Lesson Plan Sample

1. Objectives The lesson's objectives must be clearly defined and in lined with district and/or state educational standards.

At the end of lessons, students will be able to

1. Determine two units of liquid capacity in various containers (cup, pint, quart, gallon) without error in 1 min.
2. Measure liquid capacity of three containers with 80% accuracy.
3. Identify two exact equivalent measurements between units of liquid without error in 1 min.
4. Convert three liquid units and find equivalent units of capacity (such as 2 cup= 1 pint) with 80% accuracy in 2 min.

2. Anticipatory Set Before you dig into the meat of your lesson's instruction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context.

• Show video on products of a drink company and their different size of one product.
• Discuss how we could measure liquids.
• Discuss how we convert liquid units to equivalent units of capacity

Time: 5 min

Grouping: 4 student in each group

Materials & Equipment: video and discussion groups.

3. Direct Instruction When writing your lesson plan, this is the section where you explicitly delineate how you will present the lesson's concepts to your students. (Age + 2 rule)

Each group answer these questions

• 1-Display a cup, pint, quart, and gallon container. Ask groups to order the pictures from smallest to largest.
• 2-Give 3 examples of liquid products their family usually buys and what is the unit's capacity of them.

Time: 7 min

Grouping: each group has 2 students

Materials & Equipment: pictures of cup, pint, quart, and gallon container.

4. Guided Practice Under your supervision, the students are given a chance to practice and apply the skills you taught them through direct instruction.

• 1-Think –aloud: “As I solve this problem, I want to convert 1gallon of juice to cups how many cups I want?, I will tell you what I am thinking as I work it out.”
• 2-Having students solve problems at the board.
• 3-Having students work in small groups as the teacher circulates and facilitates to ensure the learning has “taken” before “turning students loose” to practice independently with no help.
• 4-Guided Groups.

• In groups, students convert liquid units to find equivalent units of capacity. From 1 gallon to quarts, from 1 gallon to pints, from 1 gallon to cups, from 1 quart to pints, from 1 quart to cups, from 1 pint to cups)
• In the small groups, on a piece of paper, students will write the exact equivalent measurement between units of liquid.
• A student from each group write on the blackboard an equivalent.

Time: 15 min

Grouping: 6 groups

Materials & Equipment: gallons of Juice, pints, quarts, cups, blackboard, paper

5. Closure In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts further meaning for your students.

1. Students will work with a partner to estimate the number of cups in each container. Record estimates. Next, have them fill each container with water using the funnel. Students will record on their data table how many cups it took to fill each container.
2. Discuss with students, which container would be the best to measure. Why is this best unit of measure? What else could you use?

Time: 10 min

Grouping: 6 groups

Materials & Equipment: worksheet , different size container (gallon, pint, quart, cup) , water.

6. Independent Practice Through homework assignments or other independent assignments, your students will demonstrate whether or not they absorbed the lesson's learning goals.

1. Match the capacity containers with real-life examples and discuss why those items come in those size capacity containers. (The milk box is about a cup because you do not need a whole lot for one meal.) Have students provide several other examples.

Time: 10 min

Grouping:

Materials & Equipment: worksheets

7. Assessments and Follow-Up The lesson don't end after your students complete a worksheet. The assessment section is one of the most important parts of all.

Each student assess his/ her understanding and the ability to complete the homework with his/ her thumbs

• Thumbs up: mean I understood and I can do my homework all by myself
• Thumbs sideways: mean I understood so so or/and I can do my homework with a little help
• Thumbs down: mean I did not understand or/and I can do my homework, but I still need a lot of help.

Time:

Grouping:

Materials & Equipment: Thumbs show