Lesson plan-1- Measure in millimeters (1)

Page 1 of 6
Detailed Lesson Plan
Teacher: Namra Subject: Math Date: Period:

Class: 4 Students Additional Staff:
on roll: M: F:
17 How used: to assist students
Bigger Picture: Millimetres
Past Present Future
Measure in km Equivalent lengths
(kilometres and metres)
Learning Objective(s): Learning Outcome(s)/Success Criteria:

To learn about: Students will be able to:
 Students will accurately choose the most  Students will be able to identify and select
suitable unit of measurement for given scenarios. appropriate units of measurement (centimetres,
metres, kilometres) for various contexts and
 Students will complete matching exercises with compare different lengths using symbols (<, >, =).
metric units and their abbreviations, as well as
solve problems involving total distances and  Students will demonstrate proficiency in
differences in distances traveled. converting between metres and kilometres and
apply their measurement knowledge to solve
practical distance-related problems.
Literacy: Numeracy:
 Get to know about the learning objectives. · Solving real-world problems
 Being able to describe measurements, involving measurement, such as
explain how measurements were taken, finding the total length of multiple
and compare lengths or distances objects or determining if a
accurately. measured object will fit in a given
space.
Keywords: Potential Errors and Misconceptions:
 Kilo-metres  Misreading the scale.
 Metres  Students may misinterpret the markings on the
 Measurement ruler, thinking that centimetre markings are the
 Scale same as millimetre markings.
 unit
SMSC: Homework:
Socially: Group activities require students to work - Worksheet will be provided to pupils.
together, communicate, and share ideas to solve
problems systematically.
Morally: Wait for their turns during activity and
learn respect.
Spiritually: Help students build confidence and
satisfaction as they successfully solve problems,
recognizing their growing skills and capabilities.
Culturally: sharing items in a festival or community
gathering, to show how division plays a role in
cultural practices.
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Resources: Computational Thinking:

 PowerPoint Presentation · Simplifying measurement problems
 Worksheets by focusing on the overall length
rather than individual details of the
 Rulers (marked in centimetres) object.
 Metre sticks or tape measures
 Worksheets (e.g., the uploaded activity
sheet)
 Various classroom objects for
measurement
 Whiteboard/Smartboard
 Markers or pens
Algorithmic Thinking  Evaluation 

Abstraction  Generalisation 
Decomposition 
Differentiation: (Task, Response/recording, Resources, Support, Outcome, Grouping. Pairing,
Screencast, Audio, Other (state))
SEN: EAL: G&T
 Take instructions, try to  Highlight and colour  Try to differentiate
apply them and give an keywords on the between equal and
outcome. PowerPoint presentation unequal groups.
 Ensure instructions for
main activities are precise
and clear
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Detailed Lesson Plan
Welcome and Greet! – Uniform and cleanliness check as students enter the room
Time Learning Teaching Assessment of Learning Evaluation
1 · Learn to maintain · Instruct students to arrange
Bell Activity
(Optional)
mint discipline. their stationeries.

· Educate students to deal
with things
independently.
14  Introduce today’s topic Ask children to complete the  They will be assessed
mins and its learning diagram to recap converting by their answers.
Starter
objectives. from cm to m and mm to cm.

When have you learnt this
before?
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15 · Students will learn the Read the problem about · Assess them are they
mins concept of measuring Pebbles and Waffle. How can understanding the
items in millimetres. we work this out? Either concept or not.
watch the video to model
using a bar model to find the
answer or model how to
answer it to the children
yourself. Read the remainder
of the problem and give
children the chance to solve
it.
Show the diagram and ask
children to work together to
solve it. Come together as a
class and share solutions.
Main Activity 1
Again, highlight the

importance of converting if
the units are different.
Optional: ask children
to predict how long it
would take them to
run/walk 1km around
the school
field/playground. Take
them outside and get
them to run/walk
quarter of a kilometre.
Time the class. Discuss
that this was only a
quarter so how long
would it have taken to
run/walk the whole
km?
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5 · Pupils will learn that how Look at the new diagram · Students are
mints to convert centimetres showing converting from m assessed by their
into millimetres. to km. What do you think way to solve the
kilo means? question. Did they
Ask children to use the solve question
diagram to convert the without any help?
measurements from m and
km and back.
Show them the bar model
and give them chance to
work together to complete it.
What do you need to do
first? Highlight the
Mini Plenary
importance of converting to
the same unit before
calculating.
Show the new

statements and ask
them to use <, = and
> to compare them.
What do we need to do
to compare them?
Again, discuss
converting before
comparing.
Practise it:
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Activity 2 20 · Stretch their thinking and  Students self-assess

mints deepen their their work.
Main
understanding by asking Give work-sheets to solve.

questions from their
worksheets.
5  Pupils reflect on the Summative:
mints completed tasks.  They will be
 Revisit learning Children self or peer check evaluated by weekly
objectives. their answers against those on tests from
Plenary
 Recall the concepts the board. worksheet.

covered in today’s lesson
Show the self-assessment
page. Ask the children to point
in the right direction for how
they felt they got on.
Students stand behind chairs – Orderly dismissal of students

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Page 1 of 6

Detailed Lesson Plan

Teacher: Namra Subject: Math Date: Period:

Learning Objective(s): Learning Outcome(s)/Success Criteria:

Resources: Computational Thinking:

Algorithmic Thinking  Evaluation 

Detailed Lesson Plan

mint discipline. their stationeries.

objectives. from cm to m and mm to cm.

Again, highlight the

Show the new

Activity 2 20 · Stretch their thinking and  Students self-assess

understanding by asking Give work-sheets to solve.

 Recall the concepts the board. worksheet.

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