Lesson 2 Unit Plan

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Mrs. Albaitis, Jake Horstman
10/28/15
Subject/ Topic/ Theme
Volume
Grade ______3rd__________
I. Objectives
How does this lesson connect to the unit plan?
Students will expand their knowledge of estimation from length onto volume. Students will be able to calculate and estimate volume
cognitiveR U Ap An E C*
Learners will be able to:
Ap
An
Ap
An
Measure units of liquid volume

Estimate volume
Represent problems with drawings to help solve word problems involving liquid volume
Reason quantitatively in class
physical
development
socioemotional
X
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
Students will be able to measure and estimate liquid volumes and masses of objects. [CC.3.MD.2]
Make sense of Problems and persevere through them. [CC.3.MP.1]. Reason Abstractly and quantitatively
[CC.3.MP.2]. Construct viable arguments and critique the reasoning of others. [CC.3.MP.3]. Model with
mathematics. [CC.3.MP.4].
Attend to precision. [CC.3.MP.6]
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Area, perimeter, width, length, height. Multiplication

Pre-assessment (for learning):
A few questions in the pre-assessment apply goals taught in this lesson

Outline assessment
activities
(applicable to this lesson)
Formative (for learning):

Formative (as learning):
Summative (of learning):
Volume word problems will be on the final test.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Projector in front of class to make
pages visible and students can
follow along. Also their workbooks
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
All students will be given
whiteboards. If students cannot
raise boards to show answers they
can get help from an elbow partner.
Desks will be set up for all students
to easily navigate the classroom.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Symbols will be used to

distinguish units of volume.
Cup (c), Fluid ounce (oz), pint
(pt), quart (qt), gallon (gal)
1-19-13
Students have whiteboards and

can display answers and
thoughts on board for teacher to
see. When they are in front of
class they can use a microphone
for all students to hear.
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
All students will participate on the
same worksheets. All of them can
help each other and they all will be
on the same questions. Few
problems will be done on the board
and selected students can complete
this with the class
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students can agree or disagree

with other students with
problems on board or elbow
Partners to solve different
problems in workbook.
Provide options for comprehensionactivate, apply & highlight
Workbooks and sheets to

practice and hands on examples
to apply the concepts taught in
class.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
This lesson will be quizzed at

Students can monitor their own
the beginning of the next
progress through homework and
lesson. At the end of the day a
completing worksheet problems
homework sheet will be taken
at the end of the lesson.
home to be completed for the
next day.
Different size milk containers, pencils, paper, projector, desks, erasers, chairs. Math expressions book
Desks in rows or columns. Teacher at table or desk in front of class that faces the class
How will your classroom
be set up for this lesson?
III. The Plan
Time
Components
Motivation
(opening/
introduction/
engagement)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
(As kids come in for recess have students draw
(Draw line segments and share with a partner)
three line-segments on their whiteboard. Lengths
Answer the questions with a partner
should be 3 inches, 4 inches, and 2 inches. Go
around and check to see if students are drawing
correct length segments. After snack is cleaned up
select students to come up in front of class and
Answer: Why or how do we use so much?
solve them, or they may answer questions from
seats.)
Ask students to think of different units for volume?
(What are these units used for? Or how or what job
are these used in?)
Did you know that a single person uses about 80100 gallons of water each day!?
Why or how do we use so much?
Development
(the largest
component or
main body of
the lesson)
Name or show objects that can hold a volume and

ask the students to come up with the best unit to
measure the volume
Ask random students to define volume.
Turn to page 163
Do the first problem with students
Ask: If we had a pop can, what would the best unit
to fill it be? How about a bathtub? Half-gallon of
milk?
1-19-13
Participate in answering questions. If a

conversation begins that addresses volume accept it
and try to incorporate that into lesson. Encourage it.
Ask students how many cups in a pint.2

Pint in quarts. 2
Quarts in a gallon. 4
(review multistep problems)
How many cups in a gallon? 16
How about a quart in a pint? 1/2
Participate on worksheets
Answer questions, track the speaker
Turn to page 164 in workbook

