Beruflich Dokumente
Kultur Dokumente
Subject:
Math:
10.5
Metric
Measurement
Date:
2/16/2016
Objectives:
The
objective
for
this
lesson
is
for
students
to
be
able
to
convert
metric
measurement
problems
by
reading/hearing
about
metric
measurement
and
then
being
able
to
measure
items
in
mm,
cm,
dm,
and
meters.
Standards:
5.MD.A.1
Convert
among
different-sized
standard
measurement
units
within
a
given
measurement
system
and
use
these
conversions
in
solving
multi-step,
real
word
problems.
Purpose:
We
previously
talked
about
metric
measurement
on
Monday,
but
the
students
had
a
hard
time
understanding
how
the
powers
of
10
worked
along
with
converting.
The
purpose
of
this
lesson
is
for
students
to
get
a
better
understanding
of
metric
measurements
by
doing
hands-
on
activities
to
see
what
a
millimeter
or
the
other
measurements
look
like.
Academic
Language:
millimeter,
centimeter,
decimeter,
meter,
decameter,
hectometer,
and
kilometer
(along
with
the
same
thing,
just
with
grams
and
liters)
Materials:
Millions
to
Measure
by
David
M.
Schwartz,
Chart
paper
and
markers,
Metric
measurement
powers
of
10
table,
meter
sticks
and
rulers,
measurement
worksheets,
the
ELMO,
and
pencils
Introduction/Opening:
To
start
the
math,
the
students
and
I
will
think
about
what
we
learned
the
previous
day.
We
will
talk
about
what
we
learned
and
how
it
might
have
been
a
little
confusing
for
some
of
the
students.
One
thing
we
really
talked
about
with
the
students
was
the
acronym
that
we
use
for
metric
measurement,
so
we
can
over
that
with
the
students.
King
Henry
Died
Unfortunately
Drinking
Chocolate
Milk
(Kilo,
hector-,
deca-,
unit,
deci-,
centi-,
milli-)
I
will
then
explain
to
the
students
that
we
are
going
to
read
a
book
that
will
hopefully
help
the
students
to
better
understand
the
metric
system.
Lesson
Sequence:
The
lesson
sequence
for
this
lesson
will
start
with
the
above.
We
will
talk
about
what
we
learned
yesterday,
and
then
I
will
read
to
them
the
book
Millions
to
Measure
by
David
M.
Schwartz.
The
reason
that
I
am
going
to
read
this
book,
is
that
it
really
shows
measurement
in
a
different
way.
It
has
the
students
thinking
about
different
ways
that
items
are
measured.
It
also
has
concrete
examples
of
measurement,
so
the
students
are
able
to
really
see
how
long
a
meter
is
or
how
big
a
millimeter
is.
For
this,
the
students
will
come
up
to
the
front
where
they
can
see
the
book.
When
we
are
done
reading
the
book,
I
will
keep
the
book
open
on
the
whiteboard
to
show
what
a
meter
looks
like.
We
will
then
continue
on
by
looking
at
an
anchor
chart
of
the
metric
system.
The
anchor
chart
will
have
the
measurements
in
what
looks
like
a
staircase,
so
that
they
can
see
the
measurements
in
a
different
interpretation.
As
they
go
up
the
stairs,
the
measurement
will
become
bigger
(meter
to
kilometer)
and
going
down
the
staircase
will
be
going
down
to
a
smaller
unit
(meter
to
millimeter).
The
next
part
of
the
lesson,
I
will
show
a
table
to
the
students
on
the
ELMO.
The
table
will
display
the
acronym
that
we
are
using
to
remember
the
different
measurements
in
the
metric
system.
It
also
shows
that
depending
on
the
base
unit,
the
students
will
be
multiplying
by
powers
of
10.
As
a
class
we
will
talk
about
the
chart
and
how
it
may
be
helpful.
We
will
talk
about
how
it
is
different
from
the
anchor
chart
that
was
created,
but
how
both
will
help
the
students
to
be
successful.
The
last
part
of
the
lesson
will
be
where
the
students
are
able
to
practice
measuring
with
the
metric
system.
They
will
have
a
worksheet
that
will
have
them
measuring
different
items
or
thinking
about
what
they
know
that
could
meet
certain
measurements.
