February 14, 2019
|
by Caitlin Hardeman

EL Support Lesson

Which Unit of Measurement?

Download lesson plan
This lesson can be used as a pre-lesson for the Estimating Measurements of Mass and Volume Using Metric Units lesson plan.
Grade Subject View aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

This lesson can be used as a pre-lesson for the Estimating Measurements of Mass and Volume Using Metric Units lesson plan.
Academic

Students will be able to measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), liters (l), and milliliters (ml).

Language

Students will be able to explain measurements and estimations of liquid volumes and masses of objects using sentence frames and key vocabulary.

(3 minutes)
  • Get students talking about some of the tiered vocabulary words to assess prior knowledge. Display the following words on the board: volume, mass, grams, kilograms, liters, milliliters, measure, estimate, unit.
  • Split the class into small groups and have them choose one of the tiered words from the board. Give them one minute to discuss what they know about the word and any questions they have about it.
  • Have groups share their knowledge and/or questions about their chosen word. Validate student responses and provide feedback as necessary.
  • Share the language objective for the lesson and explain that students will be discussing measurements and the most appropriate unit to use. Explain that measurement is an important function in mathematics, but also in our everyday lives.
(7 minutes)
  • Tell students that the vocabulary they just discussed includes important terminology they will use throughout today's lesson. They will be discussing units of measurement for different objects and liquids.
  • Give each student a copy of the Glossary and display the Vocabulary Cards, one by one. Go over the words and read them aloud, having students repeat them to practice pronunciation. Then, call on a student to read aloud the definitions. Discuss the images and how they relate to the definitions. Ask students if they can think of any other visuals that would be appropriate to add to the Vocabulary Cards and Glossary. Provide a sentence stem to support them as they answer, such as "We could also include ____." or "I can't think of anything else to include right now because ____."
  • Point out the empty column on the right side of the Glossary and have students label it as "Example." Inform students that they will keep their Glossary out on their desks, and they will add examples to the graphic organizer throughout the lesson.
  • Put students into partnerships and have them practice using each of the tiered words in a sentence. Instruct them to write down their favorite sentence on a whiteboard to share with the class. Provide an example for the word measure, such as "I need to measure the food so I can follow the recipe as I cook."
  • Go around to each partnership and have them share their example sentence with the group.
(10 minutes)
  • Display the Measurement: What Do You Notice? worksheet on the document camera to get the students talking about measurement. Instruct them to look at the visuals for about one minute to brainstorm what they notice about them individually and in comparison to each other.
  • Pair students together and instruct them to discuss what they noticed about the images. Then, call on students to share what they discussed with their partners. While partners discuss and share out with the class, jot down notes, listening for any of the key vocabulary terms.
  • Point out that the items have some similarities because they are all items that we use in our everyday lives, and they all take up space. You can measure them. However, they are different because they have different types of measurements and units. Since three of the objects are solids, you can measure to find the mass. One of the items is liquid, so you can measure to find the volume. Reiterate that we use grams and kilograms to measure mass, and we use liters and milliliters to measure volume.
  • Post note cards with the following words: grams, kilograms, liters, and milliliters and write "MASS" and "VOLUME" on the board with connecting visuals (solid object vs liquid object). Before students discuss which unit of measurement they think is most appropriate for measuring each of the items on the sheet, have some students tape the note cards under the correct heading.
  • Display the second page of the worksheet and engage in the conversation with the class. Ask prompting questions regarding measurement and provide sentence stems and frames to support student discussion:
    • How are these items similar/different? (They are similar/different because ____.)
    • What unit would you use to measure that item? (I would use ____ to measure it because ____.)
    • How are these items related to each other? (These items are related by ____.)
    • Does one item look different from the others? If so, why? (The ____ looks different because ____.)
  • Explain that three of the items can be measured in liters or milliliters because you can find the volume. It is measuring liquid. However, the empty bucket has no liquid, so you can only measure the mass, which is measured in grams or killigrams.
  • Ask students to discuss which unit of measurement they think is most appropriate for measuring each of the items on the sheet.
  • Direct students to return to their Glossary at this time to add any examples for vocabulary words that may have come in the lesson up to this point.
(12 minutes)
  • Divide the class into four small groups and pass out the Measurement: Which One Doesn't Belong? worksheet to each student.
  • Assign each group one of the problems on the worksheet to complete. Tell learners that they all need to be prepared to explain to a different group how they agreed on which pictures belong together and justify which item did not fit.
  • Give groups time to discuss the pictures without completing the sentence frames, and then create new groups. Make sure each group has a student that can explain each of the picture sets on the worksheet. Instruct them to share their thinking and use the vocabulary words on their Glossary, and prompt students as needed with the following questions and sentence stems:
    • How are these two pictures similar? How are they different? (Sentence stem: These pictures are similar/different because ____.)
    • Which three pictures are most alike? Why? (Sentence stem: These pictures are most alike because ____.)
    • Why doesn't this picture belong with the others? (Sentence stem: This picture doesn't belong with the others because ____.)
    • How would you measure that object? (Sentence stem: I would measure that object by ____.)
  • Have students get back into their original groups and complete the sentence frames together. Allow them to share the discussion they had in their other groups as they explained their thinking and encourage them to share any new realizations about the images.
  • Go over the worksheet as a group and provide clarification and feedback as needed.
  • Direct students to return to their Glossary at this time to add any examples for vocabulary words that may have come up in the lesson up to this point.

BEGINNING

  • Allow access to reference materials in home language (L1).
  • Have learners repeat instructions and key vocabulary to the teacher.
  • Provide a list of examples of each vocabulary term for students to choose for their Glossary.
  • Group students intentionally based on academic and language needs.

ADVANCED

  • Allow learners to utilize glossaries and dictionaries for unfamiliar words.
  • Encourage students to answer questions and participate in discussions without referring to the sentence stems or frames for support.
  • Choose advanced ELs to share their ideas first in group and class discussions.
  • Have learners repeat instructions and key vocabulary, summarizing important information for the class.
  • Put students into mixed ability groups so they can offer explanations and provide feedback to beginning ELs when appropriate.
(5 minutes)
  • Give each student an index card and have them draw an item on it. Instruct them to write down whether they would find the volume or the mass of it, and what unit they would use.
  • Have students talk to a partner about what they put on their card. Provide the following sentence frame to support discussion: "I would use ____ (unit) to find the ____ (volume/mass) of the ____ (item)."
(3 minutes)
  • Call on nonvolunteers to share their sentence frame with the whole group, and provide feedback and clarification as needed. Ask prompting questions to get students to explain more, such as "Why would you use that unit instead of another unit to find the mass/volume?"
  • Remind the class that measurement is an important function in mathematics, but also in our everyday lives. It is important to know how to measure items and liquids and the correct units to use.

Add to collection

Create new collection

Create new collection

New Collection>

0 items

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely

What could we do to improve Education.com?

Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

What would make you love Education.com?

What is your favorite part about Education.com?