Running head: MATH LESSON PLAN 1

Math Lesson Plan

Student’s Name

Institutional Affiliation
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Math Lesson Plan

Section 1: Lesson Preparation

Grade Level: 3

Unit/Subject: Measurement

Instructional Plan Title: Measuring weight

Lesson Summary and In this lesson, the students will use tables highlighting ratios between

Focus: grams and kilograms, ounces and pounds and kilograms and pounds. The

children will estimate whether various objects should be weighed in

kilograms or grams and in ounces or pounds. They will use calculators

while converting kilograms to pounds and pounds to kilograms.

Classroom and Student Out of the thirty students, four are learning disabled while one is

Factors/Grouping: emotionally challenged. Further, the class has a white majority with four

Hispanics, one pacific islander and four African Americans. During the

class activity, the children will be placed in three different groups; the

teacher-guided group consisting of the learning and emotionally

challenged students, self-monitored collaborative groups comprised of

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average learners and those that will carry out independent work

comprising of gifted students and fast learners.

Common Core State Accordiing to the [Link].A.2 the learners

should measure the masses of various objects using standard units such as
Learning Standards: Kilograms and grams. Learners should subtract, add, divide or multiply to
solve word problems involving masses that are given using the same unit.
Prior to this exercise, learners should solve problems involving

subtraction and addition of time intervals such as by representing the

problem using a number line diagram.

Measurement is a critical practical topic within the elementary

mathematics curriculum. When learning about measurement the children

should understand the attribute that is being measured for instance. The

should answer questions such as what is mass? They should also

understand the measurement process such as how do you describe how

heavy an object is. They should also learn how to use various measuring

instruments e.g. rulers, scales, etc.

Specific Learning Given different objects, students should be able to explain the

Target(s)/Objectives: measurement units they will use while weighing i.e grams or kilograms.
MATH LESSON PLAN 4

Academic Language Standard Units of measure

The mass of objects

Different weight systems from around the world.

Mass

Density

Resources, Materials, Bathroom scale

Equipment, and
Calculators
Technology:
Balances with weights.

Items to weight – books, bricks, crayons, paper towels, erasers etc.

Section 2: Instructional Planning

MATH LESSON PLAN 5

Anticipatory Set 2 hours

 I will present different items and ask the children to explain whether they should

be weighed in kilograms or grams. E.g. Would you use grams or kilograms to

measure the mass of a pen?

 I will ask them to differentiate between mass and density.

 I will also record their views on the whiteboard and ask them whether various

objects should be weighed in kilograms or grams and in ounces or pounds

Multiple Means of Representation 2 hours

As children learn and grow, it becomes obvious that every child has their own style of

interacting and learning with the world. In the 1980s, Howard Gardner confirmed what

every teacher and parent know by intuition; different children learn in different ways. In

Garner’s concept, he highlighted seven learning styles including visual, auditory,

kinesthetic, logical-mathematical, intrapersonal, linguistic and interpersonal. Although

not every child learns visually, most do. Further, most children prefer the visual learning

style. This method is also suitable since it also comprises of auditory learning. Visual

learners learn most if their sight senses are engaged. Such learners show an affinity for

books with bright colors, clear diagrams and learn a lot from videos. Accordingly, this

lesson will focus on visual learning

 I will use children's literature stories as the springboard for discussing weight

measurement stories. (We will watch Fantastic Mr. Fox)

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 We will discuss the possible measurement units of various objects in the video as

it will provide opportunities for engaging in problem-solving activities involving

weights.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

For this group, I will create vocabulary banks containing key math vocabulary

phrases and words. I will also speak slowly in addition to using clear articulation

so that I can give English language learners time to understand questions so that

they can formulate responses. I will also exaggerate intonation to stress on new

concepts in addition to writing questions on the board to ensure that this group

participates fully. I will also encourage such learners to use nonverbal responses

such as thumps down or up so that they can indicate that they understand a

concept or not without the need to talk. I will also design prompts and questions

to cater for different proficiency levels. I will also encourage choral responses

from the children so that the English learners are exposed to unfamiliar

vocabulary which will help them learn the correct syntax, pronunciation and

grammar.

