Teacher Candidate: Mary Beth Driver math/EEDA/SSCA Grade: 5

Subject/EEDA/SSCA:

Date and Time of Lesson: March 27, 2013 9:30 AM

Learning Objective: By the end of the lesson, students will be able to measure household objects to the nearest quarter or eighth of an inch. Students will also be able to create a line plot based on the measurements found. Alignment with Standards: Math Common Core 5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2,1/4,1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. Developmental Appropriateness: Physically: Students are able to move about the classroom and move their arms to measure objects. Emotionally: Students are able to work with a group of students to problem solve and find the correct answer. Socially: Students are able to communicate their findings with the teacher as well as their peers. Cognitive: Students know that they lines on the rulers represent fractions and are able to measure to the nearest fourth or eighth of an inch. Assessment(s) of the Objectives:
Pre assessment: Students will be given a ruler and will be asked to identify each quarter inch and eighth inch on a standard six inch ruler. They will do this with two highlighters. During: Students will be informally assessed while they are working in their groups to measure the objects around the classroom. Post assessment: Students will be asked to create a line plot with the various heights of the objects.

Accommodations: This lesson is designed to be a two day lesson. If groups finish measuring each object quickly, they will begin making their line plots. Slow paced learners will be grouped with other students that are able to give them extra help during the activity. Special needs students are familiar with each of the objects that are being measured. They will be given the chance to look at each of the objects. They will also be grouped with students strategically so that they are able to communicate with them. EEDA: Based on how well the students respond to this activity determines where we will begin the next day. If students are incorrectly measuring and score poor on the assessment, we will provide more instruction. If they are doing well on the

assessments, they we will go on to the next topic. It all depends on the assessment data that is gathered. Materials: Students will need pencils and rulers. The teacher will provide the worksheet, graph paper, and the Smart Board ruler. The teacher will also provide the objects for the different stations.
Use of Technology: During this activity, students need to know the difference in a fourth of an inch and an eighth of an inch. The Smart Board has the ruler that the students are given during pass. The teacher will model how to measure to the nearest fourth of an inch and eighth of an inch using the ruler.

Procedures: : 1) Introduction Introduce the lesson to students with a story about the refrigerator. Do any of you think that it may be important to measure certain household items before you go buy a new one? If so, which items do you think it would be important to measure? Let the students brainstorm and share some ideas with the class. Bob, share some of your ideas with the class. Then introduce the story about the crazy fridge. Well, let me tell about why I think it is very important to know the heights of your surroundings in your home. So, my refrigerator decided it didnt want to work anymore. The only thing to do was to go to Lowes and find a new one. We looked and we compared prices, I mean we wanted to get a good deal on it. We looked at the really nice ones with all the blue lights in it and the big steel ones. Im sure we looked for about four hours. And FINALLY, we found one that we both agreed on. We bought it and put it on the back of our truck and got it back home. After about breaking my back we got it in the house and into the kitchen. And guess what? If did not fit where my old fridge fit I messed up. Things like this can happen and this is why we need to have some clue as to how tall and how wide household appliances are. This would be really important for someone who wanted to be an architect or an interior designer. (NCTM 4) 2) Pre assessment: Give students the pre assessment. The last three days we have been talking about measuring using our rulers. I want you all to get your rulers out and on a sheet of paper I want you to draw a six inch line. Then, I would like you all to draw lines to represent where each fourth of an inch is and where each eighth of an inch is. Watch me model this on the Smart Board. Model one example. Place a small ruler under the Elmo projector. Then, draw a six inch line. After that, make marks showing where each fourth of an inch and eighth of an inch are. Make the fourth of an inch lines longer, so students are able to distinguish between the two. After students understand what to do, remove you ruler so they are not able to copy it. After you have completed this, raise your hand and I will collect your paper. SSCA: As you see, we are doing an activity today where you will be working in small groups. Number one, these objects are breakable and can hurt someone. Do not try to pick up any of the heavier objects without first asking me.

Furthermore, we have been talking about treating each other with respect. You will be working in groups today with your peers. You will disagree and possibly get different answers on some of the measurements. I would like you all to communicate with each other and figure out the best answer. Communication is not shouting and getting angry. No one should be rude and no should be made to feel like their opinion does not matter. We have all of the expectations written on the wall above the clock. Please refer to them if you need to. 3) Activity: Introduce the activity and Think.Pair.Share We are going to look at some every day inventions. We all use these items, so we need to know how tall they are. Yall wouldnt want to make the same mistake I did, right? Turn and talk to your partner about why it might be important to measure objects in your house. Be ready to discuss what you talked about. Give the students a few minutes to discuss with their partners. Before you we have a microwave, a small refrigerator, a Wii, a laptop and a cell phone. You each have a ruler. I want you to work with your group to measure each of these household items. I want to see you measure the width of each item. This is an important aspect to consider when choosing appliances and where they will fit into your home. On the Chart that I give you, I would like you all to record your data in inches. There is a column for the measurement to the nearest fourth and to the nearest eighth of an inch. You will have to measure each item twice. There should be two measurements for each object. Before the students begin, go over the pre assessment using the ruler on the Smart Board. Then, separate students into their pre-assigned groups and give them their starting object. I have separated you into groups. There are five stations. Group one start at the microwave, group two starts at the mini refrigerator, group three starts at the lap top, group four starts at the Wii, and group five start at the cell phone. Work with your group and measure each object. For the first station, I will walk around and help each group to make sure you are following direction. After that, I will only help if you need me. Since we have been doing this for the past couple of days, I think you all will be fine. I will let everyone know when it is time to rotate stations. After everyone gets done, discuss the measurements found. After each group has been to every station, go back to your desks and be prepared to discuss your measurements. Activity Teacher should walk from group to group making sure that all students are on task and actively engaged in the lesson. Talk about the data with the class. Okay, we should all be done since we are back in our desks. Did you find anything interesting about your measurements? What did you originally think? Ask a group for one piece of the chart. Bob and Ellen what measurements did you obtain from the mini

fridge? Record their data on a large data chart. (NCTM 5) Group five, was any of your data similar to another groups? If so, how close were the two? If not, why do you think yours was different? Please explain. (NCTM 3) Post Activity: After each group has completed the measurement activity, ask the students to create a line plot. We have been representing data on line plots the past couple of days. I would like for you to complete your own line plot using the data you collected during the activity. Use the height of the object. Raise your hand if you need help. These will be graded. Conclusion: Measuring different objects is very important. I made a costly mistake because I didnt take the time to measure the dimensions of a refrigerator. In the next couple of days, you will be learning how to measure more efficiently. You will be using a sixteenth of an inch. This only makes your measurements more precise. References: NA Activity Analysis: The whole lesson is one activity. Students are working in groups to measure a group of objects to the nearest fourth and eighth of an inch. The objective of the lesson is for students to be able to measure to the nearest fourth and eighth of an inch and create a line plot of the measurements found. Students are able to work with a group to get better with measuring. They have been learning to read the ruler, now they just need practice. I have learned that my students learn better when they are able to be hands on during activities. It also helps that they know that measuring is important in their lives and they will use it again. The only materials that the students will provide are their pencil and a sheet of paper. I will provide the data chart and the station materials.