Courtney Boettger

Math Concept: Measurement

Grade 2
CCSS.Math.Content.2.MD.A.2 Measure the length of an object twice,
using length units of different lengths for the two measurements;
describe how the two measurements relate to the size of the unit
chosen.

Big Ideas: What is a unit?

Open Question: Estimate about how many books tall you are?
Expected Student Actions/Responses
o Students will take books and try to measure one another
o Some will use the book in different orientations to get
measurement
o Students will give answers of their predicted height
o Students will ask about which book to use

Management
Students are working at their tables
Teacher Questions to Probe Thinking: Would your height be
different is you use another size book? What would change?
Is there something else you can use to measure yourself?
What would your measurement be?

Introduce the book Inch by Inch and tell students to listen and watch
carefully for how the inchworm measures throughout the story. Read
the story and afterwards ask students to recall some of the objects that
the inchworm measured.
[Example: Discuss how the inchworm measured different parts of the
birds.]

Inform students that they are going to measure just like the inchworm
did. Explain to students that they are going to get into groups. In their
groups, each student will receive several inchworm-measuring tools
along with a worksheet.

The inchworm measuring tools are inchworms (about 2" long) cut out
of green construction paper. Draw black dots along the bottom edge of
Lesson Goal #1: Measure the length of objects by repeating a nonstandard unit
the inchworm for feet. On the inchworm's head, draw a larger dot for an
eye.

Explain to students that each group will find 10 objects in the
classroom, estimate the length of each item, and then use the
inchworms to measure each item. As students work on the activity, the
teacher should circulate around the classroom to check for
understanding and to answer students' questions.

Academic Language Check: Students will have a hard time
understanding unit since they have probably had contact with a ruler
and associate ruler with measuring. Some students may be used to
inches and others to centimeters. The inchworm is a unit of
measurement, not representing an exact, standard measurement.

Debrief: Have students share measurements and group ideas to the
whole class as teacher charts. Remind them to use their words for unit
of measurement.
The _______________________ is ________ inchworms long.
Using the inchworm to measure, I found the _________________ to be
_____________ units long.
In order to measure the ________________ I used the inchworm by
_____________.

Summarize what we have learned: Provide students with the
following paragraph frame on the board. Have students state their
paragraph to a partner.
There are many items we can use to measure things. Today we
used Inny the Inchworm. I found the __________________ to be _____________
inchworms long. I could also use ________________ to measure its length.

Formative Assessment (Exit Ticket, Ticket Out the Door, Show
What You Know): How many inchworms is your foot? Tell me on the
way out the door.



Tiered Lesson: Students will be divided into two groups depending on
outcomes of lesson 1.

Group 1: Students will be in teams to create a chart that predict how
many jumbo paper clips theyll need to measure their wrists as well as
small paper clips. Then students will link the paper clips together and
measure their own wrist. Each child counts the number of paper clips it
takes to go around his or her wrist in both jumbo and small.. They will
record the number on their poster.

Group 2: Students will be with teacher to discuss concept of unit.
Students work with teacher to measure their own wrists using small
paper clips. Then students try jumbo on their own. Students complete
the sentence (pre printed): My wrist is ___________ small paperclips
around. My wrist is ___________ jumbo paperclips around.

Academic Language Check: Reviewing charts. Have we used our
scholar words? Did we write in complete sentences? Students self-edit.

As a class, graph the results for small paper clips.

Debrief: Discuss the results. Ask the class why the numbers are
different for small paper clips vs. jumbo paper clips.

Summarize what we have learned: Complete paragraph frame and
read to a partner (pre printed). We have learned about measuring with
two different units. Although my wrist size does not change, I use
___________ jumbo paper clips to measure and __________ small paper clips.

Formative Assessment: Explain why using small paper clips is
different than using jumbo paperclips to measure our wrist length (oral
response or written)?






Lesson Goal #2: Students will compare different types of measurements and
make predictions.
Courtney Boettger
Math Concept: Volume
Grade 6
Standard CCSS.Math.Content.6.G.A.2 Find the volume of a right
rectangular prism with fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths, and show that the
volume is the same as would be found by multiplying the edge lengths of
the prism. Apply the formulas V = l w h and V = b h to find volumes of
right rectangular prisms with fractional edge lengths in the context of
solving real-world and mathematical problems.

Big Ideas: What is volume?
(Rectangular prisms and their properties have been taught in previous
two lessons.)
Open Question: You have 36 blocks on your desk. How many different
rectangular prisms can you make?
Expected Student Responses
o Students will explore making different prisms
o Students will try to have the same prism, but different
orientation count as multiple.
o Students will try to make prisms that are not complete
Management
Students are working in teams of 3-4 and list/draw ideas as
they work.
Teacher Questions to Probe Thinking: How could you figure
out dimensions without building? What are you noticing
about the dimensions?

Academic Language Check: Guide students in changing their informal
language or academic language. Talk about length, width, and height.
Clarify that a rectangular prism does not change based on its
orientation.

Debrief: Have students share group ideas to the whole class as teacher
charts. Remind them to use their academic language. Provide the
following speaking frames:
We use 36 cubes to make a _____ by ______ by ______ rectangular
prism.
Lesson Goal #3: To activate student knowledge and have students
construct rectangular prisms.
I know our figure is a rectangular prism because __________________.
Our rectangular is similar to __________ because _____________________.
We changed around the ___________ but made a prism similar to
______________.

