5E Student Lesson Planning Template
TEAC 308 Lesson Plan 1 (5E Model)
Teacher: Amanda Hilton
Date: February 16, 2016
Topic / grade level: Measurements/ 1st Grade
Materials/Technology: Lesson plan, overhead projector, students
math workbooks, stair steps, paperclips, beads to measure, bag of
materials to measure (crayon, pencil, pencil eraser, marker)
Nebraska Math Standards/LPS Math Standards: MA 1.3.3.c Measure
objects by using a shorter object end-to-end and know that the
length of the object is the amount of same-size objects that span
it lined up end-to-end.
Lesson objective(s): 1. Introduce the inch, measure with Stair
Steps 2. Measure with an inch ruler and compare lengths.
Differentiation strategies to meet diverse learner needs (Gear
up/Gear down problems should be included here):Gear Up: Does each
number on the ruler mark an inch? Yes How many inches are there on
a ruler? 12 inches
How do you know that the yellow ribbon is the longest ribbon?
Has the most inches
How much longer is the yellow ribbon than the blue ribbon? 3
inches longer
Which bracelet is longer? Orange and yellow How much longer? 2
inches
What could we do to make the bracelets be the same length? Add 2
inches to shorter one or take off 2 from longer one
Gear down: What do numbers on a ruler mean? They stand for
inches
Show a row of 6 stair steps. How many inches long is this stair
step row? 6 inches
Hold up your one-inch stair step.
ENGAGEMENT
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after
the engagement?I will capture the students interest by asking a lot
of questions to keep them engaged and always thinking. I will also
use a lot of praise to make sure they know that it is ok to express
their ideas and answers to the class. I will also split them into
groups to have them practice measuring items they use every day in
class such as crayons, pencils, erasers, and markers. If they are
doing the best that they can. If they are providing well thought
out answers to the class. If they are willing to participate and
raise their hands to volunteer their ideas. If they are completing
the work I tell them to throughout the lesson.
EXPLORATION
Describe what hands-on/minds-on activities students will be
doing. List big idea conceptual questions the teacher will use to
encourage and/or focus students explorationThe students will be
participating in a measuring hunt. They will measure things they
use everyday in the classroom and then compare their results with
each other/ a partner. This gets them up and moving out of their
seats having them be active while also thinking and using the
skills I just taught them.How many inches is each object they
measure and compare the objects with how much more or less inches
each is. This also incorporates what they learned last unit. Also
making sure they start measuring at 0 on the ruler. Some students
want to start measuring at the 1-inch. How do they know that the
yellow ribbon is the longest ribbon? Because it has the most
inches.
EXPLANATION
Student explanations should precede introduction of terms or
explanations by the teacher. What questions or techniques will the
teacher use to help students connect their exploration to the
concept under examination?
List higher order thinking questions, which teachers will use to
solicit student explanations and help them to justify their
explanations.I will ask the students to tell me what they know
about measurement. We will talk about different ways to measure
things before I introduce the inch and how to measure using the
standard unit of measure, inches. I will also let them explain what
they know about rulers, how they are used, and why it is beneficial
to use them when we measure. I will have them examine ways to
measure the length of a math book using 2 different sized paper
clips (a nonstandard unit of measure).Why is it difficult to
measure without using a standard unit of measure? Because we could
measure with different sized objects and get different measurement
answers. Why is measuring with a ruler good? Accurate, easy,
etc.
What does it mean to find the length of something? When we find
the length of something we find out how long it is.
What do we say as the unit for more than 1-inch? Inches
ELABORATION
Describe how students will develop a more sophisticated
understanding of the concept.
What vocabulary will be introduced and how will it connect to
students observations?
How is this knowledge applied in our daily lives?They will have
a deeper meaning as to why it is important to measure with a
standard unit of measurement, and why it is important to measure
using a ruler. They will know what inches are and how to measure
using them. They will also be able to compare lengths of objects
that they measured. They will know the terms inches, length, unit,
ruler, and measurement. This will connect because they will need to
understand this in order to complete the activities in the
lesson.
This knowledge is applied to our daily lives because we measure
things frequently in the future. You need to know how to measure in
future which is why it is important to teach the children this at a
young age.
EVALUATION/ASSESSMENT How will students demonstrate that they
have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the
end of the lesson
The students will demonstrate this by completing homework. Also
by showing us what they know when they are put into small groups to
do activities. They will also show when they achieved the lesson
when they go on the measurement hunt as a class. I also know by
telling the students to give me a thumbs up if they understand, a
thumbs sideways if they are unsure, or a thumbs down if they have
no idea. I will ask them to do this twice throughout the lesson to
make sure they are on track and are achieving what it is I am
teaching them. To close the lesson I will ask them to recap what
they learned today looking for key points and if they arent said I
will restate them.
RESOURCES
Properly cite all outside resources that are referenced or used
in your lesson plan.I used the math textbook to help plan my
lesson. My teacher gave this to me. Everything else I did on my
own.
Lesson Plan Prompts:
1. I will ask the students to explain why they think it is
difficult to measure objects without a standard unit of measurement
(ruler).
