EEI Lesson Plan Template

Name: Gretchen Ellwood Pima Course: EDC 291 B Instructor: Eagleton

Subject: Math Topic: Measuring using Feet & Grade Level: 1 Duration: 45 min.
Inches
List of Materials, Handouts, Rubrics, and other Documents:

• Guided Class Practice 99A/Homework 99B

• Rulers
• Tape
• Scrap Paper/Mini Whiteboards & Markers

Purpose: This lesson will help students…measure using feet and inches.

Components Description of Plan

Content Standard
• Choose one AZ standard and insert it
with the number.
• Insert the previous grade level
standard and consider what is the
same/different before proceeding.
2.MD.1
Measure the length of an object by selecting and using appropriate tool, such as rulers,
meter sticks, yard sticks, and measuring tapes.
1.MD.2
Express the length of an object as a whole number of length units, by laying multiple copies
of a shorter object (the length unit) end to end; understand that the length measurement of
an object is the number of same-sized length units that span it with no gaps or overlaps.
Limit to contexts where the object being measured is spanned by a whole-number of length
units with no gaps or overlaps.

Learning Objective Bloom’s Level:

§ Choose one level of complexity from Remembering & Evaluating
Bloom’s Revised Taxonomy
§ Write a concise objective that will Objective:
demonstrate mastery of the standard
§ Objective must be ONE simple
sentence with ONE verb from the SWBAT estimate and find measurements of objects/classmates using feet and inches.
Lesson Planning Guide
Kid-Friendly (KF) Version:

I can… measure an object using feet and inches.

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of § A quick "hook" to grab the
Mins student's attention
5
§ Activates prior knowledge of
the objective
§ Requires active participation
from 100% of learners
§ Students must interact with
the KF OBJECTIVE (use red
font & put in student column –
choral reading is insufficient)
1. TW prompt students by asking,
“When you go to the doctor’s
office, what does the nurse
usually do before you see the
doctor?
2. TW agree that the nurse checks
height and weight of patients
prior to them seeing the Doctor.
TW prompt again with, “How
does the nurse do that?”
3. TW… read the lesson objective
out loud to the children.
1. SW think about the question.
pair up and discuss thoughts
with their neighbor, and share
thoughts (one at a time) with the
whole group.
2. SW respond with their thoughts
about this by raising their hands
and waiting to be called upon.
3. SW interact with the objective
by… Chorally reading it out loud
as a group
THEN…
TW read portions of the objective out loud
and pause to let students fill in key words.

Est Teaching-Input
# of • Direct instruction portion of
Mins
lesson
• Using effective and varied
10
strategies, the teacher
provides information and
vocabulary students will need
in order to grasp the new
concept, strategy, or skill.
• Check for Understanding #1
(use green font & put in
student column)
Est Teaching-Modeling
# of • Teacher demonstrates and
Mins shows examples of what
students are expected to do
10 during Guided Practice
• Check for Understanding #2
(use green font & put in
student column)
Est Guided Practice
# of • An opportunity for each
Mins
student to demonstrate new
15 learning by working through
an activity or exercise with the
teacher’s guidance.
• This is the heart of the lesson
EEI Lesson Plan Template
Teacher will: Students will:
1. TW ask children, “When we 1. SW respond as a whole-group.
measure our height… do we tell 2. SW respond to teacher’s
people that we are 50 miles prompting about the proper units
high? Or 60 pounds tall?” to use when measuring a
2. TW prompt with questioning…” person’s height.
Which units of measure do we 3. Students will recall that a foot is
use? equal to 12 inches.
3. TW confirm that we do indeed 4. SW raise their hands to
use inches and feet when volunteer to be measured.
measuring a person’s height. 5. SW share their estimates using
4. TW ask for a volunteer. sticky notes.
5. TW explain that we will be using 6. SW respond INCHES.
our rulers to determine how tall 7. SW “TURN & SHARE”.
some of the children in our class
are. TW ask for the children to
estimate how tall they think the
volunteer is.
6. TW explain, “It’s rare that a
person stands exactly 5 feet tall
or exactly 4 feet tall. Usually, a
person is 4 feet tall or 5 feet tall
with a little left over. How do we
measure the part that left over?”
7. TW agree and encourage
appropriate responses. TW
prompt students to change their
estimates to reflect new
learning. Then, TW ask students
to turn to their neighbor and
share their estimates with each
other.”
Teacher will: Students will:
1. TW explain that now it is time to 1. SW share ideas about how to
measure our volunteer to find measure ____’s height.
out his/her exact height. 2. SW demonstrate active
2. TW explain that it is easier to listening.
measure the wall than it is to 3. SW participate in a verbal check
measure a person. for understanding…
3. TW model how to properly THE MISCONCEPTION
measure the child’s height with a CHECK.
ruler, a piece of tape, and a
partner. TW purposefully
measure the height erroneously
as the children watch.
4. TW, lastly, model how to
appropriately measure the
height of the volunteer.
Teacher will: Students will:
1. TW explain that children will now 1. SW volunteer to be measured in
have the opportunity to measure their groups.
one person in their table group. 2. SW, first, estimate how tall the
2. TW distribute scrap paper and volunteer is and write the
rulers. person’s name and estimate on

