Ashley Prindle

Rivier University
ED 513
4/11/2016

Lesson Plan
Day: Any day Date:

Duration: 45 min. Grade Level: 4th

Subject: Math Measurement

Common Core Standards:

4.MD.1: Know relative sizes of measurement units within one system of units including km, m, kg, g,
lb, oz, l, ml, hr, min, sec, within a single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

NCTM Process Standards:

Make sense of problems and preserver in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Look for and express regularity in repeated reasoning.

Objectives:
Students will:
Estimate and measure metric capacities.

Resources/Materials List
Whiteboard
Food coloring
Container of water
Eyedropper
1-liter container
Estimating Capacities Worksheet
Objects for Investigation Activity:
o Balloon (blown-up), baby food jar, Teapot, Ketchup bottle, Fish Tank, Large Pail, Soda
Can, Milk Jug, Tea Cup, and a spoon.
Hook:
Read the book, Counting on Frank by Rod Clement, to prepare students for this lesson
Ashley Prindle
Rivier University
ED 513
4/11/2016

https://www.youtube.com/watch?v=p3WplGVyxJk

Procedure:
Tell students that today they will be learning about estimating and measuring metric capacities
using the metric units liter and millimeter.
Write the words liter (l) and millimeter (mL) on the board. Ask students: What do these units of
measure? (Capacity) Furthermore, How can logic be applied to estimating capacity? In order to
better understand metric units of capacity students will complete and investigative activity.
Begin by mixing food coloring into a small container of water. Tell students that in the customary
system of measurement, capacity is measured in fluid ounces, cups, pints, quarts, and gallons.
But, there is another system of measurement called the metric system. In the metric system,
capacity is measured in millimeters and liters.
Now show students a liter of colored water. Tell students that the amount of water represents 1
liter. Also show students how much colored water is in one eyedropper. This represents 1
millimeter. Continue by telling students that in todays lesson, they are going to choose a
reasonable estimate for the capacity of a given container, so you need to remember how much a
millimeter and liter can hold.
Place students into groups of three or four students. Tell the students that they will now go around
the classroom and examine a number of objects and decide which of the flashcards with
measurements on them is a better estimate. For example: Students examine a water bottle; is the
better estimate 1l, 2l, 3ml or 1ml? Students will need to make this prediction and record their
answers on their worksheet.
o The items that will be examined include: Balloon (blown-up), baby food jar, Teapot,
Ketchup bottle, Fish Tank, Large Pail, Soda Can, Milk Jug, Tea Cup, and a spoon.
Tell students that after that have completed their investigation, they will now complete an
independent assignment at their seats.

Plans for Differentiation:

Students who are struggling to gain an understanding of metric units of capacity, students will
complete a hands on activity. Each student will need a grocery ad, large paper, glue, and a pair of
scissors. Display a 1-liter container and product that is measured in millimeters. Give pairs of
students a grocery ad to look at and cut out one product that could be measured in millimeters.
Allow students to share their pictures, and then glue them on the left side of the paper. Repeat the
process with liters, gluing pictures on the right side. Label each side with the appropriate unit of
measure.
Students who are advanced and excelling should be challenged to create their own folding
capacity graphic organizer. Students will need a pair of scissors and paper to complete this task.
Have students brainstorm different ways they can fold their paper in order to include metric unit
of capacity, benchmark objects for each unit, and pictures that would be examples of products
that are sold in those units.
Ashley Prindle
Rivier University
ED 513
4/11/2016

In order to help ELL learners, one strategy that could be used is to use a variety of photos of items
with different capacities and shapes. Point to the photo and ask, Would you use an eyedropper
which is about 1 millimeter to fill this object to capacity or would you rather use a liter bottle?
Prompt students to first answer appropriately, eyedropper or liter bottle. Then prompt them to
answer with the unit of measure, milliliter/liter. Repeat with all the photos.

Assessment:
Students will complete an exit slip with several questions to see if students have understood the
concepts from this lesson. The questions that students should answer are as follows:
o Emerson needs to use eye drops. Is it reasonable for her to put 1 millimeter of drops in
each eye? Explain.
o Ryan fills his cats water bowl. Is it reasonable to say he uses 1 millimeter of water?
Explain.
o Identify 2 objects you could find in a grocery store that holds less than 100 millimeters?

Plans for Accommodation/Modification:

Students may be provided with a reference such as a capacity guide to help them understand
capacity.

Whats Next?
Students will solve problems involving measurement and conversion of measurements from a
larger unit to a smaller unit.

Post Instruction Reflection:

Ashley Prindle
Rivier University
ED 513
4/11/2016

Name:__________________________________________________Date:________________________

Directions: Find each item in the classroom. Look at the flashcards at each object and decide which
capacity estimate is most appropriate.

Object 1: Balloon ___________________________________

Object 2: Baby Food Jar ____________________________________

Object 3: Teapot ___________________________________________

Object 4: Ketchup Bottle ___________________________________________

Object 5: Fish Tank___________________________________________

Object 6: Large Pail____________________________________________

Object 7: Soda Can _____________________________________________

Object 8: Tea Cup_______________________________________________

Object 9: Spoon__________________________________________________

Object 10: Milk Jug_________________________________________________

Ashley Prindle
Rivier University
ED 513
4/11/2016

Exit Slip-Estimating Capacity

1) Emerson needs to use eye drops. Is it reasonable for her to put 1 millimeter of drops in each eye?

Explain.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2) Ryan fills his cats water bowl. Is it reasonable to say he uses 1 millimeter of water? Explain.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3) Identify 2 objects you could find in a grocery store that holds less than 100 millimeters?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________