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# Name: Ronilyn Aquino

Type of Setting: Fourth grade Integrated Co-Teaching classroom. This lesson has been designed for an urban, public school setting of diverse learners on the moderate socioeconomic spectrum. This class is comprised of a group of twentynine students with various multiple intelligences, learning styles, and strengths and weaknesses amongst the content area. In light of the variety in student population the lesson has been constructed and can be modified in order to support the students through differentiation. Date of Lesson: Thursday, April 10, 2014 1. PURPOSE (Concepts Essential Questions): a. Essential Questions: i. What are metric units of length? ii. Why do I convert metric units of length? iii. How do I convert metric units of length? 2. VOCABULARY & KEY TERMS: a. Centimeter: is 1/100 of a meter or 0.01. b. Meter: the basic unit of length (or distance) in the Metric System. (m) c. Millimeter: one thousandth of a meter or 1/1000. d. Width: the distance from side to side. e. Length: the distance from one end of something to the other end. 3. SKILLS: The skills that are necessary for the students to demonstrate throughout the course of this lesson and as a result of this lesson are as follows:

SWBAT effectively identify and describe the different metric units of length.

SWBAT determine the appropriate unit of measurement in relation to the item to be measured.

SWBAT effectively convert between metric units. SWBAT decipher when it is appropriate to multiply or divide in order to convert metric units.

4. OBJECTIVE(S): Students will be able to accurately identify and describe the different metric units of length meters, centimeters, and millimeters. Students will be able to assess between meters, centimeters, and millimeters what would be most appropriate in order to measure an item. Students will be able to accurately identify and apply the correct mathematical operation multiplication or division in order to convert metric units of length. Students will be able to distinguish the connection between the units of conversion meters, centimeters, and millimeters. 5. COMMON CORE LEARNING STANDARD: Mathematics Standards - 4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

6. PRE-ASSESSMENT: This lesson has been designed to take place as on of the last lessons in the unit Measurement Units and Conversions. The students thus far have been working on effectively identifying the appropriate customary and metric units of measurement for different items. The students have been introduced to different charts for converting customary units of length and capacity. The students have also had experience converting these customary units of capacity and length. During the lesson students will work on identifying the appropriate metric units of measurement in order to efficiently measure an item. Students will also efficiently convert between metric units such as the meter, centimeter, and millimeter. Each of the three differentiated groups will use the charting template to record the measurements of items within their classroom environment and then convert them to at least one other metric unit after the presentation and example in the mini-lesson. Based on the students needs, the enrichment group and on-level groups will work on metric conversion between two different units of measurement. After the completion of the lesson and throughout the lesson, students will be able to make conversion between different units of length by referring to the chart and collaboration with their peers. Considering that this lesson takes place at the end of the unit, the students should have a solid understanding of customary units of capacity and length, and the conversion process. The students will also have prior knowledge of the metric system and its units. In order to assess the students prior knowledge of the topic, the teacher has used the pre-test for chapter

fourteen to place the students in groups for differentiated instruction. The teacher has also used informal observation of student and group work to assess student knowledge in terms of identification of customary and metric units and conversion of customary units. The teacher has also gathered data to drive instruction from the skills presented on the homework up until this point in the unit. 7. LESSON PRESENTATION: a. SET-INDUCTION (5 minutes): The teacher will begin by asking the student what are some examples of metric units and where would we find them? (millimeter, centimeter, decimeter, meter, kilometer / milliliter, and liter) These are used to measure length and capacity. The teacher will explain that today we will be converting these different metric units. The teacher will explain that before we convert metric units we need to remember what equivalence means. Together students and teacher will arrive at the definition that equivalence means of equal value. The teacher will introduce to the students the metric conversion chart that they will be working with during this lesson. The teacher at this time will as a few questions in order to check for understanding as to how to accurately read the chart. b. PROCEDURE (45 minutes): i. Mini-lesson(15 minutes): The teacher at this time will direct the students attention to the Smart board.

