21 st Century Skills: Critical Thinking and Communication
Rationale/Purpose: Students will need review over key terms and concepts of measurement in order to apply skills appropriately. This lesson will help students understand different distances and learn to compare them in length and in different units to notice and observe how the numbers may vary.
Common Core State and/or NC Essential Standards: -Math Standards: 1.MD.1 Order three objects by length; compare the length of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number by laying multiple copies of shorter objects end to end without gaps.
Behavioral Objectives / Performance Objective Student s will:
1. Students will be aware of key terms about measurement. Students will be able to appropriately measure using craft sticks and baby steps. Students will be able to compare lengths and understand how that the larger the measuring unit the smaller the number and vice versa for smaller units of measurement. Students will be able to solve comparison word problems and make minimal error in measuring objects.
2. Through using tools and partaking in discussion students will practice applying knowledge and measuring. Students will complete a worksheet to record measurements of tape in the classroom. Students will also complete an assessment sheet. Through word problems students will also practice comparing lengths and finding value and worth in adding numbers together.
3. I will see if the students are participating in whole group discussions and handing in the material and worksheets that they are working on in their guided practices and workshops. I will also collect the assessment pieces to see where the students understood and need more guidance about the unit.
Student Friendly Objective or Essential Question: What is measuring and length? How can I use cubes to measure length? What other things can I use to measure objects? How can I make sure I am measuring accurately? How is one object comparing to another object?
Focus(Hook)/Review: I will review the day before and refer back to the vocabulary and key concepts that have been discussed prior.
Introduction to the Lesson: I will ask, What were some tools we have used? How can we measure to the best number? When do we use measuring?
Teacher Input/Modeling: I will model and review the skills needed to measure, making sure the ends are meeting, I am starting at the appropriate place, and I am able to use two objects and still get my answer. During this time, we will go over key terms while I am modeling with the objects and tools in hand: measurement, length, distance, overlapping, in- between measurements, longest, shortest.
Guided Practice: I will put students into groups; tables 1 and 2 will be group B and tables 3 and 4 will be Group A (between the two tables one group would be assigned baby steps and one group craft sticks). Then students will be given instructions to measure the animal jumps around the classroom with their appropriate labels and record the data into their worksheets. I will go around the classroom and guide any groups that need the assistance.
Independent Practice: -Students will have about 15 minutes to complete an assessment to give me data to start pulling out small groups for this unit. **This will occur before the introduction to the lesson
Closure of the Lesson: To close the lesson students and I will have and overview discussion about some of the assessment questions and the key terms once more. I will have students recite the vocabulary in order for them to remember. I will have the animals written on the board and we will go over and share data as a class and have a discussion.
Evaluation/Assessment of Student Learning Formative:
I will look for participation in the discussions and I will also see how students are working together in their groups.
Summative: The students will complete worksheets from the animal jumps and their assessment sheets.
Post Lesson Reflection Students:
Self/Lesson:
Next Steps:
Supervising Teachers Signature:
Student Teachers Signature:
Plans for Individual Differences: Early Finishers: I will have a word problem on the board for them to complete in their math journals and have them show me three different ways to solve the problem.
Late Finishers: Late finishers may have time during intervention time or during morning work to finish their work if not completed. ** Students will HAVE to have COMPLETED the assessment worksheet. Extension of Lesson: N/A Exceptionalities: N/A English Language Learners: N/A Learning Styles: *Visual (spatial): Students are seeing the units being moved around to show measurement during modeling. *Verbal (linguistic): Students are participating in discussion as a whole and with one another to explain and ask questions about length, measurement and distance measurements. *Physical (kinesthetic/tactile): Students are measuring with baby steps, craft sticks, and other tools around the classroom and for the assessment. Aural (auditory-musical):N/A Logical (mathematical): Students are using numbers to solve comparison word problems to find difference in distance and length. Social (interpersonal): Students will discussing about the objects they are measuring and working together in small groups and workshops. Solitary (intrapersonal): Students are coming up with their own approach to solving a length and distance problem that makes the best sense to them.