The
students
will
be
able
to
do
this
in
partners,
especially
so
that
they
can
share
the
meter
sticks.
By
working
together,
the
students
can
talk
about
what
the
best
unit
may
be
to
measure
with
and
how
they
are
going
to
get
their
answer.
During
small
groups,
we
will
start
working
on
pages
in
our
math
books.
We
will
work
on
share
and
shows
together
and
then
the
individual
practice.
This
will
allow
me
to
see
where
the
students
are
with
their
understanding
and
if
they
need
more
time
to
understand
the
concept.
Closing
of
the
Lesson:
At
the
end
of
the
lesson,
we
will
come
back
together
as
a
class
and
talk
about
what
was
measured.
Depending
on
what
the
students
measured,
I
will
ask
the
students
to
think
about
what
the
best
measurement
may
be
for
certain
items
(if
they
were
going
to
measure
the
thickness
of
a
textbook,
what
would
they
use).
Assessing/Checking
for
Understanding:
To
check
for
understanding,
I
will
walk
around
while
the
students
are
working
within
their
groups
to
see
how
they
are
doing
and
if
they
have
any
questions.
If
they
get
an
answer
that
I
am
not
sure
about,
I
will
ask
them
how
they
got
it
or
just
to
explain
their
reasoning.
I
will
also
check
for
understanding
based
on
small
groups.
Small
groups
will
allow
me
to
see
who
is
able
to
do
what
we
have
been
learning
and
who
may
need
a
little
extra
help.
Strategies
for
successful
transitions:
For
successful
transitions,
the
students
and
I
are
going
to
work
on
clapping,
and
where
they
clap
the
rhythm
back
to
me
in
order
to
get
their
attention
and
to
be
quiet.
As
we
transition
from
learning
as
a
whole
group
to
working
with
partners,
I
will
ask
students
to
find
a
partner
first
and
sit
down
with
them.
I
will
know
when
we
are
ready
when
the
students
are
quiet.
We
will
then
continue
on
with
our
partner
work.
We
will
also
dismiss
in
different
ways,
so
that
the
students
arent
getting
all
up
at
the
same
time
and
there
isnt
chaos.
Classroom
behaviors
to
reinforce:
In
our
classroom,
there
are
a
few
students
that
like
to
blurt
the
answers.
For
this,
we
have
a
Blurt
Chart
that
will
hopefully
get
students
to
stop
blurting
out
questions,
responses,
etc.
When
they
blurt
something,
they
have
to
go
up
and
take
a
sticky
note
off
by
their
name
or
I
do.
If
they
get
down
to
0
sticky
notes,
there
is
a
consequence,
such
as
losing
the
tickets
they
have
earned
or
owing
recess.
There
are
some
kids
that
also
like
to
say
inappropriate
things.
For
this,
we
ask
the
student
if
that
is
the
right
thing
to
say.
If
they
keep
saying
disrespectful
things
or
cant
handle
themselves
in
our
classroom,
they
are
sent
to
a
buddy
room
in
order
to
calm
down.
When
they
are
calmed
down
and
think
they
can
handle
themselves,
they
are
able
to
come
back
into
the
class
and
join
the
group.
There
are
a
few
kids
that
I
have
to
watch
with
their
behaviors,
so
depending
on
how
they
are
doing
that
day,
I
may
need
to
stand
by
them
or
let
them
know
that
they
need
to
start
making
better
choices.
Other:
As
observed
last
week,
there
are
three
kids
that
are
a
little
further
than
we
are,
so
for
that
reason,
they
may
decide
to
do
what
we
are
doing,
or
they
may
decide
to
get
on
FastMath
or
to
read
a
group
that
they
get
pulled
out
for.
Depending
on
what
they
choose,
they
may
be
out
in
the
hall
or
sitting
in
the
back
of
the
room
working
quietly.
There
is
also
a
kid
that
likes
to
sleep
in
our
class.
We
arent
sure
if
he
gets
enough
sleep
at
night
and
since
it
is
a
reoccurrence,
we
sometimes
let
him
sleep.
Other
times,
we
try
to
get
him
to
stay
awake.
We
will
walk
over
and
tap
him
awake
or
we
may
just
say
his
name
in
order
to
get
his
attention.
This
depends
on
if
he
had
a
good
nights
sleep
the
previous
night
or
not.