USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

5th
customary units of
measurement

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

MACC.5.MD.1.1- Convert among different-sized standard measurement units within a

given measurement system and use these conversions in solving multi-step, real world
problems

How can you compare and convert customary units of capacity.

For example, when we finish this lesson, students will be able to understand that a cup is
the smallest unit of measure for capacity and that two cups make a pint. Knowing this
conversion, students will be able to answer world problems involving cups to pints or
pints to cups.

The student will be able to compare, contrast, and convert customary units of capacity.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

I am teaching this objective so that students know how to convert measurements when
faced in a real life situation.
This lesson fits within a larger plan in which we are working on multi-step problems and
how to make it come alive.

Formative assessment: I will be circulating the room at all times and monitoring their
work. I will also use the thumbs up when students are clear, and this helps me see
whos got it and who needs more help. During the share and show part of the lesson,
students will be sharing what they did and showing the class how they did the problem.
At this time the students will be having conversations and asking questions. I will use this
as a formative assessment because I can then see who is needing more help and who
can use enrichment. I will make sure to make note of those students who have it and
those who dont on my note pad.
Summative Assessment: I will have them do on your own problems, where I will be
circulating the room for support when needed.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

It is important for teachers to know what operation to use when going from greater to
lesser units and visa versa. Also the customary units of measure and the vocabulary that
comes with it: weight, liquid volume, mass, capacity.

Vocabulary, conversions, operations, customary units

To ensure students have previous knowledge of capacity I will begin by asking them if
they know what capacity is and allowing a few students to answer and then depending
on their answers I will either confirm or I will explain what capacity is. The day before
they are converting units of length so they do know what converting is and how it relates
to what we are doing today. I always make sure to address how todays lesson relates to
yesterdays lesson.

Which measurement is larger than others, how one measurement can be converted to
another and be equal to each other. Larger units can be converted to smaller units.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

Lesson Implementation
Student-centered, questioning, modeling, hands on, discussion based.
Being that students will physically be pouring water into containers, this makes the
lesson engaging and student-centered. I am focusing on misconceptions they may have
with which units are larger/smaller and how the conversions actually make sense. I am
going deeper into the lesson than just simply teaching the conversions. I also question
the students throughout the lesson so that it becomes more discussion based and to
make them think critically on how this makes sense mathematically as well as always
explaining their thinking.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?

3 min

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher

I will start off by going over the essential question. This will then
lead to our vocabulary word: capacity. We will discuss what capacity
is which will lead into my materials: cups, pints, quarts, and gallons.
Select students for each measurement to bring outside.
Transition outside

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

Student will model 1 cup with the measuring cup. Explain this is a
unit of measurement, not the same as a plastic cup. Show the
students that this is equal to 8 fl ounces and I will place the 1 cup
and 8 fl ounces label on the cup.
Student with the cup will pour this into the already half filled pint.
Explain this is larger than a cup. Review that 2 cups=1 pint. Label.
H.O.T How many fl ounces? Label 16 fl ounces.
Students with the 2 pints will then pour both into the empty quart to
demonstrate that 2 pints= 1 quart. Label.
H.O.T- If there are 2 cups in a pint, how many cups are in a quart?
Label 4 cups. H.O.T How many fl ounces? Label 32 fl ounces.
The 4 students with the quarts will then pour each into the gallon to
demonstrate that 4 quarts=1 gallon. Label. H.O.T. How many pints
in a gallon? Label 8 pints. H.O.T How many cups? Label 16 cups.
H.O.T How many fl ounces? 128
Transition back to classroom
Have students take out foldable.
Review conversions with this anchor chart, and fill out foldable.
Teacher
and
students

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

Transition to workbook
Read the first word problem then ask, what does this mean in your
own words? Have student dissect the question. What are we
looking for? What steps will we have to take? Class discussion. Have
student come to the board and class will work out the problem
together, as well as on their individual whiteboards, using the hands
on models when necessary.

Student

Do this for another question to see how well the students grasp this
lesson.
If they are comfortable they will get questions to work on
individually, if not we will continue as a class if time permits.

Teacher/
Student

What will you do if

a student struggles with the content?

I will bring back the models and play the question out. The student will be able
to see the question come alive and see how the conversions are happening.
I will bring out the King Gallon anchor chart to have a different visual. This may
reach these learners needs by showing the information in a different way.

What will you do if

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

I will assign them enrichment questions.

Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
I am using objects that are typically seen every day.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Ask H.O.T questions such as: convert 5 gallons into pints

How will you differentiate instruction for students who need additional
language support?
I will use visuals, models, the foldable
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will

I will include my student with ADHD into the demonstration so that he is kept busy and
engaged.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
5th
customary units of
measurement

Group
Size: 17

Name: Ana Morillo

Date of Lesson: September
29 2016

implement for these unique

learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Measuring cup, pint, quart, gallon, whiteboards, anchor chart, foldable, workbook
I chose to use the containers because I wanted my students to understand how the
different measurements can convert into each other not just simply knowing when to
multiply and when to divide. I wanted to go deeper and have a good understanding of the
measurements. The anchor chart is used as a review after we have demonstrated. I
picked this because I wanted to supply them with a different visual that may reach other
students. I also included the foldable because this is way the students are writing and
staying on task. They can use this to refer back to during homework and classwork.