Lesson Plan Format
Teacher Candidate: Nicole Smith Date: 10/4/18 Time: 12:30-1:00, 1:00-1:30
Cooperating Teacher: Mrs. Smith Coop. Initials:
Group Size: 20 Students Grade Level: 1st Grade
Subject or Topic: Johnny Appleseed, Apples, Math Section: 035
I. Objectives, Standards and Assessments
A. Standard(s)
CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
B. Performance Objectives (Learning Outcomes)
The students will be able to order three objects by length by measuring different objects using apples
as the unit of measurement.
C. Assessment/Evaluation Plan
1. Formative Assessment
The students will measure different items around the classroom using apples. The students will
measure a desk, the white board, the classroom door, a pencil, and a chair. using apples to
compare each item. The teacher will monitor how accurately each student is able to measure their
object.
2. Summative Assessment
II. Instructional Materials
Apples Cut Outs (10 per student)
One pencil per student
White Board
Student Desk
Student Chair
Door
Measurement Worksheet
III. Subject Matter Explanation
A. Prerequisite Skills
o The students should know how to compare things with one another.
o The students should know that measuring is to calculate the length of something.
o The students should know that some things will measure up to be the same, and some will
measure up to be different.
B. Key Vocabulary and Content
Measurement – The size or amount of something.
Unit – A single thing.
Measurement is used to find the size of amount of something. While measuring, students are able
to compare the different lengths of different things. Measurement can help to show that one thing
is longer than another.
Introduction
1. Hook
The students will start the lesson by watching a video about Measurement.
https://youtu.be/zsv7bYSrzMU
The teacher will ask the students, “What is measurement?” The students should reply by
saying Measurement is when you find the size of amount of something.
The teacher will ask the students, “What kind of jobs use measurement?”
The students will respond by saying bakers, butchers, or carpenters.
2. Setting Today’s Objectives
The teacher will tell the students that they are going to be measuring different classroom items
and that by the end of the class, they should be able to compare these items by how long they
measure using apples as a tool.
A. Development
Each student will receive 10 die cut apples.
The students will also receive a measurement worksheet.
The teacher will tell the students that they are going to be measuring objects around the classroom.
The teacher will clarify with the students by asking, “How do we measure the length of something?”
The students may answer by saying we measure the length of something by measuring how long or tall
it is.
The teacher will ask, “What do we typically use to measure something?”
The students will reply by saying a ruler, a scale, or another object.
The teacher will tell the students that today they are going to measure their items using apples.
The teacher will tell the students to put their name at the top of the measuring worksheet.
The teacher will tell the students that they are going to be measuring a pencil, the classroom door, the
white board, their chair, and their desk. The pencil will be measured by how long it is. The door will be
measured by how long it is. The white board will be measured by how long it is. The chair and the
desk will be measured by how tall it is.
The teacher will tell the students to record how many apples each item is measured by.
The teacher will continue to walk around and see that the students are comparing their objects correctly
by length.
The teacher will tell the students to go sit at their desks after they are finished.
The teacher will read the bottom two questions out loud to the students. The students will look at their
data and pick which items used the most number of apples, and then which item used the least number
of apples.
B. Closing
The teacher will have one student come up to the front to be the measuring assistant. Then the teacher
will ask a shorter student from the class and a taller student from the class come to the front of the
room. The teacher will have the shorter student lie down and then the assistant will measure the student
lying down with apples. The measuring assistant will say that the shorter student is _________ apples
long. Next, the taller student will lie down. The measuring assistant will measure the taller student with
apples. The assistant will say that the taller student is ___________ apples long. Finally, the teacher
will lie down and ask the assistant to measure them using apples. The assistant will measure the
teacher and say that the teacher is _____________ apples long.
The teacher will ask the remaining students sitting down, who is the longest? The students should
answer that the teacher is the longest because they are ________ apples long, while the other two
students have a shorter length of apples.
C. Differentiation and Accommodations
1. Differentiation Plan
C.B. – If C.B. is struggling to measure his objects or use record his data, he may work with Mrs.
Osland, Ms. Smith, or Mrs. Smith. If C.B. needs a break while he is doing his work, he may go
with Mrs. Osland.
R.G. – If R.G. is struggling to measure his objects or use record his data, he may work with Mrs.
Osland, Ms. Smith, or Mrs. Smith. If R.G. needs a break while he is doing his work, he may go
with Mrs. Osland.
2. Accommodations Plan
If a student needs help to measure their objects, they may ask a teacher for help.
If a student needs help recording their data, they may ask a teacher for help.
V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)
85% of the students were able to proficiently measure the objects around the room using the
die-cut apples. This means that only 3 students out of 20 did not efficiently grasp the concept
of measurement. If I were to make a remediation plan for these students, I would meet with
them for 15 minutes during Target Time and reteach the lesson to them one-on-one and have
the students show me how they could measure. Then I get the chance to work with the students
and hear what they think about measurement and how they will complete their task.
B. Personal Reflection on Teaching Effectiveness
(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)
How was this lesson exploratory/student based? How were the students able to learn on their
own?
o This lesson focused a lot more on student based learning and allowed for the students
to explore measuring by going around the room and measuring classroom objects
using die-cut apple cutouts. Giving students this freedom allowed for them to measure
these objects on their own. However, the students were all measuring the same objects
so that the teacher is able to manage the classroom and reflect on the student’s ability
to understand the concept of measuring.
How did the objectives match up with the standards? Was this a good objective for the
students?
o At the end of the lesson, the students compared each of the objects that they measured
and then explained which of the objects had the most number of apples, and which of
the objects had the least number of apples. This aligns to the standards because the
students will assess which one of the classroom objects used the most and least
number of apples. Therefore, the students are able to compare and contrast and also
demonstrate the standard that is being asked.
IV. Resources (in APA format):
Math for Kids: Measurement, "How Do You Measure Up.” YouTube. (2015). Fun & Learning Game for
Children
https://youtu.be/zsv7bYSrzMU