 Students with special needs:

I will use hands-on materials to help children with learning disabilities. I will use

familiar objects while setting and solving mathematical problems. Items such as money

or candy and various small objects will be used to demonstrate different concepts such as

subtracting and adding. I will also use flashcards and software with auditory and visual

prompts to teach them different concepts as well as the use of simple sentence structures
MATH LESSON PLAN 7

and use simple commands. Raborn (1995) proposes that teachers should use strategies

that assist students with learning disabilities to develop concepts. The concept of

attainment strategy is a categorization method that helps students make grouping

decisions that are based on attributes. Students compare examples that contain

characteristics of the example with examples that do not have the attributes. These

strategies give instruction on concepts and help learners comprehend the nature of

specific concepts.

 Students with gifted abilities:

Azzam (2016) explains that gifted students should be allowed to work together

since it enhances their academic performance and benefits other learners in the

classroom. When talented students work together, they often challenge each other

in several ways. They exchange ideas and improve on their perspectives and

improve their teamwork skills. Teachers are therefore advised to provide

opportunities for heterogeneous groupings for such students. Accordingly, I will

pair gifted students during the class activity.

 Early finishers (those students who finish early and may need additional

resources/support):

Fast finishers will be required to self-select a few books which will keep them

busy when they finish their task before the rest. The students will choose their

most engaging material so that they look forward to reading them.

MATH LESSON PLAN 8

Multiple Means of Engagement 2 hours

This section will involve tailored teaching using wave 2 provisions. Wave 2 provision

normally entails the use of tightly structured programs consisting of small groups. The

groups are carefully supported by teachers who should have the prerequisite skills to help

students attain their learning objectives. Waves 2 can be integrated into mainstream

lessons or happen outside the classroom. Importantly, the intervention support should

help the pupils apply the concepts they have learned in the mainstream lessons. The end

result of waves 2 is for the students to be aligned with federal requirements when the key

stage ends. For instance, the teacher can identify a particular group of students that have

common problems. This could result in a planned intervention for the group that might

require additional sessions with the teacher to secure understanding

 I will use response cards to help students answer questions non-verbally. I will

use two types of cards. One type of card will have two sets of cards labeled yes

and no while the other type will have cards labeled as A, B, C and D to help

students answer multiple-choice questions.

 I will teach the students to use the cards such that when I ask questions, they will

be answered using ten cards. The students will be required to hold up their cards

to indicate their response.

 I will provide positive and corrective feedback.

 The response cards will be used when the lesson is starting to activate any prior
MATH LESSON PLAN 9

knowledge. They will also be used during the lessons to check on progress.

Further, they will be used at the end of the lesson to evaluate the comprehension

of key facts.

 Response cards will help me provide feedback to individuals or the whole class.

Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

I will build background knowledge with English language learners especially if

the class has difficult concepts. I will explain the difficult concept and label them

with keywords so that the students can remember. Thus, as I prepare my lessons I

will inquire from such students the background knowledge that they have so that

I can determine what they need to master their lessons.

 Students with special needs:

Instead of simply teaching this group of students, I will give them a lot of chances

for them to ask questions. They will be free to ask anything. I will find learning

possibilities in things that they like whereby I will ask them what they like so that

I can develop learning possibilities since learning possibilities can be made from

movies, songs, and activities.

 Students with gifted abilities:

I will give gifted students activities that promote vertical enrichment whereby

they tackle assignments that are beyond material taught in the regular classroom.

There are various educational products that are customized for gifted students and
MATH LESSON PLAN 10

can be adapted into normal classroom activities.

 Early finishers

Since such students tend to have a lot of hands after they finish the class activity,

I will assign them independent project activities. They will use the projects to

explore special areas of interest that are related to the topic under study.

Multiple Means of Expression 2 hours

Students have different abilities for learning and how they express their learning. This is

true for all students and especially for those that are differently-abled. For instance, those

with motor impairments and those with executive function disorders approach learning

activities differently. Some may express themselves through text but fail in speech.