The teacher will now put on the video from the Pearson website. The teacher will at this time direct the students attention to the chart and explain it has been recreated for them to refer too. The teacher will remind the students that they have used a chart very similar to this to change customary units, now they will use this chart to change metric units.

A student will be called on to answer how many millimeters are equal to one centimeter (10).

What operation would we use to change from larger units to smaller units? (Multiply the size of the units are getting smaller therefore we will have more of them).

Using the conversion chart the students would explain that we convert 10cm of the large monarch butterflys wingspan to 100 mm.

The students will now help convert the small butterflies wingspan from millimeters to centimeters.

The students will explain that to change from smaller units to larger units we need to divide.

The students will then explain that we need to divide 60 mm by 10 to arrive at 6 cm.

The teacher will now explain that if the large monarch butterflys wingspan is 10cm or 100 mm and the small monarch butterflys wingspan is 6 cm or 60 mm.

The teacher will now ask how many millimeters smaller is the small monarch butterflys wingspan then the large butterflys wingspan.

The smaller monarch butterflys wingspan is 40 mm smaller. The teacher will now explain what the students are to do when they go back to their groups for small instruction. ii. Small Instruction (25 minutes): The students will now return to their seats and work in their differentiated groups. c. CLOSURE (3 minutes):

After the students have worked in their small instruction groups for approximately twenty-five minutes, the students will be called back to the meeting area.

At this time the teacher will inquire about one of the items that all of the groups had in common. The teacher will make sure to scaffold questions based upon differentiated group.

The teacher will then call on three different students to explain three different pieces of information that they have learned or worked on within this lesson.

8. MATERIALS & RESOURCES: Envision teacher edition text Envision student edition text (30) Pencils (30) Math notebooks Computer / Smart board

Differentiated charts for measurement and conversion (30) Differentiated questions based upon charts (30) Baggies with classroom objects (4) Rulers (30) Meter sticks (5)

9. FOLLOW-UP ACTIVITY / ASSINGMENT: The assignment for this lesson is for students to demonstrate their understanding of what the different metric units are as well as the conversion between the units meters, centimeters, and millimeters. This activity has been constructed to allow students to demonstrate their understanding of working with charts in order to help them organize their recorded information. From their data collection, students can more efficiently draw conclusions, make conversions, and answers questions. At the end of the lesson students will then have the opportunity to then discuss their findings with the whole class and make connections between their data. 10. EVALUATION / ASSESSMENT: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after the lesson has come to a conclusion. The students will be informally assessed throughout the lesson by responses and questioning. The students will be informally assessed as well by their peers during collaborative group work. The teacher will also be informally assessing as the teacher works within the small group with the students to ensure understanding as well as

application of skills. Their homework as well as the end of the unit assessment task will formally assess students understanding. 11. DIFFERENTIATION: During the students independent work, the teacher will set up three groups for differentiated guided instruction. The three different groups will disperse to three different areas throughout the room. The remediation (purple group) will meet at an assigned table and work in a small group with the special education teacher. This group will work directly with the students to make sure that they are measuring different objects correctly and selecting the appropriate unit to measure each specific item. The second differentiated group will have more direct instruction within the conversion process between meters, centimeters, and millimeters. The third differentiated group will work more independently and in collaboration with peers. The teacher will facilitate this group and push students to higher order thinking. The homework is also differentiated for these students. Students within the purple group will receive remedial worksheets, the green group will receive remedial as well as the on-level task, and the red group will receive the on-level task and the enrichment task. Additional modifications can always take place if necessary. 12. RESOURCES: http://www.p12.nysed.gov/ciai/common_core_standards/ Charles, R. I., Scott, Foresman and Company., Addison-Wesley Publishing Company., & Pearson Education, Inc. (2012). Scott Foresman-Addison Wesley enVisionMATH: [Grade 4]. Glenview, Ill: Pearson.