Name:

Julie Di Felice

Cohort: B1

Lesson Plan 10
Lesson Title: Culminating centres Grade: 1 Date:Friday, December, 10th, 2015
Subject/Strand: Math Unit: Measurement Location: Classroom

Time:

(length in minutes):

30 min

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

Students have been working with standard and non standard types of measurement over the last 2 weeks, they will be
completing a culminating task of various centres that will be involving various measurements theyve done including
length, width, non standard measurement, standard measurement and estimation. Students will be spending 15 minutes
per centre and be rotating, until the lesson is complete.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

estimate, measure, and describe length, area, mass, capacity, time, and temperature, using
non-standard units of the same size;
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

Specific Expectations Attributes, Units, and Measurement Sense By the end of Grade 1, students will:
demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards)
for measuring (Sample problem: Measure the length of your desk in different ways; for example, by using
several different non-standard units or by starting measurements from opposite ends of the desk. Discuss
your findings.);
estimate, measure (i.e., by placing nonstandard units repeatedly,without overlaps or gaps), and record
lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will learn

How to use non standard forms of measurement
to use my knowledge over the course of the unit and put it into practice
How to use estimation to measure

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: use the tools provided to measure e.g. using toothpicks as a form of measurement
I can use all my knowledge of measurement and finish all activities
I can use estimation in my daily life, and it can help me make an educated guess, instead of measuring
Assessment

How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Application

Knowledge and Understanding;

Assessment For, As, Of Learning (Circle One)

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Thinking;

Communication;

(Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Students will be showing

what their knowledge of
the unit of measurement,
there will be an oral and
written component. The
students will be asked
various questions by their
instructor of hat they are
doing, so that the
instructor can have an
idea if the student
understands the material
or not.

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Students will be working independently at

their centres and will be showing how
they can stay on task and complete their
tasks individually. Students will be
showing how well they can focus on their
task without getting distracted by their
groups mates. The students will be
encouraged to do a turn and talk if they
finish early to discuss the different
answers they may have gotten compared
to their group mates. That way they can
have a chance to have a cooperative
component as well as individual.

The assessment tool the teacher will be using is a

class checklist to see who understand the
material and who does not. The teacher will use
this activity as a diagnostic assessment to see
what they students know and also how they have
retained the information that they have been
taught in the days lesson. The teacher will use
the class list as a checklist took to check yes or
no. The teacher will use this as a guide for the
next steps on what to teach students. The
instructor will also be assessing students on how
well they work with their partners. Are they
getting along? working cooperatively? Is there
arguing?

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* knowledge of comparing and ordering objects based on measurement
* awareness of standard and non standard measurement
* have an understanding that of non-standard units that are the same type but not always the same size

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
-Instructor must wear FM system for Joshua
-Ellie is an ESL student any may not wish to participate orally.
Learning Skills/Work Habits

Highlight/circle ones that are assessed:

self-regulation

collaboration,

initiative,

Vocabulary

(for word wall and/or to develop schema)

responsibility,

organization,

independent work,

Measurement
standard

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

marshmallows
Santa beard
santa belly
links
yarn
present
cubes

Learning Environment

(grouping; transitions; physical set up)

Students will be on the carpet for the minds on portion of the lesson and then later move to their designated groups for
the activity. This will give students a chance for a movement break as well as using different learning zones.

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Cross Curricular Links

Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.

10 minutes
Boys and girls it is our final day of measurement!
What are some tools or themes we have been
learning.

Time!/ Length/ mass/ Width/ using cubes

great answers, well today, we will be getting into

centres to do different activities.
I need everyone to be on task though, so that we can
get everything done.

Students listening to teachers instruction

Since you are working in groups, will we be arguing

with our group members?
No, we will be workmen together with them.
Exactly, there are going to be 4 different centres and
everyone will get a chance to go to them all, so dont
worry.
teacher will explain all the centres to students

Students will be listening intently to teachers explanation, so

they know what to do.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.

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40 minutes

Students sitting criss cross on the carpet

Ok boys and girls, now that everyone knows what we

are doing, we are going to move to our centres.
I am going to call out your groups name and I will tell
you what section you are going to.
Teacher will call out group members names and the
students will go to their centre and get ready
Centre #1
Students will first estimate how many marshmallows
long santas beard is. Students will then be measuring
the length of Santas heard with their marshmallows

Students will be listening for their name

Students will hear their name and go to their centre with their
group members
Students will work on their centres and wait for the alarm to
notify them when to switch

Centre #2
Students will estimate how many links wide they think
Santas belly is. Students will then measure with the
links how long Santas belly is
Centre#3
Students will be estimating how many cubes are the
height of the present. Students will then measure with
cubes to detainee the height of the presents.
Centre #4
Students will be estimating how many footprints the
length of yarn is. The students will then walk down the
yarn to determine how many footprints it took to walk
across the yarn.
**Finishers will discuss with the other finishers their
results and why they are different.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.

10 minutes
clap, clap, clap clap clap

clap, clap. clap clap clap

I need my friends to clean up their centres.

I also need all my friends to hand in their worksheets
and get their communication bags ands get ready to go
home.

Students clean up their centres and start to pack up to go

home.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will be using this knowledge for tomorrows lesson on time

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Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

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