Teacher Education Lesson Plan Template

Teacher: Ms. Cratch Date: 2/16/21 to 2/19/21

Title of Lesson: Metric Conversion Cooperating Teacher: Ms. Poling

Core Components
Subject, Content Area, or Topic
Math
Student Population
14
Learning Objectives
The student will identify equivalent measurements within the metric system, given the equivalent
measure of one unit.
The students will identify the equivalent measurements with problems involving length.
The students will identify the equivalent measurements with problems involving volume.
The students will identify the equivalent measurements with problems involving mass.
Virginia Essential Knowledge and Skills (SOL)
5.9 The student will
a) given the equivalent measure of one unit, identify equivalent measurements within the metric
system
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Dry Erase Markers, Cloths

High Yield Instructional Strategies Used (Marzano, 2001)

Check if UsedStrategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
 Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 min *Anticipatory Set
Tuesday
1. The students will watch a flocabulay video on metric conversion.
2. TTW read the “I can” statement.
Thursday
1. TTW play the flocabulary video for the students again.

*State the Objectives (grade-level terms)

I can identify equivalent measurements within the metric system, given the equivalent
measure of one unit.
I can identify equivalent measurements when using length.
I can identify equivalent measurements when using volume.
I can identify equivalent measurements when using mass.
5-10 *Instructional Input or Procedure
min Tuesday
1. TTW review a metric unit chart with length with the students.
2. Then there will be the question 2 m= cm.
3. TTW write KHDUDCM on the board and write the units of measurement for each.
4. TTW then work the problem out while the students watch.
5. The next question will be a word problem.
6. TTW will ask tehs students what she should do first and have them input what the
next steps will be.
7. Then TTW transition into small groups.
Wednesday
1. TTW play a video introducing metic conversion with volume to the students.
2. The next slide will contain the question 12 L= mL.
3. TTW write KHDUDCM while asking the students what each letter means.
4. TTW then model how to work out the problem to the students.
5. There will then be a word problem that TTW read to the students.
6. The teacher will then work out the problem while asking the students for the next
step.
7. TTW then solve the problem and transition into small groups.
Thursday
1. TTW review the metric units when measuring mass.
2. There will then be the problem 15 g = kg.
 3. TTW will ask the students what is the first step when solving this problem.
4. TTW will then model the problem while asking the students for the next steps.
5. After the problem is solved then the teacher will transition into small groups.
Friday ASSESSMENT DAY
1. TTW review three questions with the students.
2. TSW write down their answer on their desk and TTW walk around and see what
the students are answering.
3. After all the review questions are done, TTW show the students how to access the
assessment.
5 min *Modeling
Tuesday (Small Group)
1. TTW will start the small group by modeling three problems for the students.
2. The first problem TTW work out the problem and have the students watch.
3. The second and third problem she will ask for input and ask questions throughout
working the problem out.
Wednesday (Small Group)
1. TTW will start the small group by modeling three problems for the students.
2. The first problem TTW work out the problem and have the students watch.
3. The second and third problem she will ask for input and ask questions throughout
working the problem out.
Thursday (Small Group)
1. TTW will start the small group by modeling three problems for the students.
2. The first problem TTW work out the problem and have the students watch.
3. The second and third problem she will ask for input and ask questions throughout
working the problem out.
*Check for Understanding

20 *Guided Practice
min Tuesday (Small Group)
Each 1. TTW read the word problem with the students.
Group 2. TTW ask the students what is the first thing we do when converting units of
measurements. The students should answer write KHDUDCM.
3. After the students and teacher write KHDUDCM, TTW asks the students what is
next.
4. TTW then works through the problem with the students while asking them
questions on what the next step may be.
5. TTW use this way of teaching the students through 2 problems.
Wednesday (Small Group)
1. TTW read the word problem with the students.
2. TTW ask the students what is the first thing we do when converting units of
measurements. The students should answer write KHDUDCM.
3. After the students and teacher write KHDUDCM, TTW asks the students what is
next.
4. TTW then works through the problem with the students while asking them
questions on what the next step may be.
5. TTW use this way of teaching the students through 2 problems.
Thursday (Small Group)
1. TTW read the word problem with the students.
 2. TTW ask the students what is the first thing we do when converting units of
measurements. The students should answer write KHDUDCM.
3. After the students and teacher write KHDUDCM, TTW asks the students what is
next.
4. TTW then works through the problem with the students while asking them
questions on what the next step may be.
5. TTW use this way of teaching the students through 2 problems.

