Common Core Aligned Lesson Plan

Subject(s): Pre-Algebra Grade: 9th

Teacher(s): Mr. Miranda & Ms. Bohr School: Aurora Central Catholic High School
LESSON ELEMENT STUDENT-FRIENDLY TRANSLATION
Converting Units of Measurement with the Metric System (# 2,3,4 only)
1. Common Core Learning Standard(s) Addressed:
 6.RP.A.3.D: Use ratio reasoning to convert measurement units.
2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)  Students can now know what the
 Students will understand the units of the metric system, which involves the unit's grams, liters, and metric system is.
meters.  Students can now convert different
 Students will be able to convert units' grams, liters, and meters to different units of measurement. units of the metric system.
3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these  Students now understand what other
outcomes essential for future learning?) countries use to measure things.
 Students will be able to use the metric system when they are outside of the United States.  The Metric System is used in
 Students will now have background knowledge when they are dealing with math that involves Chemistry and Physics.
chemistry or physics.
4. Formative Assessment Criteria for Success: (How will you & your students know if they have  Students will be successful when they
successfully met the outcomes? What specific criteria will be met in a successful product/process? add or subtract the correct number of
What does success on this lesson’s outcomes look like?) zeros to the given measurements.
 Students will know they met the outcomes by completing a worksheet where I check them off based
on their answers. This done by counting the zeros or decimal places students moved in order to get
their answer.
 Students will be given a quiz on this lesson on the next class. I will assign them homework the night
before for them to receive enough practice.
5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative
assessment opportunities?)
 Students will be given a worksheet that gives scenarios where they must decide what unit of measurement would be best to measure an object or fluid.
 Students will also have to convert units of measurements that are given.
6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
 Notebook
 Pencil
 Conversion Sheet
 Whiteboard
 Markers
7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student
 diversity.)
 I will call on each student to make sure that they are participating and to be sure that they are comprehending unit conversions correctly.
8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your
class? Be as specific as possible.)
 Each student is given a conversion sheet to use for their worksheet, homework, quizzes and tests.
 Students with IEPs will receive a copy of the notes.
Common Core Aligned Lesson: Reflection

 Does this lesson reflect one of the “shifts” in instruction? If so, please describe which shift is addressed and how?

 In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own
question and respond to it after you have taught the lesson.

1. How did this lesson support 21st Century Skills?

2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

You are also encouraged to use a facilitated “Learning from Student Work” protocol to review and reflect on student work
related to this lesson.