Therefore, the teacher should provide various options for students to express themselves

for optimal success. Teachers can achieve this by providing options for communication

and expression. This should be incorporated into assessment, feedback and assignments.

One method for achieving is by use of multiple communication media. It can also

include responses, drawing, gestures, songs, essay writing and songs. The tools that will

be available include spellcheckers and word prediction software, calculators, text to

speech software, sentence strips, and web applications. Therefore I will build

opportunities for the students to communicate what they have learned using a variety of
MATH LESSON PLAN 11

formats that are relevant and appropriate.

 English language learners (ELL):

This category of students will be assisted by having several options for

communication and expression including drawing, illustration, storyboards,

visual art, speech and text. As they gain proficiency in English they can be placed

in groups to collaborate with the rest of the class.

 Students with special needs:

These students can be assisted to express themselves through the use of apps.

Apps such as Toontastic have been used to develop story structures that help

students express what they have learned (Dunn & Perez, 2020). Such apps have

been developed to address the needs of various students including those with

special needs.

 Students with gifted abilities:

Since this category of students is focused on the learning process and not end

product, formative assessment should be applied. The assessment allows for

adaptation and flexibility to meet curricular objectives while engaging the student

to find areas they would like to explore or where they are facing difficulty.

Multiple means of expression helps the gifted student display what they have

learned in many forms.

 Early finishers

This category of high achieving students will be challenged to use more

challenging methods of expression such as through advanced computer programs

MATH LESSON PLAN 12

that would keep them engaged for longer. This would entail an assessment

whereby the students are expected to understand differentiated concepts.

Differentiated expression ensures that they remain engaged and have little time to

spare.

Homework helps the students develop a sense of self-discipline and also teaches them

how to work independently. It also encourages learners to embrace responsibility and

initiative in completing a task. It also gives the parents of the child to play an active role

in the student’s education while helping them evaluate the child’s progress. Accordingly,

the homework related to this task will focus on the measurement of lengths.

Reflection

In Grade 3, pupils learn concepts about measurements. Measurement is an essential

practical topic within the elementary mathematics curriculum. When learning about

measurement the children should understand the attribute that is being measured. By the end of

the lesson on weight measurement, the students should explain mass is. They should also

understand the measurement process such as how do you describe how heavy an object is. They

should also learn how to use various measuring instruments e.g. rulers, scales etc. Additionally,

learners should subtract, add, divide or multiply to solve a word problem involving mass that is

given using the same [Link] princiles will be used to ensure better outcomes.
MATH LESSON PLAN 13

The three key principles of UDL include representation, engagement and

[Link] principles ensure that all students have an equal chance to succeed in learning

Using the principles, I will ensure the use of media, verbal and non-verbal communication

techniques to enhance the students' collaboration, active inquiry and supportive interaction and

collaboration as they learn weight measurement [Link] concept ensures that learners

utilize various methods of getting knowledge and as well as provide alternatives for showing

what they now. The engagement aspect helps tap into the pupil’s interests and enhances

motivation. Thus, UDL principles will assist in enhancing the learning experience.

One mathematical instructional strategy is one where learners take part in real-life

activities as they explore ideas. In such instances, the learning objectives focus on making

mathematics engaging and relevant for students . The method deviates from the need to cover the

curriculums and instead teaches students how to explore the real world using the lens of maths.

When children are taught maths using class activities that are based on UDL principles, they

develop problem-solving skills which are homed further by advanced mathematical course.

Thus, I will use real life activities inaddition to UDL principles to ensure my students have better

learning outcomes.
MATH LESSON PLAN 14

References

Azzam, A. (2016). Six Strategies for Challenging Gifted Learners. Retrieved from

[Link]

[Link]

Dunn, A., & Perez, L. (2020). Universal Design for Learning (UDL) in Action: The Smart

Inclusion Toolkit. Retrieved from [Link]

Journals/Teaching-Exceptional-Children/TEC-Plus/Universal-Design-for-Learning-in-

Action-The-Smart-Inclusion-Toolkit

Raborn, D. T. (1995). Mathematics For Students with Learning Disabilities from Language-

Minority Backgrounds: Recommendations for Teaching. Retrieved from

[Link]