Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Teache
Lesson Miss. Shostak
Math Lesson #3: Conversions r:
Title/Focus April 6
Date:

GENERAL LEARNING OUTCOMES

Use direct and indirect measurement to solve problems.

SPECIFIC LEARNER OUTCOMES

3. Demonstrate an understanding of measuring length (mm) by:
Selecting and justifying referent for the unit mm
Modeling and describing the relationship between mm and cm units and between mm and
m units

LEARNING OBJECTIVES
1. Students will understand and be able to convert units
ASSESSMENTS
Observations: Class discussion and student questioning
KeyQuestions: Howdoweconvertunits?
mtocm?mmtocm?dmtom?
Products/Performances: ClassObservations
StudentWorksheet
LEARNINGRESOURCESCONSULTED MATERIALSANDEQUIPMENT
AlbertaProgramofStudies TeacherResources:
JUMPMath5
Worksheets

WhiteboardMarker

ConversionPoster

ExtraRulers

SmartViewer
StudentResources:
Pencil
Rulers
PROCEDURE
Introduction Time
AttentionGrabber Wehavebeenlearningaboutmeasurement?
TransitiontoBody
Body Time
LearningActivity#1 Review:
Whatdoescmstandfor?
Whatdoesmmstandfor?Howmanymminacm?
Whatdoesmstandfor?Howmanycminam?
Whatdoesdmstandfor?Howmanydminam?Howmanycminadm? 10 mins
Whatdoeskmstandfor?Howmanyminakm?
o REINFORCE:Studentsmustwritedowntheunitislowercaseletters
oritgetsmarkedwrong.Wemustbeusingourunits!Howdowe
measureproperly?
Assessments/ Arestudentsengagedandparticipating?Dostudentsknowtheconversions
Differentiation betweenunits?
LearningActivity#2 NewMaterial: 15 mins
Inthislessonwewillbelearningabouthowtoconvertunitsinamore
advancedlevel(becausewearegrade5soweareadvancedandlegend)
Whatdowemultiplembytogetcm?Whatdowemultiplembytogetmm?
Whatdowemultiplecmbytogetmm?
Adapted from a template created by Dr. K. Roscoe 1

AssessmentDifferentiation
LearningActivity#3
Assessments/
Differentiation
Assessment of
Learning:
Transition:
How does this individual
lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this
lesson connected to the
next lesson?
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template ED3501GHI Curriculum Overview Lesson
Explainthestairsandhowmanystepsequalshowmanytimes!DRAW
OUTTHEVISUAL
Dovariousexamplesontheboardforstudentpracticeandformative
assessment.
UseStrategies:Polls,Directquestionanswer,voting,fingersup,thumbsup
Arestudentsengagedandparticipating?Dostudentsknowtheconversions
betweenunits?
StudentWork:
o ReviewtheworksheetwithstudentsovertheSMARTviewer.Explain
expectationsoftheworksheet
o Explaintoclassthetimetheyhavetoworkontheworksheet.When
25 mins
theyarecompletetheirfoldersgointomyinboxandthestudentsare
eithersilentreadingortheyareworkingonotherwork.
o AskthepersontopassouttheMathfolderstotheclassandpassout
theworksheets.AskstudentsiftheyneedaRuler.
Arestudentsengagedandparticipating?Dostudentsknowtheconversions
betweenunits?
Differentiation:MartinS,Faith,andAmentothetableforoneononework.
Cliffhanger/Closure Time
Student discussion will be used as formative assessment.
Student worksheets will be handed in for summative
assessment the worksheets will also be used for formative
assessment for the next class.
Students will line up for their recess!
Rationale
Students have been learning about measurement. They learned about
simple conversions the previous lesson and this lesson has moved
students to convert for advanced measurements. The next lesson
students will learn about ordering units. This measurement unit lessons
have scaffolded each concept.
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