Summarize what we have learned: Provide students with the
following paragraph frame on the board. Have students speak their
paragraph to a partner.
There are many ways to make a rectangular prism with 36 cubes.
One way is _______________________. Another way is
______________________________________. These are rectangular prisms because
_____________________________________.

Formative Assessment (Build to Prove): I can construct a rectangular
prism with 24 cubes. Is this statement true or false? How do you know?
Prove/Show

Tiered Lesson: Students will be divided into two groups depending on
outcomes of lesson 1.
Group 1: Students will be in teams building as many rectangular
prisms as they can with 24 cubes. Students are asked to explore to
see if they make any connections to the detentions to the number
of cubes.

Group 2: Students will be with teacher to and build together
rectangular prisms with 24 cubes.

Debrief: Class conversation about all the ways to make a rectangular
prism with 24 cubes. Draw on chart all the ways to make and display the
figures. Guide conversation with the following questions:
What do all these figures have in common?
o (24 cubes, rectangle base, right angles etc.)
How are the figures different?
o (Different lengths, widths, heights, taller, shorter, etc.)
Lesson Goal #4: Students will draw conclusions about the
relationship between the cubes used to build rectangular prisms and
show that the volume is the same as would be found by multiplying
the edge lengths of the prism
Lets chart the lengths, widths, and heights. Do we notice
anything
o Hopefully students notice that L x W x H = 24
o What are the factors of 24? Does this relate to the
figures?
Define Volume as V = L x W x H.

Summarize what we have learned: Complete paragraph frame and
read to a partner. We have learned about volume. When finding how
many square units are inside a rectangular prism, we can multiply
_______________________. For example, a rectangular prism with dimensions
________ x ________ x _________ has a volume of 24.

Formative Assessment: In thinking about volume, what is the
relationship between the number of cubes inside and the edge lengths?


























Courtney Boettger
Math Concept: Creating and Graphing Equations
Algebra 1
CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in
one variable and use them to solve problems. Include equations arising
from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more
variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.

Big Ideas: How can we create equations and graphs that represent
given situations?

This is a weeklong unit focusing on lesson 3/4 for this assignment.
Students know how to make (x, y) tables, understand aspects of a graph
such as x and y-axis, and slope
Based on day 3 results of the ticket out the door of graphing situation:
Tiered Lesson: Students will be divided into two groups depending on
outcomes of lesson 1.
Group 1: Students will be in teams to write equations and graph
the given situations of bank accounts. They will put the graphs all
on one graph paper poster
Tony was given $10.00 to put in his bank account. He saves
$1.00 every day.
Sam was given $20.00 to put in his bank account. He spends
two dollars every day.
Lisa was not given any money to put in her bank account.
She saves five dollars every day.
Jose was given $40.00 to put in his bank account. He spends
fifty cents every day.
Kim was given $15.00 to put in her bank account. She is not
going to spend any money.

Group 2: Students will be with teacher to discuss two of the above
situations -- One with positive slope and one with negative slope.
Lesson Goal #3: Students make equations for bank account
situations and graph
Will graph together discussing/reviewing different elements of
graph.

Academic Language Check: Enforce using academic vocabulary
including slope, y-axis, x-axis, variables, y = mx + b etc.

Debrief: Discuss the bank accounts and their patterns.
Guiding questions
o Where does they cross the y-axis? How does that relate to
the equation?
o Do any accounts cross the x-axis? Why?
o Does anyone ever have exactly 5 dollars in their bank
account? Who/When?

Summarize what we have learned: Complete paragraph frame and
read to a partner. We have created equations and graphed peoples bank
accounts. The y-axis intercept represents __________________________. The
slope represents ___________________.

Formative Assessment: In thinking about peoples bank accounts,
whose would you want to have right now? On what day? Why?


Parallel Tasks: Students choose which task they prefer.

1. Use your graph to determine:
a. Who has the most money in the bank after 5 days? 10 days?
20? 30?
b. Does anyone have the same amount of money at a certain
time?
2. Use the equations to prove (refer to graph)
a. Who has the most money in the bank after 5 days? 10 days?
20? 30?
b. Use mathematical reasoning to prove who has the same
amount of money and when.

Lesson Goal #4: To compare graphs to one another.
Academic Language Check: Reviewing task completion. Have we used
our scholar words? Did we write in complete sentences? Students self-
edit.

Debrief: Display a students work from task one and task two on the
ELMO/White Board. Ask the student to explain what he/she did.

Open Question: How could we relate bank accounts to aspects of
graphs?
Expected Student Responses
o If people save money, they have a positive slope.
o If people spend money, they have a negative slope.
o If people do not spend money they have a zero slope.
o Y-axis intercept is the starting point of the bank account
o Graph intercepts represent people who have the same
amount of money.

Management:
Students talk in teams and then share whole class. Teacher
charts ideas.
Teacher Questions to Probe Thinking: Show me an example.

Summarize what we have learned: Complete sentence frame and
partner read. Based on our bank accounts:
Slope represents ____________________.
Y axis intercept represents ____________________.
X-axis intercept represents ____________________.
Intersections represent ____________________.


Formative Assessment: How do we use bank accounts to represent
linear equations?