Possible responses: They might say because they dont know what
to measure with. They could say they dont know what a standard unit
of measurement is. They might say they dont always have a ruler on
them so they have to use something, which makes it difficult2. I
will ask the students to explain how they know that the yellow
ribbon is the longest ribbon.
Possible responses: They might say because the yellow goes the
farthest to the right. They might say because it has the biggest
amount of inches (biggest number). They might say because they know
the other 3 colors arent the longest.
3. I will ask the students to explain what they think it means
to find the length of something.
Possible responses: They might say it means how wide something
is. They might say it means how long something is. They might say
it means the measurement or how many inches it is.
the
1) How well did you accomplish your mathematical learning
objective with all children? Why do you think this? Describe three
specific examples of things you children said or did that is
evidence you did or did not accomplish your math learning
objective(s).
After teaching my lesson, I feel like I definitely accomplished
my mathematical learning objective with all the children. My
learning objectives were that the children would understand inches
and learn how to measure and compare objects using inches. I
believe they were successful with their objective because they
answered all the questions I asked them correctly. As I taught the
lesson I stopped occasionally to ask questions. I also asked them
the same questions but rephrased them in a different way to see if
the students still understood what it was I was asking. For an
example, I asked the students to show me what an inch was again
halfway through the lesson. The students all showed me on a ruler
one inch. This showed me they understand the concept of inches.
Also in the whole class lesson I had them do two problems on their
own on the workbook page and then I came back together as a class
to discuss their answers. The class got both answers correct. The
way I know this is because they all said the answer out loud
together. I also know that the children accomplished the
mathematical learning objectives I had for them because they did
very well in the small groups. I split up the class into 3 groups
and each teacher took a group to do an activity on what it is I
taught. At the end of the activity my group did a great job. An
example is in my small group I asked them to measure 3 different
beaded necklaces and tell me the lengths of each. Each student got
it right.
2) What is something you noticed about yourself as a teacher?
What is something your peer observer or cooperating teacher or TEAC
297b teacher noticed about you as a teacher? How will you use what
was noticed the next time you teach?
After teaching this lesson, I learned and noticed a lot about
myself as a teacher. I noticed that I am very patient. I noticed
that I let my students take all the time they need to explain his
or her thinking. I feel like students best learning comes from
hearing each others ideas or explanations about mathematical
concepts. One student in my lesson tried to explain his way of how
he got his answer and he couldnt really get out his idea. I waited
a little bit to see if he could get it on his own and then I
restated what he said asking him if that is what he meant by what
he said. I could have easily moved on, but instead I was patient
which I think really helped his situation along with everyone else
because they benefited from his ideas as well. My cooperating
teacher noticed that throughout the whole lesson I had a smile on
my faced, used a pleasant tone of voice, and gave positive
responses to students. This to me was a big compliment. I feel like
because of these things that she noticed it created a comfortable
learning atmosphere for the students to learn in. I think it also
made the lesson enjoyable. I definitely will use this again in all
of my lessons. I think showing the students that I am having fun
will give them another reason to enjoy themselves also. I will use
this in whole class teaching, group teaching, and one on one
teaching in the classroom.
3) What is something you noticed about children or a child when
you were teaching? What is something your peer observer or
cooperating teacher or TEAC 297b teacher noticed about children or
a child? How will use what was noticed the next time you teach?
I noticed that all the children were very willing to participate
in the lesson. The children were very eager to volunteer to any of
the questions or tasks I asked them to do. There was never a time
in my lesson where I struggled to find someone to answer one of my
questions. This is something that was very awesome to see. They
seemed to have a lot of fun and wanted to complete all of the
activities to the best of their ability. My peer observer noticed
that the students were following along very closely to what I was
talking about or doing. They were very interested in what I was
teaching. I think this plays a major part in why they were all
willing to participate. I will make sure to keep my students
engaged in my next lessons. I think keeping the students engaged
not only makes the lesson more enjoyable but also will help with
classroom management. They will behave more positively if they are
engaged in the lesson therefore will increase their learning.
Amanda Hilton
February 16, 2016
Math Lesson: Measure with inches and compare lengths.
Recognize advantages of using a standard unit of measure.
State the objectives-Yes!
Pleasant voice tone-Yes!
Smile-Yes!
Positive responses to childrens responses-Yes!
Well organized-Yes!
Amanda began the lesson introducing the terms length and inches.
The children watched as Amanda measured the math book using paper
clips. The children joined in when counting the clips. (Suggestion:
Ask the students before showing whether you would need more or less
paperclips when using the different sizes. Why?)
Next they used the stair steps to measure. I liked how you
measured together when doing the workbook. You asked questions to
keep the students actively involved. Great job comparing the
lengths! Rulers were used and discussed.
We then divided into small groups to measure using a ruler. Your
supplies were ready to go.
The lesson was well thought out. I liked your organization! The
children showed an interest in measuring! I look forward to
continuing with measurement tomorrow in math.
Thanks for presenting the lesson today!
Great job!
Connie Schmidt
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