieces to each student. We are now going to play a measurement
conversation game. The name of this game is Race to the Gallon. The goal is
to be the first one to get a gallon. Taking turning with your partner you will
roll you di and for whatever number you get you will then collect that number
of cups from your pieces. If you have enough cups to make a pint you can
trade in your cups for a pint. Work your way up until you have gotten 1
gallon. Please do not mix your pieces up with your partners. You may refer to
your conversation chart if you need to. Show students by rolling the di on the
projector and collecting that many cups from your pieces. Allow students time
to place several rounds of the game.
Instruct students to put all of their conversation pieces back in their bags and
collect all dice. Distribute 1 blank sheet of wide ruled paper to all students.
Have students close their notebooks, and put away their glue and scissors.
Now we are going to see how much you remember from the chart we just

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created. I would like you to illustrate or write the conversation chart to me.
You may draw the chart if you want to, but it is not necessary. If you
remember a better way of remembering the conversations then you can use
that as well. This is individual work so don't share your work with your group.
Allow students time to draw and or record their understanding of the
measurement conversation. In a separate area label your paper with a number
one. Now i'm going to ask you two questions and I want you to try and solve
them. A duck is filling up his swimming pool. It will hold two gallons of
water. He had 8 cups, and received 2 quarts from water from his neighbor.
Does he have enough to fill his pool up? Question number 2. I want 3 gallons
of slim. I already have 4 pints. If I can only buy the rest in quarts, how many
quarts will I have to buy to have 3 gallons?
6 points=100 ( A)
5 points= 83 ( B )
4 points= 67 ( C )
3 points= 50 ( D )
2 points= 33 ( E )
Conceptual
3 points- diagram is accurately laid out with no visual errors
6. Assessment Results of
2 points- diagram is accurately laid out with minor visual errors
all objectives/skills
1 point- Diagram is inaccurately laid with multiple visual errors
Procedural
3 points- Accurately answered both math problems and displays strong understand of
conversation concept.
2 Points- Accurately answered 1 of two math problems, with little difficulty in
conversation concept.
1 point- answers are inaccurate and show lack of understanding in conversation concept.
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Students who are having difficulty understanding the content
Students who are ELL speakers will receive 1 on 1
will be given one on one attention to help elaborate and
assistant by a teacher or tutor as needed to help identify reexplain what is being asked of them as well as elaborating on
the words labeled on the conversation chart pieces
the concept. If it is evident that multiple students are needed
during small group as well as assistant during their
assistant the teacher will form a small group and reexplain the
individual practice.
content and instructions. If it is evident that a large number of
Students with LD will receive 1 on 1 attention as
students have questions relating to the content and instructions
needed by the teacher in order to complete their
the teacher will then reintroduce the content to her entire class
conversation chart, as well as any assistant during their and explain it in a new way that better allows the students to
individual practice.
understand what is being presented to them.
Materials/Technology: Measurement print outs (Enough for each student to have one), Glue & scissors (Enough for each
student to have one of each), 1 projector, student notebook (Each student should have their own), blank sheet of wide
ruled paper (Enough for each student to have one sheet) dice ( 1 di per group + 1 for the teacher) pre cut sets of
conversation chart pieces (1 whole set of pieces per student + 1 for the teacher) Ziplocks ( enough to contain 1 full set of
conversation chart pieces per student)
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______