Grade Level/Subject/Topic:3rd/Math/ Decimals__ Teacher: Tiffany Carter

Standards Addressed:

Math 3.14 The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure.

a)length-inches, feet, yards, centimeters, and meters

Pre-Assessment:

The pre-assessment (worksheet attached) will be conducted after an introduction of measurement. This pre-assessment will inform the teacher of the groupings that will need to be created (allow time for these groups to be decided).

Defining the Learning Goals: What the student will:

Know (Facts/Vocabulary):

  • terms – length, estimate, inch, centimeter, ruler, measure
  • measuring allows us to determine the size of an object
  • One side of the ruler is the inch side and the other is the centimeter side
  • The approximate length of a centimeter and an inch

Understand (Big Ideas): The students should understand that measurement helps us evaluate the world around us in terms of size, and it helps us cook, build things, buy clothing, and other important life skills .

Do (Specific Skills student is able to do after the lesson):

  • Estimate the length of an object
  • Measure various objects

Materials/Supplies:

  • Pre-Assessment
  • Rulers that have centimeters (to the 1/2 ) and inches ( ½ and ¼)
  • Various items to measure (items for each of the groups that have been measured by the teacher prior to lesson)
  • Study guides for each group (2 are attached 1 is from Harcourt Math Reteach Book page 88)
  • Exit cards printed out
  • Various measuring tools (measuring cups, carpentry rulers, scales, etc.)

Optional: Paper rulers for each group. They can be found at:

Procedures/Activities (Include Marzano's Strategies and Bloom's Taxonomy):

*Pre-assessment should be given prior to this differentiated lesson.*

Things to be done prior to lesson!

Draw lines on the pre-assessment (directions are on page 3 of the lesson plan).

Gather various items for the students to measure in each group. Some items need to be easily measured to inch/centimeter. Some items need to be easily measured to ½ inch and ½ centimeter. Some items need to be easily measured to ½ centimeter and ¼ inch. Perhaps have the children measure each item in inches and centimeters.

Create an answer key for those items.

Give the students the pre-assessment and assign groupings

Day 1:

  1. Display various measuring tools that different professions would use.
  2. Discuss how these various professions would use the tool in their job.
  3. Present a brief review on measuring.
  4. Pass out rulers and ask students to point to the centimeters side. Then tell the students to point to the inches side.
  5. Remind students when they measure to make sure that they place the ruler at the end or at the beginning mark (depending on the ruler being used).
  6. Set expectations and general directions for lesson
  7. General directions:
  8. Study the study guide
  9. Estimate and then measure in inches and then centimeters
  10. Check using answer key
  11. Anchors
  12. Divide students into groups.
  13. Complete assignments in groups
  14. At the end of the unit, have all students return to their desks to complete their exit card independently.

Activities differentiated by readiness

Measuring objects to the nearest inch or centimeter - Group 1

1)Study the worksheet on inches and centimeters using a ruler.

2)Students will estimate the length of the object in inches, and then measure it in inches. Next they will estimate in centimeters and then measure the item in centimeters.

3)Students will check their answers using answer sheet.

Measuring to ½ inch and ½ centimeter - Group 2

1)Students will study the top part of RW-88 from Harcourt Math Reteach Workbook.

2)Students will estimate the length of the object in inches, and then measure it in inches (nearest ½ ). Next they will estimate in centimeters and then measure the item in centimeters (nearest ½).

3)Check work using answer sheet.

Measuring to ¼ inch and ½ centimeter - Group 3

.

1)Students will study the study guide attached.

2)Students will estimate the length of the object in inches, and then measure it in inches ( ¼ ). Next they will estimate in centimeters and then measure the item in centimeters ( ½) .

3)Students will check their work using an answer key.

(If) Differentiated Instruction:

What? content process product

How?readiness interest learning profile

Why (What prompted you to differentiate in this way)?

Anchor Activities:Make a log of classroom objects and their measurements.

Post-Assessment:Interactive achievement test on measuring will be taken following all instruction on measurement. A quiz will be given on measuring length after all of the units have been taught. The exit cards for this lesson will serve as informal assessment.

