1. Math Lesson Plan-Measuring Objects Using Non-Standard Measurement Content Objective: Students will be able to order and compare the length of objects by using indirect measurement Language Objective: Students will be able to label the length of objects using comparative adjectives: shorter, longer, taller.] Standards: MD.A1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MD. A2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Materials: Computer center, Smart board, differentiated worksheets, comparing objects and measuring anchor chart, pencils, baggie with objects, linker cubes, and whiteboard

2. Model Activity: -Today we are going to use linker cubes to measure objects. When measuring we need to follow a few steps to ensure that we measure correctly: 1. Line up linker cubs against the object, starting from the left side corner (It’s just like when we are reading a book from left to right) 2. Leave no gaps 3. Do not overlap the linker cubes 4. Record how many linker cubes cover the length of the object. -Compare the length of the two objects using words shorter or longer -Before you go back to your seats to measure your objects I will use the following steps to show you how to measure correctly. -Model I am going to measure this ticket and snickers bar. (Follow the above steps) The ticket is 2 linker cubes long. The snickers bar is 4 linker cubes long. -Now I am going to compare the objects using “ The _____ is shorter than ______” or “ The________ is longer than _______” The ticket is shorter than the snickers. The snicker is longer than the ticket.

3. Differentiated Student Independent work (Activity) Students go back to their seats to complete worksheets in which they measure and compare different objects using linker cubes. Beginners- These students will be a small-guided group with me. They will receive hands on manipulative to help them order the objects. Intermediates- these students are auditory, visual, and kinesthetic learners. These students will be put on the computer center and smartboard to support their learning styles and content intake. Auditory learners: http://www.compasslearningodyssey.com/sample_act/math_k/grade/subject/mak_04_03_0 3.html Visual Learners: http://www.funbrain.com/cgi-bin/meas.cgi?A1=s&A2=0&A3=0 Kinesthetic learners (smart board): http://pbskids.org/clifford/games/measuring_up.html Advanced- These students will get a worksheet with extra higher-level problems. These students can work independently and require little to no scaffolds.

4. Assessment: -Informally during lesson discussion and active engagement. I will assess whether students are using the targeted language function. -Formally, through students math worksheets and exit slips -Provide students with discussion questions to scaffold the turn and talk.