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Вы находитесь на странице: 1из 10

Number of Students: 4

Expected Observer(s): Ms. Connie Major (Penn Mentor)

Title of Lesson: What is the Metric System?

Date: November 21, 2014.

This lesson will be filmed for analysis.

Pedagogical Focus:

Using visual and physical representations to draw connections between the lesson and students

lives in order to make the math covered more meaningful. Also to draw connections between this

lesson and other mathematical concepts that the students have learned.

Common Core Standard: CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized

standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m),

and use these conversions in solving multi-step, real world problems.

WHAT

In this lesson the aim is for students to develop an understanding of the Metric system as

it relates to measurements of length (the meter and its derivatives). Through a constructed

exercise of real life exploration, I hope to reinforce the idea that there are multiple ways to

achieve a certain result, in this case a linear measurement. However, when attempting to

communicate ones findings, there is value in using a standardized system that the whole world

shares. Since the students would have just finished their school wide science fair event, I am

hopeful that this message will resonate with them. Another aspect I aim to highlight is the

convenience of the base-10 structure of the metric system and how that leads to a more uniform

relationship between the units as well as the ease of conversion. This is to be explored as the

Metric line is being created as I will ask students to convert quantities from one unit to another.

Students will also gain an understanding of the relationship between the different units of

measurement in the system and begin to develop fluency in converting values from one unit to

another. Since the students have been working throughout the year on their multiplicative

thinking, I anticipate their ability to perform these conversions mentally, or at the very least, with

minimal notation. They will also learn how to represent their numbers and units on a page

correctly.

Vocabulary words to stress: the names of the units (focusing on m, cm, and mm), Metric System,

to convert from one unit to another and standardized.

These goals are to be accomplished by engaging students in several tasks throughout the

lesson, in pairs, whole-group and individually.

I anticipate students having difficulty in adjusting to the new words. Also, since their

math work so far has been devoid of any type of measurement (besides counting squares or

cubes) I predict that some students may have trouble adjusting to the process of measuring

objects with a ruler, or indeed attaching meaning to the cm mark that appears on their page.

Since this lesson is mostly focused on building an understanding of the metric system, it

will be discussion-based with a few practical problems that the students will be asked to solve

throughout the lesson and as a culminating activity. These practical problems will be tackled by

pairs of students while the rest of the lesson will be taught whole-group. After introducing the

concept of standardization through a story at the beginning of the lesson, the metric system will

be constructed on the board. The students will be asked to estimate then measure the lengths of

several different lengths (the hallway, the table, a pencil and a pushpin.)

The discussion will be mainly about the different measurements one might need as each

unit in the MS is revealed and discussed. The students will be given rulers to examine and

deduce the relationship between the units. I plan to represent the system from km to mm on chart

paper. The students will be asked to estimate then measure several different lengths (the hallway,

the table, a pencil and a pushpin.) The students will have clipboards, lined paper and a

worksheet in which they can record their findings. After discussing the relationship between the

units, the students will be asked to convert their measurements into different units.

The students will be familiar with the words cm and mm since they would have

covered them the previous week in a unit about volume.

WHY

This lesson would be the first step in working towards the goal outlined in the common

core standards. (CCSS.MATH.CONTENT.5.MD.A.1) My other reason for selecting this topic

stems from a deep seated belief that students should be fluent in the measurement system used by

the rest of the world if they are to be productive citizens of it. I also believe that an understanding

of what the symbols mean will imprint upon the students the importance of noting their units

when they are recording measurements.

I have decided to approach the teaching of this lesson from a visual and practical

standpoint. I believe that if the students are not given a concrete representation of a meter for

instance, the unit will forever be an abstract concept in their minds, ungrounded in reality. This

could present problems later on in life when they attempt to estimate the size or length of

something in their daily life.

I also decided to split the group into pairs for the activity because I believe that working

in pairs will lead to a better conversation and discussion between the students, whereas a bigger

group may result in a child being kept out of the discussion. The idea is to hit two birds with one

stone: to impress upon the students the virtues of a standardized measurement system and to give

them a practical example of the size of a meter and cm.

Tasks:

Estimate then measure the length of an object using the standard units. Apply the understanding

of the meaning of the units in deciding which would work best in a given situation. Utilize the

relationship between units to convert measurements correctly.

Discourse:

The students will discuss in pairs during the activity the best way to go about measuring their

object. They will also be given a chance to talk to each other when trying to deduce the

relationship between the units. During these times I will act as facilitator to ensure that they are

on-task and complying with the norms we would have set up at the beginning of the class. For a

part of the lesson, where I will be introducing the students to the units they are unfamiliar with, I

will be the one doing most of the talking.

Tools:

Students will have paper, worksheets to record their measurements, pencils, rulers, objects in the

room to aid in their exploration of measurement, and 3 strips of paper representing 1 dm in dm,

cm, and mm units. We will also use chart paper to record and present ideas to the whole group.

Normative Practices:

The students will be expected to follow the same rules implemented in their regular classroom

relating to respectful discussion, not calling out and active listening. I will try to use the same

norms the students have become accustomed to in their classroom:

Students will actively listen when others are speaking, be it the teacher or a fellow

student.