Read directions with student. Go over first problem
then turn to page 165.
Walk students through problem 14 on page 165.
Then see if they can do it on their own. Emphasize
the use of drawings to help solve word problems
Page 166 solve more word problems
Complete activity with teacher
(As students are completing page 166 take each
student to the back and complete the measuring and
volume activity, (after completing rubric for this
activity give back to student so they can monitor
their progress))
Closure
(conclusion,
culmination,
wrap-up)
Students complete work pages and clean up their

work space to get ready for lunch
(Reflect verbally with teacher about rubric score)
Clean up workspace and get ready for lunch
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I thought this lesson went very well! When the students walked in the classroom and saw the different containers in front of
the room their eyes lit up. Four of them came up to me and asked if we were doing a science experiment, I told them they had
to wait and find out. Once again the idea/topic of volume was new and when I asked them to try and define it many of the
students did not raise their hand. They may have known what it was but did not want to share it. One of my students raised
his hand and defined volume to sound in the car. As the volume increases so does the loudness. I said he was true but that is a
different kind of volume. None of the students came up with a correct definition of volume that pertained to the lesson. But
after I said that, volume is the stuff inside of an object probably 12 of them agreed and said they had heard that before. I
showed the conversions between the different units and then we went into word problems that involved the units of the
Imperial system. When I held up the different sized units in front of class and showed the conversations all of them tracked
me and when I asked the students if they did not understand something none raised their hand, by this cue, I assumed they
all understood the conversion. During the worksheet many of the student raised their hand and said they did not understand
the conversion of a few of the units. I went to the front of the class to do another example in front of class so I would not have
to keep going around to multiple students. During this example many of the students did not understand the conversions.
They understood that 2 cups=one pint, and they understood, or said they understood that 2 pints = 1 quart. But when I asked
for them to find how many cups are in one quart they did not know. I walked them through the steps and tried to connect the
units best that I could. After 15 minutes most of them said they understood so I moved on in the worksheet problems. I think
next time I will look into a better method of teaching unit conversions because I believe they struggled with converting. By
the worksheets the students completed they did understand the size differences between units and what unit is best when
trying to fill a specific item.
1-19-13
Name:
Date:
Draw a line segment 5 inches long:
Draw a line segment 2 inches long:
How long is this line segment?

__________________________________
Take the vase provided and estimate about how many cups of liquid is inside. Once you have guessed fill the
vase with water and record how many cups you used to fill it.
1-19-13
Rubric for evaluating students:

(1pt)Did the student draw a line segment within a quarter of an inch to the specified amount?
Yes/no
(2pt) Did the student draw the specified line segment to the nearest 1/16 inch?
Yes/no
(2pt) Did the student measure the segment from the end of the ruler or at the zero tick?
Yes/no
(2pt) Did the student measure the line segment correctly? (2inches)
Yes/no
(No point) Was the estimation of the volume of the vase close to the students measurement?
Yes/no
(2pt)Did the students record the correct number of cups in the vase? (3 cups)
Yes/no
(2pt) Did the students record the unit in which they measured the volume of the vase? (1 bonus point if include
symbol not spelling the unit)
Yes/no
___/11
1-19-13

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Mrs. Albaitis, Jake Horstman

Subject/ Topic/ Theme

Learners will be able to:

Measure units of liquid volume

II. Before you start

Area, perimeter, width, length, height. Multiplication

A few questions in the pre-assessment apply goals taught in this lesson

Formative (for learning):

Volume word problems will be on the final test.

Provide Multiple Means of

Provide Multiple Means of Action

Provide options for language,

Provide options for expression and

Symbols will be used to

Students have whiteboards and

Provide Multiple Means of

Students can agree or disagree

Provide options for comprehensionactivate, apply & highlight

Workbooks and sheets to

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

This lesson will be quizzed at

Describe teacher activities

Name or show objects that can hold a volume and

Participate in answering questions. If a

Ask students how many cups in a pint.2

Turn to page 164 in workbook

Students complete work pages and clean up their

(Reflect verbally with teacher about rubric score)

Clean up workspace and get ready for lunch

Draw a line segment 5 inches long:

Draw a line segment 2 inches long:

How long is this line segment?

Rubric for evaluating students:

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