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Lesson Plan Template

Teacher: Amanda Upchurch Date: October 14

Subject: Math Grade Level: Third Grade
Title of Lesson: Standard Units of Measure Lesson Length: 90 minutes

Overview of the Lesson

Lesson Summary:
The objective of todays lesson is to discuss the need for standard units of measure, how they
look on worksheets/future tests and how we use them when we are finding area.

Lesson Objectives: The students will be able to

Discuss realistic ways to talk about units of measure
Connect area to real world examples

Materials/Equipment to be Used in Teaching the Lesson:

charts, index cards, grid paper, handouts for quiz and group work
Massachusetts Framework Standards:
CCSS.Math.Content.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
Enduring Understandings:
Big Ideas: The students will understand that
Mathematicians use universal ways to measure so that anyone looking at the work can know
the measurement of an object.
Grid paper can represent any unit of measure (use the key).
Grid paper is a good way for mathematicians to represent a visual for finding area.
Concepts:
Standard units of measure, visuals
Essential Questions:
How do good mathematicians use standard units of measure?
- How do we label our area?
Content
Factual Content:
Area (definition and how to find it), Standard units of measure
Vocabulary:

Tier 1:

Tier 2:

Tier 3:
Area, Standard units of measure
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Critical Thinking Skills (Reading, Writing, Speech, Listening)
Connect to real world examples
Discover universal ways to label measurements

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Formal - (quiz) The assessment question

Informal - collaboration in group work
Informal - their group work work book work
Informal - contributions to craft

Resources used in creating this lesson and/or for use during the lesson instruction:
Envisions textbook
Models SPs past lessons

Action/Instructional Procedures
Math: 9:45-11:15
Review shaded and unshaded, because the students mixed up these terms on their quick
check from the day before (also remind the students to use RUMORS for word problems so
that they can check and make sure that they understand what is being asked of them)

Post objective
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- transition out of writing by having everyone stand up and do the math charades
What:Objective: I can measure the area of a shape.
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Lesson Plan Template
T. Guided Inst. 9:45-10:05
What?:Good mathematicians can measure and estimate the area of a shape.
How?:Teacher starts off with Set The Purpose and Connect lesson 14-3 as a turn and
talk. Teacher use Pose the Problem as model using standard units of measurement (cm,
in). Use Link to Prior Knowledge to discuss the differences in measurement sizes.
- you have learned to count the square units inside a shape to find the area. Today we will
talk more about the units we use to communicate area (standard units of measure)
- This book is 20 medium sized square units. Ask what does one medium sized square unit
look like? Have three people draw them on the board, are these the same?
- Is this a good way to label the area of a shape - no because they do not look the same for
everyone
- have two different students come up and trace and index card on two different grid papers
- find the area of the larger grid paper (1 in) and discuss why the looks to be less on that
grid paper than the smaller grid paper
- have students estimate what they think is the area of the small grid paper(1cm) and have
them record it on sticky notes
Why?: Why is it important to use standard units of measure instead of only using square
units? Also brainstorm a list of examples of standard units of measure

Guided Practice 10:05-10:30

In three small groups, the students will work on R14-3 and P 14-3 (the other side is for
homework) this worksheet follows the Envisions re-enforcement and practice questions. The
students will use cubes, collaboration and teacher assistance to complete the front side of the
worksheet in 15 to 20 minutes for a 5 to 10 minute share out. During this section I will pick
students work to show during the share out.
- post anchor charts as students work to assist them and work one on one with them as they
complete the worksheets
- interrupt their work to remind them of how to use the key on their worksheets (what the
grid represents)
- first people to finish will find the area of the small grid paper and then check each others
work
- announce the answer and talk about what peoples estimation strategies were
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Assessment 10:30-10:40
Q14-3 #1, 2. Out of School Practice is #3,4
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Reflection 10:40- 10:45

How can you measure area using standard units? Record responses on chart paper.
Intervention 10:45-11:00
Number Talk -
548 Rounded to the nearest 10
(From ANET Assessment Unit 1)
Post the equation, have the students work on the problem as mental math. Share three
students methods(call on a student raising their hand who struggled with the addition
strategies or who have challenges explaining their thoughts or showing their work-Check in
on with Jaedace, Jacob, Charlie, Amarui, Shuantrell, Tanejah,Izabella, write their word as
they tell it on the chart paper. Go through any possible errors and work them out with the
student, ask for talk moves and add those students names to the chart paper.
Games 11:00 - 11:15
Make 10 Bingo
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