Elementary Teacher Candidate Name: Olivia Craig Date: 3/4/20

Lesson Title/#: Interactive Measurement Investigation

1. Students will be able to answer questions about how measurement is used in the story Inch by Inch.

2. Students will be able to demonstrate appropriate measurement skills using unifix cubes.
Central Focus: Measurement What do you know about your students? (Personal, cultural,
community assets)
Standard(s) – 1.MD.2: Express the length of an object as a  Personal Assets: Very talkative, very friendly and affectionate.
Many students like to be “helpers” and enjoy attention from
whole number of length units by laying multiple copies of a teacher. 2 students who are learning English for the first time.
shorter object (the length unit) end to end; understand that They like to answer questions and are very engaged during read-
the length measurement of an object is the number of same- aloud lessons.
size length units that span it with no gaps or overlaps.  Cultural/Community Assets: Many Spanish-speaking families,
which in turn means there are many bilingual students, some
emergent bilingual. Several parks nearby the school (not sure
RL.1.1: Ask and answer questions about key details in a text.
much about the community at this point). Very diverse classroom,
students are able to get along with many types of people
 Developmental Assets: Very good listeners, very focused when
given breaks (break or transition every 30-45 minutes), they do
very well with routines and know the classroom routines very
well.
Academic Language (Key vocabulary) - no more than 2-3 words (2 content & 1 metacognitive/thinking word)
- Measure
- Longest/Shortest
 Assessment Learning Objective(s) Addressed Evidence
Students will measure 10 Students will be able to demonstrate appropriate Students have correctly
different insects and write their measured the 10 different
answers down on an activity
measurement skills using unifix cubes. insects, and have identified
sheet. They will also identify correctly which insect was the
which insect was the longest and longest and which one was the
which was the shortest based on shortest.
those measurements.
Materials/Resources:
- Inch by Inch by Leo Lioni
- Insect laminated pictures
- Unifix cubes for each group
- Measurement investigation paper for each student
- Clipboard for each student
- Pencil for each student

Instructional Procedures/Steps
Lesson Stage Teacher Behavior Student Behavior
Opening - Remind students that we have been talking
about measurement in math for the last week or
so.
- “What can we find out from measuring things?” - Students will give examples of some things that
Call on a few students to give examples. can be found out by measuring.
Body of Lesson 1. “Today we are going to start by reading a book
about measuring.”
2. “This story is about a worm who likes to
measure his friends. Let’s find out about all the
things he likes to measure.”
3. Read book. Stop on page with “That’s easy” – 3. Students will answer question posed by teacher;
 Ask the children “how did the inchworm Possible answers “using his body, by crawling” etc.
measure on this page?”
4. Stop after “the whole hummingbird.” Which 4. Students will answer question posed by teacher;
thing that the inchworm measured look the Possible answers: The flamingo’s neck, the toucan’s beak,
shortest? Which one looked the longest? Why? the hummingbird
5. Stop after “go ahead and sing.” Any predictions 5. Students will give predictions about how the inchworm
about how the inchworm is going to measure is going to measure the bird’s song.
the bird’s song?
6. Finish the book. “Was he able to measure the 6. Students will answer question posed by teacher;
song? Why not?” possible answer “no because he went too far”
7. “Why was measuring important to this story?” 7. Students will answer question posed by teacher; “to
8. Tell children we are going to do some measuring find out how long the animals were”
of our own today using cubes. There are 8
different insect friends around the room, and it
is going to be our job to measure all of them and
find out which ones are the longest and
shortest.
9. Explain directions/model. Use one of the insects 9. Students will listen to directions given by teacher. They
on the whiteboard and cubes to show students are expected to sit quietly so that they can hear all the
how to measure. Emphasize that they have to directions and are not confused during the activity.
start and end at the red dots.
10. Show them how to fill in the paper – write the
number next to the matching bug.
11. Explain that we are going to be in groups
rotating around to each bug. Lay out
expectations – students should be on task, they
need to go around the room counterclockwise
(just show them which direction, do not use
clockwise/counterclockwise vocabulary)
12. Go over how students should work in a group.
They need to share materials and work together,
taking turns measuring.
13. Get students set up for the activity. First, have
all students get clipboards and pencils. Then, call 13. Students will get a clipboard and pencil. When called,
 students up group by group to get their paper they will go to their station with cubes and their group.
and cubes and head to their insect.
14. Have students rotate through all the insects.
Give them about 2-3 minutes per station. 14. Students will measure 10 different insects using unifx
Remind them that these will be fast so they cubes, rotating around the classroom. They will work
need to be on task. together in their groups and share materials. They will
15. When students have gone through all the write down answers on their recording sheets.
stations, have them sit at their seat and
complete the “which was the shortest” and 15. Students will determine which insect was the longest
“which was the longest” independently. and which was the shortest independently.
16. Ask students what their answers were for these
questions. How did they know? 16. Students will answer question posed by teacher.
Closure - Thank students for working hard and
participating.
- Ask closing questions: What can measurement - Students will answer question posed by teacher;
help us do? What can we learn by measuring explain why measurement is important and what
things? it can help us learn.
Modifications/ - Pair students who struggle with measurement with students who
Accommodations/ - Adjust timing at each station based on how fast groups are finishing. If needed, make longer or shorter.
Enrichment

jh 7/31/18; modified dms 3/12/19