and should have the most
minutes assigned to it
Est Closure
# of § ALL students must engage in
Mins brief closure activity to cement
learning and optimize transfer.
5 § Do not introduce anything
new during Closure.
§ Check for Understanding #3
§ Students must re-engage with
the OBJECTIVE (use red font)
N/A Independent Practice
• AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
• Do not introduce anything
new during Independent
Practice.
Checks for Understanding (CFU)
§ From above, list the three quick,
informal strategies that students will
do to show understanding of the
objective.
§ Identify each type of CFU (e.g., self-
check, verbal check, written check).
Assessment Options
§ Describe how you will pre- and post-
test students’ understanding of the
objective before & after (not during)
this lesson.
§ Make the pre- and post- assessment
identical or nearly identical so you are
comparing apples with apples.
Differentiation Options
Describe how you will reach diverse
learners who need scaffolding or extra
challenge by varying the:
§ Content – WHAT they are learning
§ Process – HOW they are learning it
§ Product – WHAT they will produce to
demonstrate mastery of the objective
EEI Lesson Plan Template
3. TW instruct students to use their a piece of paper.
rulers to measure the child in 3. SW measure their teammate
their group practicing what they and write down the exact
learned and using teamwork. measurement on their piece of
paper when finished. Students
may measure other team
members if there is time.
Students will:
1. SW… fill out an Exit Ticket on key take-aways from the lesson (Written
Check for Understanding).
2. SW meet on carpet to share something that they learned in math today.
3. SW re-engage with the objective by…
• Reading the objective chorally.
• THEN… turning to a partner and sharing how this will be a
helpful skill in life.
Students will:
1. SW complete Guided Class Practice with Teacher’s help.
1. Turn and Share (Verbal Check)
2. Misconception Check (Verbal Check)
3. Exit Ticket (Written Check)
Pre- and Post-Assessment of Objective before/after lesson:
Pre: Students have been assessed previously on knowledge and ability of using
inches to measure line segments.
Post: Children will be assessed 5 times informally in Guided Class Practice and during
our daily math meetings before asked to demonstrate mastery of this on a graded
(formal) assessment.
Alternative Assessment Options for diverse learners:
Children who need extra time or prompting will be invited to scholar hours to receive
extra support. Students who need extra challenge will be invited to math club and
receive an extension with this subject matter.
Content – Scaffold: Children will be working in groups which have been designed so
that higher math scholars can help scaffold for children who do not grasp new
concepts as quickly.
Content – Challenge: Children will be challenged to think about WHY this is important
to know and how it can be used in the real world!
Process – Scaffold: Students will receive modeling before asked to do it on their own.
Process – Challenge: Students who are comfortable will have to opportunity to be a
 EEI Lesson Plan Template

leader in their break-off group.

Product – Scaffold: SW all receive the same answer due to the fact that children are
working in teams.
Product – Challenge: SW be able to compare their estimate with the actual
measurement as a means of challenging their way of thinking about measurement.

21st Century Learning Technology: I will use picture clues to help students envision themselves in a doctor’s
Describe how you will incorporate office and relate with the learning on a higher level. I will also use my doc cam to
technology and the 4 Cs: project necessary materials on the board for my visual learners to see.
§ Critical Thinking
§ Creativity Critical Thinking: SW be able to compare their estimate with the actual measurement
§ Collaboration
as a means of challenging their way of thinking about measurement.
§ Communication
Note: Not all lessons need to incorporate
all of these items. Also, collaboration & Creativity: SW be asked to think about how we can apply our learning to everyday life!
communication are not synonymous.
Collaboration: SW be working in teams to practice what has been modeled.

Communication: SW “Turn and Share” to discuss thoughts and ideas with their peers
throughout the lesson.

Additional Information/Appendices (insert materials/links/screenshots here):

See attachment for exit ticket.