Classroom Management:

Since this lesson will take place in a new environment, the students may view this as an excuse

to act out. So, a revision of the classroom rules may be in order.

Goals for Students:

To develop an understanding of the metric system and how and when it can be used, as

well as an appreciation of the relationship between each unit.

To develop a sense of the units of the metric system and which unit is best for each type

of measurement in the real world. In a sense, to be able to apply what they have learned

about the units of the MS to real world measurements.

To convey within the timeframe, the central concept of the Metric System

(standardization of measurements)

To draw connections between what students already know about linear measurement and

the Metric System.

To successfully gauge the level of student comprehension throughout the lesson and in a

culminating activity.

Introducing Activity (hook) Time (max. 8 minutes)

To begin the lesson, read a short story, How Big is a Foot? by Rolf Myller. Time (5 min)

This will serve as an introduction to standardization of measurements.

T: Speak to the development of the Imperial system of measurement based on parts of the

human bodyholdover from Roman times. The metrication of the UK came about in the 1800s

upon their joining of the European union of the time.

Introduce the metric system, created by the French and based around the unit of the meter.

Believed to be more efficient. Lets find out why.

Begin constructing the metric line. Time (20 minutes)

Begin the line at the meter and construct the dm, cm, mm portion first. Students should be

encouraged to call out during this portion of the lesson if they think they know which units come

next.

Give out rulers and ask students to discuss in pairs what they think the relationship between

cm and mm is. Time (max 1 minute) ask the student to justify and explain their answers. [1

cm is made up of 10 mm, as seen on the ruler. Equivalency] If the students are experiencing

difficulty with this concept, give out the 3 paper strips for them to examine. Hopefully, this will

help to illustrate that although all three strips are equal in size, one is 10cm long, the second is

100mm and the third is 1dm.

5

Next, ask students to predict what the relationship between dm and cm is. [reminder: this is a

standardized system] Discuss with students which situations would call for each of the units.

Why?

Begin constructing the other side of the line. As each unit is revealed, discuss with students

which situations would call for each of the units. Also, as the rest of the line is being mapped

out, ask students what the relationship between each unit should be. By the end of this activity,

students should have a grasp on the idea that each unit is 10x more than the previous one.

Practical Activity

Next, Students will be split into pairs (2 groups) to measure the lengths of several objects.

Each pair will take turns measuring the length of the hallway, the length of a new unsharpened

pencil, and the length of a pushpin. They will be given a ruler and a meter stick to choose from.

Each pair will be responsible for deciding which unit of measurement to use. Each pair will

record their findings on worksheet (see end for sample.)

Discussion of findings

Each group will present their findings and the method they used to measure each length.

These results are recorded on a piece of chart paper. Speak for a few moments on the importance

of standardization. [If time permits, tell the story of NASA measurement mix-up of 1999]

T: Sometimes it can be difficult to remember the order of the units. Introduce mnemonic device:

King Henry Died mother didnt cry much.

Now that the students have the measurements from the previous activity, ask them to

convert each one to another logical unit individually (e.g. 60cm to 6dm or 0.6m, 5cm to

50mm not 0.5-5km)

Assessment

sufficient?

culminating activity.

During the lesson: attention will be paid to the level of student discussion in accordance

with the checklist developed to assess their comprehension. Students action will also be

observed to see if they are able to complete the tasks assigned to them. Also, to note how they

interact with the materials provided and their level of comfort.

After the lesson: Students worksheets will be examined to evaluate their understanding

of the concepts explored during the lesson. The information gathered from these assessments

would hypothetically be used to determine how the next lesson will proceed and whether

anything would need to be retaught before moving on to the next skill. [See supplemental

document for comprehension and skills checklists]

Possible extensions

If the students progress through the tasks quickly and there is extra time, two possible

activities are suggested:

The first involves converting from one unit to another. The numbers will be determined by

the teacher. Some suggestion included:

50cm to mm

25m to cm

73mm to cm

360m to mm

40m to km

The second possible activity involves testing students understanding of the value each unit is

meant to measure. Possible questions:

A fence is to be put up along the edge of a farm. What unit should the farmer use to

measure out the length of fencing? (accept anything from m to hm)

Which unit is best to measure the distance between Philadelphia and New York?

Philadelphia and the moon? (km for both)

Which unit is best when measuring the length of a mealworm? (mm) a python? (m

largest ever recorded is about 7m)

Which unit to measure the height of a child? (m) The height of a Barbie? (cm)

Further Work:

If I were to teach a second lesson about the metric system, the focus of that lesson would

be applying the students understanding to solve word problems (linear) and to begin exploring

how the metric system applies to measurements of area and volume.

What you

measured

Measurement

Standard

Units

used

Length of

hallway

Width of

table

Length of

Pencil

Length of

Pushpin

In the space below, convert the length of the table to another unit of your

choice.

In the space below, convert the length of the hallway into millimeters (mm).

Convert the length of the pencil into the same units you used to measure the

length of the pushpin. Show your work.

If the earths atmosphere extends 700km from earths surface, how many

hectometers would a spacecraft have to travel to reach the outer layer of the

atmosphere? Show your work.

10

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