Date: Monday February 27, 2020

Grade: 3 Math 9:00-9:30

Lesson—Measurement

Goals/Key questions:
Students will be able to use a ruler to measure objects to the nearest cm. Students will identify
when it is most appropriate to use cm versus m when measuring.

Learning Objective:
Students will identify and explain which unit of measure is most appropriate between cm and m with a
partner by completing a think, pair, share.
Students will identify which unit of measure is most appropriate between cm and m by completing an
exit slip.
Students will measure the length/width/height, to the nearest cm, of different objects by working
through the measuring activity worksheet and exit slip.

GL0s/SL0s addressed:
Use direct and indirect measurement to solve problems.
Shape and Space (measurement)
Demonstrate an understanding of measuring length (cm, m) by:
• selecting and justifying referents for the units cm and m
• measuring and recording length, width and height.
Materials:
-Google Slide Presentation
-Whiteboard/marker
-Rulers (X25)
-Meter stick
-Measuring activity page
-Clipboards (available for those who would like them)
-Exit Slips (different slipf for each student)

Pre lesson Considerations

Modifications:
-Tristen/Alex will be working on modified assignments with EAs, either in the classroom or breakout
area.
-Alex/Tristen may be in the room while we do measurement lesson (this is encouraged but are
welcome to use break out area if EAs feel like they are struggling to focus)
-Students who may need extra attention: Brace, Adalyn, Ainsley, Lauren, Presley, Mina. They should be
able to work through assignment at their own pace but can work in small group with teacher for extra
guidance.
Content:
What is the teacher doing? What are the students doing?

-Introduction question: Why do we need to

measure things?
Introduction -Explain to students: today we will be -Students will be at their desk and
learning about cm and m (have students engaged in group discussion.
Approx. 6-7 Students will raise their hand to
say each word)
min -Teacher will introduce these as UNITS answer questions about
along with what we use cm and m to measurement and cm and m.
measure height, length and width
-Students will think to themselves
-Draw on the board a cm and a m for
and then turn to their shoulder
students to see the difference
partner to decide how we would
Think, Pair, Share: when would we use each
choose which unit to measure.
unit to measure?

Think Pair
Share: When
do we use cm -Teacher will have students work with their
vs m? shoulder partner for the think, pair, share

Approx. 4-5
-Students will continue to work with
min
-Teacher will put up different items that we their shoulder partner to decide
measure. Students will think, pair, and which unit is best to measure the
share to decide which unit is best to use chosen item.
when measuring

-If someone from their partners are

-Use popsicle sticks to choose who will be chosen from popsicle sticks, students
sharing which unit and why. will state which unit they would use
and WHY they decided this together.
 -How to use ruler: Teacher will first
demonstrate how to use a ruler on the
Measuring whiteboard and then show students how
Activity to use an actual ruler and ensure students
are using the cm side of the ruler. Today
Approx. 15 min
students will be measuring to the NEAREST
cm.
-Teacher will have students do a thumbs
up/middle/down to see how comfortable
students are with using rulers. Teacher will
make note of those who are not
comfortable and help them more closely
during activity.
-Teacher will go through hand out briefly
and answer any questions students have
-Distributors will hand out rulers to
everyone while teacher hands out
worksheet
-Extra questions on the back of the work
sheet for students
-Have students return to desk and
collectors collect worksheets to green bin.
Have three students (one from each group)
collect rulers
Conclusion -Have distributors hand out exit slips for
students. When done, exit slips go in pink
Exit Slip bin and then students can grab a book for
DEAR. (write instructions on board)
Approx. 5 min
-Students will be at their desk and
engaged in learning/reviewing how to
use a ruler
-Students will put their heads down
and use their thumb to represent
how comfortable they are with rulers.
Thumbs up if they are confident,
thumbs middle if they might struggle
or need help, thumbs down if they
would like extra help. Students will
lift their heads when the teacher says
to.
-Once students have rulers and
worksheets they can begin working
around the classroom. They can work
with a partner if they would like for
this portion of the lesson. Students
can use clipboards
-Collectors will collect the worksheets
from students at their group as well
as the rulers. Rulers are put back in
pencil case.
-Distributors will hand out exit slips
for everyone
-Students will complete exit slip on
own at level 1
-Students will hand in to pink bin and
get a book for DEAR
Assessment:

-Observation/Discussion (F)—Instructor will look for students who are listening, participating, and
engaged in both large and small group discussion. Instructor will look for students who are able to apply
the skills and knowledge from the group discussion to the think, pair, share, as well as the measuring
activity. Instructor will look for students who are confident in their measuring ability around the
classroom.

-Measurement Activity Sheet (F)—This is given as a chance for students to practice their measuring
ability and is difficult to accurately assess; however instructor will look for students who are able to
measure to the nearest cm and will use this to determine which students require more attention and
practice.

-Exit Slip (F)—Instructor will look for accurate measuring of lines and correct identification of which unit
to measure with. Each exit slip is different so students will have to do this on their own and their name
will be included. This will be used to determine the next lesson in measuring.

Extension and extra time activity:

Video on measurement (4 ½ minutes)

Reflection: