1. Topic-
Measuring Lengths
2. Content-
Cooperative Learning Strategy: Numbered Heads Together Rationale: I chose Numbered Heads Together because we ask many questions during whole group in Math therefore; the same students are answering most of the time. Numbered Heads Together is a marvelous antidote to Whole-Class Question-Answer which often boils down to a conversation between the teacher and the high achievers in the classroom with the rest of the class between semi-interested and comatose. By having only one student represent the group but not informing the students in advance who the group representative will be, each student knows he/she may be held individually accountable.
Mastery Structures-Numbered Heads Together:
Step 1. Students Number Off. Each student on the team has a different number.
Step 2. Teacher Asks a Question. The question asked of students during Step 2 is formulated as a directive. Instead of saying, What is the equivalent of the given measurement? The teacher says, Make sure everyone on the team can knows how to get the equivalent measurement. To quicken the pace, the teacher may sometimes provide a time frame for students. So, for example, the teacher might say, How many pounds are in a ton: you have thirty seconds to make sure everyone on your team knows.
Step 3. Heads Together. Students literally put their heads together and make sure everyone knows the answer.
Step 4. Teacher Calls a Number. The teacher will call a number at random and students with that number raise their hands to be called upon, as in a traditional classroom
3. Goals: Aims/Outcomes-
1.My primary goal is to increase the participation of the whole class using Numbered Heads Together instead of only the same handful of students.
2. My second goal is to provide a hands-on experience using a variety of figures to measure lengths.
4. Objectives-
At the end of a two-hour period, the learner must be able to:
1. convert a metric unit to another metric unit, a metric unit to English unit and vice versa ;
2. estimate and measure the lengths of a given figure using a ruler.
3. predict relationship between accurate measurements and proper order in God's creation.
5. Materials and Aids-
laptop, TV screen and a ruler

1.Telling and Re-telling the Story of Jesus Through Math by Joanna Estallo (2010;pages 1-9)
2. Kto12 e-math by O.Oronce and M. mendoza (2012;pages 85-90)
6. Procedures/Methods-

A. Introduction-

Drill: Show the slides that deals with the conversion of unit.

B. Development-

1. Ask a students to show and explain his/her solution on the board.
2. Verify if his/her solution and explanation is correct.

C. Practice-

1. Give a figure/cutout for each group to measure.(Before they will start measuring the teacher will show a passage and will ask a question: "Do not use dishonest standards when measuring length,weight or quantity. Use honest scales and honest weights...keep all my decrees and all my laws and follow them. I am the Lord." _Leviticus 19:35-37. Based on the scripture cited above, what is the message of God to each of us on measurement? What do you think would happen if things are weighed inaccurately?)
2. Let the learners create a problem out of the figure that they measured.
3. The groups shall be exchanging their works afterwards. Each member of the group should answer the problem that they received.

Accommodations (Differentiated Instruction)-

Group to group guidance, pair students who need help.

Checking for understanding-

Monitor the students activity as they complete it, guide them in the right direction as needed, or ask probing questions if we see they need help.


1. Discuss some problems from those that are submitted.
2. Ask the students on how did they feel and on what did they learn about the activity that they had.
7. Evaluation-
The student activity can be used as assessment and informal assessments can be made throughout the lesson as the teacher checks for understanding.
8. Teacher Reflection-
The cooperative learning was very useful in my lessons. I think it is true that almost the same learners answer every time, which are the higher level learner. I love that those learners participate and they are usually very bright, but the rest of the class also needs to be a part of the discussions held during class time. It worked really well because I could no longer tell who the handful of children were who answered all the time.

This Lesson Plan is available at (www.teacherjet.com)