Lesson Plan

Standard and objective: 5.7(A) solve problems by calculating conversions within a measurement
system, customary or metric
5.1(E) create and use representations to organize, record, and communicate mathematical
ideas;
5.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication
ELPS 1.A Use prior knowledge and experiences to understand meanings in English
ELPS 3.E Share information in cooperative learning interactions
ELPS 3.G Express opinions, ideas, and feelings ranging from communicating single words and short phrases
to participating in extended discussions on a variety of social and grade-appropriate academic topics
Technology and material: Computer – Help me guide my lecture and show examples of picture
Measuring chart – use for conversion
Plickers- students will cast their vote online system
White board- students to write their response on the board.
Vocabulary words: Metric- measurement unit that is used across the world
Customary- Is only used in the U.S
Conversion-a change in the form of a measurement, different units, without a change in the size or
amount.

Engage: PowerPoint (front load image) – My first slide contain pictures of different type of measurements
tools. (Scale, triple bean balance, ruler, meter stick)
Second slide- real world example of tons, litter, feet, gallon, cups, pint, yard
Guided question: What do you can picture do you see in the PowerPoint?
What does all these tools have in common?
What do type of unit will we use to measure a car or elephant?

Explore: Michael Jordan stands at 6ft 6 inches and Cristian Ronaldo stands at 74 inches. Who is taller?
Teacher/ students role – As a teacher I will be circulating around to hear student’s discussion. Students will
work together in their table group to solve the question.
Guided question: How did you determine who is taller?
Did anyone did anything differ

Explain – (Classroom discussion) On Tuesday morning a school cafeteria severed 16 gallons of orange juice
during breakfast. How many cups are in 16 gallon?
Guided questions – Who can come to the board and solve it?
Did any solve it different?
How many students can receive a cup of orange juice?
If there is 512 students, how many gallon of orange juice will I need?
Teacher /student role – Students will first solve the problem than share their answer with their shoulder
buddy. We will have a whole classroom discussion. I will select two students to come solve the problem on
the board.

Elaborate – Fernando’s car weight 2 tons. Keith’s car weighs 3,285 pounds. What is the difference between
these two weighs in pounds?
Guided question
Which unit did you convert it into and why?
Which car weights more?
Students/ teacher role- Each student will create a mini- poster. The poster will be divided into 4 section; the
first section will be unknown and unknown. The second part will be plan. The third section will be solve
problem. The last part will be about why your answer is reasonable.

Evaluate – Exit ticket

Oneesha swims a total of 13 kilometers each week. What is the total number of meters Oneesha swims in
3weeks?
Teacher/Student role- This will be an exit ticket that my students will turn in to me before leaving my class.

SPED/ ELLS- measurement chart.

Pictures (PowerPoint)
Sentence stems