Closure: Ask the students to think-pair-share “Why do we need to be able to measure things accurately?”. Then discuss as a class.

Teacher Reflection:

(What went well? What would you do differently? Why?)

Study Guide for Measuring to Inch and Centimeter

Inches

1. Look at your ruler.

2. Find the side that has either the word “inches” or “in.” on it.

3. Look at the end of your ruler. You should see 12 on the end, because there are 12 inches in a foot. (The ruler is a foot long.)

4. This side is the inch side. An inch is about the width of two of your fingers side by side.

Centimeters

1. Look at the other side of your ruler. (Look at the bottom of the ruler.)

2. This side should have a little “cm” on it.

3. There are a little over 30 centimeters on the ruler.

4. A centimeter is about the width of your pinky.

5. A centimeter is smaller than an inch. It takes about 2 ½ centimeters to make up one inch.

Study Guide for Measuring to ¼ in and ½ cm Group

Below you see aruler that measure in inches and centimeters.It is NOT the same size as a ruler, but it is shown to teach you where ½ and ¼ are placed on the ruler. .


DIRECTIONS FOR PREASSESSMENT!

You must follow these directions before printing the preassessment.

Due to different printing qualities, it would be best if you would draw the lines on your original and then copy it for your students.

Please draw these lines accurately using a ruler (some are inches and some are centimeters).

On question 2 draw a line that is 4 inches long.

On question 3 draw a line that is 9 centimeters long.

On question 4 draw a line that is 2 ½ inches long.

On question 5 draw a line that is line that is 5 ¼ inches.

On question 6 draw a line that is 3 5/8 (three and five eighths) inches long.

Name:

Measuring Length Pre-Assessment

  1. You use a ______to measure length.
  1. Measure the length of this line in inches.
  1. Measure the length of this line in centimeters.
  1. Measure the length of this line to the nearest ½ inch.
  1. Measure the length of this line to the nearest ¼ inch.
  1. Measure the length of this line in inches.
  1. The length of a pencil is about:

5 inches or 45 centimeters

  1. The length of your math textbook is about:

11 inches or11 centimeters

9. The length of your fingernail is about

3 inchesor1 centimeter

10. About how many blocks tall is this sunflower?

Name:

Group 1 Measuring Length in Centimeters and Inches

Directions: The items in your basket are all items that you will measure. Please take turns measuringthese items. Before you measure you will estimate the length of each item in inches and then centimeters. PLEASE DO NOT ERASE YOUR ESTIMATE AFTER YOU HAVE MEASURED. It’s an estimate, it doesn’t have to be exact.

Item Name / Estimate to the nearest inch / Measure the item in inches. How many inches? / Estimate to the nearest centimeter / Measure the item in centimeters. How many centimeters?

Name:

Group 2 Measuring Length in Centimeters and Inches ( ½ )

Directions: The items in your basket are all items that you will measure. Please take turns measuringthese items. Before you measure you will estimate the length of each item in inches and then centimeters. PLEASE DO NOT ERASE YOUR ESTIMATE AFTER YOU HAVE MEASURED. It’s an estimate, it doesn’t have to be exact.

Item Name / Estimate to the nearest ½ inch / Measure the item to the nearest ½ inch. How many inches? / Estimate to the nearest ½ centimeter. / Measure the item to the nearest ½ centimeter. How many centimeters?

Name:

Group 3 Measuring Length in Centimeters and Inches ( ¼ and ½ )

Directions: The items in your basket are all items that you will measure. Please take turns measuringthese items. Before you measure you will estimate the length of each item in inches and then centimeters. PLEASE DO NOT ERASE YOUR ESTIMATE AFTER YOU HAVE MEASURED. It’s an estimate, it doesn’t have to be exact.

Item Name / Estimate to the nearest ¼ inch / Measure the item to the nearest ¼ inch. How many inches? / Estimate to the nearest ½ centimeter / Measure the item to the nearest ½ centimeter. How many centimeters?

Measure the length of the box around the picture. GROUP 2

Name:

Measure the length of the box around the picture. GROUP 3

Name:

Measure the length of each box around the picture. GROUP 1