*Independent Practice
Tuesday
1. TSW complete a google slide assignment.
2. TSW have choices for their answers and work out the problem to get the correct
answer.
3. TSW then drag their correct answer to the blank spot.
4. On the 9th slide there will be a chart where students will determine which uit of
measurement would be used to measure an object.
5. TSW drag the correct answer under the chosen object.
6. The last two slides TSW will have to determine out of different lengths with
different measurements what answer is the shortest or longest.
Wednesday
1. TSW complete a google slide assignment.
2. TSW have choices for their answers and work out the problem to get the correct
answer.
3. TSW then drag their correct answer to the blank spot.
4. There will also be word problems that TSW have to answer.
5. The last slide TSW will have to determine out of different lengths with different
measurements what answer is the shortest or longest.
Thursday
1. TSW complete a google slide assignment.
2. TSW have choices for their answers and work out the problem to get the correct
answer.
3. TSW then drag their correct answer to the blank spot.
4. On the 9th slide there will be a chart where students will determine which unit of
measurement would be used to measure an object.
5. TSW drag the correct answer under the chosen object.
6. The last two slides TSW will have to determine out of different lengths with
different measurements what answer is the shortest or longest.
Assessment
Friday
1.Student will be given a post-assessment and will have 7 minutes to complete it.
2.Students will then take their assessment that will be graded.

*Closure
Tuesday
1. TSW have to answer the following question as an exit ticket to leave the table.
“Jacob hopped on one foot for 250 meters. What is 250 meters equivalent to in
kilometers?”
2. TSW will work through the problem on their own while the teacher watches how
they are working out the problem.
3. TTW interject or help the student if they are stuck or are messing up their work.
4. After all the students have the correct answer and have shown all their work they
 can be dismissed from the table.
Wednesday
1. TSW have to answer the following question as the exit ticket to leave the table.
Mrs. Conner drank 1.3 liters of water. 1.3 liters is equivalent to how many
millimeters?”
2. TSW will work through the problem on their own while the teacher watches how
they are working out the problem.
3. TTW interject or help the student if they are stuck or are messing up their work.
4. After all the students have the correct answer and have shown all their work they
can be dismissed from the table.
Thursday
1. TSW have to answer the question and show their work to leave the table.
Group 1: Krystina has 560 grams of jelly beans. “Rebecca has.5 kilograms of jelly
beans. Who has more? How do you know?”
Group 2 and 3: “The television weighs 3.3 kilograms. How many grams does the
television weigh?”
2. TSW will work through the problem on their own while the teacher watches how
they are working out the problem.
3. TTW interject or help the student if they are stuck or are messing up their work.
4. After all the students have the correct answer and have shown all their work they
can be dismissed from the table.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

There are three groups in a small group.

*The teacher will read the questions out loud for each group*

Group 1 (Gifted or Higher-Level Students): TTW model the problems once or twice, then TSW
work through the problems themselves and have the teacher review the problem if needed. This
group will also have fewer problems to complete in the small group.

Group 2 (Intermediate Group): TTW will work through 2-3 problems with them. After that the
students will work the problems out by themselves. If the students need help while working the
problem out the teacher will assist them. If the group is taking a good grasp of the concept the
teacher will work out fewer problems with them.

Group 3 (Below Grade Level Group): TTW model the first problem and have the students watch
what she does. Then on the second problem TTW have the students tell her what she should do.
On the third problem TSW have the question read to them and work out the problem themselves.
TTW monitor the work of the students and give help or feedback while they are working out the
problem. TTW then work out the problem and give the students another problem. When the
student gets the correct answer to the last question, they can leave the table. TTW help them if
needed.

Classroom Management Issues (optional)

 Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date