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# Topic 14 Unit Overview: This is a 2 weeklong lesson plan that uses blended learning.

## Measurement & Conversions Feb 23 to March 9

All groups start together for the 'warm up thinking', the essential question, I can review, mini whole group lesson with a formative assessment to check student progress through
standards. Students then break out into personalized groups around the room and use a blended learning menu that allows them to differentiate by process, product, or interest. I meet
with each group do discuss their progress and, depending on the skill or strategy, formatively assess their understanding at where they are in their standards/goals. Once time is up,
students determine their next steps and independent practice - via homework sheets, problem solving - and include the video for the next lesson when appropriate.
MAFS.4.G.1.1 Level 1 Recall
MAFS.4.MD.1.1 Level 1: Know relative sizes
MAFS.4.MD.1.2 Level 2 Basic Applications
Standards
1
of measurement units within one system of
Use the four operations to solve word problems
Draw points, lines, line segments, rays, angles
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, involving distances, intervals of time, and money,
(right, acute, obtuse), and perpendicular and
including problems involving simple fractions or
parallel lines. Identify these in two-dimensional min, sec. Within a single system of
2
measurement, express measurements in a
decimals . Represent fractional quantities of
figures.
larger
unit
in
t
erms
of
a
smaller
unit.
Record
distance and intervals of time using linear

1
measurement equivalents in a two column
models. ( See glossary Table 1 and Table 2)
MAFS.4.MD.1.3 Level 2 Basic
2
table. Know that 1 ft is 12 times as long as 1 in.
( Computational fluency with fractions and
Applications Apply the area and perimeter Express the length: 4 ft snake as 48 in.
decimals is not the goal for students at this grade
formulas for rectangles in real world and
Generate a conversion table for feet and inches level.)
listing the number pairs (1, 12), (2, 24), (3,36),
mathematical problems.
Must: identify what unit of measure is needed
Should: a - solve problems using different units of
Could: explain the strategy I use to estimate and convert
I can
to solve a problem.
measure. b - convert between units of measure.
units of measurements.
What are customary and metric units for
Learning Styles Addressed: Naturalistic, Visual, Musical,
Essential
measuring length, capacity, and weight/mass?
Logical, Word, Art, Body
Question
How are they related?
Cognitive Levels: Level 1: Recall, Level 2: Basic
Accommodations: Students do have extra time.
21st Century Technology, team work, independent choice
Application of Skills & Concepts, Level 3: Strategic Differentiation: Students choose pacing and activity
(menus). Activities have been built around MI and
Thinking & Complex Reasoning
learning styles. Desert Choice on Menu
Points, lines, line segments, rays
meters, centimeters, kilograms, grams, pound,
operations, word problems, distance, interval, time,
Vocabulary
angles, parallel and perpendicular line
ounce, milliliter, liter, second, minute, hour, inch,
volume, mass, simple fractions, decimals, measurement,
segments , two-dimensional figures
foot, equivalent, rectangle, area, perimeter
quantities, diagrams, number line, measurement scale
Formula, dimension, square units, length
Customary Units of Length, Capacity, Weight,
Changing Metric Units, Units of Time
Need to do: Resources: graph paper, vocabulary cards,
Lessons
Changing Customary Units, Writing to Explain, Working Backward,
Quizlet, Math Tools: Fractions (Pearson) Videos on
How do you estimate Units of Length in Metric? Review: Multiplication, Division, Intro: Points,
Nooks/ IPADS/Sophia. All classes up on Sophia/Quizlet
Metric Units of Capacity. Units of Metric Mass, Lines, Planes, Line Segments, Rays, Angles,
All 14 videos done. Find musical and foldable
Student Small Groups: 40 minutes
Teacher Supported Small Groups:
Format
Start with Whole Group: 20 mins. BEST Q1 &
BEST Q2 and Q3. Blending Learning Menus.
Work with Triangles Mon, Wed, Friday. Student requests.
Q2. Teacher directed.
Student choice and differentiated.
Check on rest through questioning and observation.
Homework: Student Choice
Daily Whole Group: Teacher uses white
Student Work: Students will self assess
Lessons: Student choice
Assessments
boards, questioning, and observation to monitor understanding through lesson activities. Teacher
End of Unit: FSA style assessment at the end of each topic.
student understanding. Struggling students
will monitor groups and pull any students who need
pulled for small group support.

Page 1 of 15

## Whole Group Activities

Week 1

Focus

Monday

Using

100 Square Multiplication and Division Quiz. Mixed Numbers from 0-9 and using multiplication to divide.

White boards,

2/23

customary

Warm up using three improper fractions to mixed numbers. Focus on how they are using division to find whole

Nooks

units of length

numbers and the fraction part left over. Example: 25/6 = 25 divided by 6 = 4 r1 = 4 1/6. Then, three addition and

Inquiry

& Metric

subtraction fraction problems. Make one where students need to find common denominators. Focus on language of

stations

(14-1) to (14-

multiples and factors. Simplify and rename fractions focus on multiples and factors. (pull any that need support)

Customary

## Introduce Vocabulary Cards and color (yellow)

Length and

KWL: Have class complete a KW not L yetin their math Ians. How do we measure lengths in our world?

Metric

Whole group

Focus in

(Outside if

day with

Ask: How do you measure length? What is the difference between length and width? Review p 364 and 365

possible)

inquiry!

Share inquiry stations. Model how the timer will be used. Students will get 10 minutes at each station to observe and

6)

## Whole Group: 20 min. daily BEST Q1 &W2

After all lessonsStudents that need support, pull for small group.

Resources

record.
All 60

## Review any Main courses (station) students dont understand.

minutes.

Last 15 mins: Pull students back. What did you notice? (they will have metric vs. customary tools). What where the

Always

different tools? Why? What did you measure with customary? What did you measure with metric? Model examples

integrate

## using area and perimeter***.

fractions of!

14-1/6: Introduce what is a customary unitsomething we use often in our community and culture. Root: custom.
How is that difference from metric? Fill in L What strategy can we create to remember the difference?

Tuesday

Warm up using three improper fractions to mixed numbers. Focus on how they are using division to find whole

Inquiry

customary

numbers and the fraction part left over. Example: 25/6 = 25 divided by 6 = 4 r1 = 4 1/6. Then, three addition and

stations

units of length

subtraction fraction problems. Make one where students need to find common denominators. Focus on language of

Customary

& Metric

multiples and factors. Simplify and rename fractions focus on multiples and factors. (pull any that need support)

Length and

Using

(14-1) to (14-

Pull questions for metric and customaryreview difference...and build up to higher amounts. km, m, cm vs. fraction of Metric
inch, inch, foot, yard. Which is a base ten system like our number/decimal system? Where do you think our

6)

customary units came from and why? Model a foot and how an inch is a bent thumb or an inch worm?

Page 2 of 15

## February 23 to Mar 9, 2015

Wednesday

Using

Warm up using three improper fractions to mixed numbers. Focus on how they are using division to find whole

Nooks

customary

numbers and the fraction part left over. Example: 25/6 = 25 divided by 6 = 4 r1 = 4 1/6. Then, three addition and

Inquiry

and metric

subtraction fraction problems. Make one where students need to find common denominators. Focus on language of

stations

units of

multiples and factors. Simplify and rename fractions focus on multiples and factors. (pull any that need support)

Customary

KWL: Have class complete a KW not L yetin their math Ians. How do we measure capacity/volume in our

Volume/Capa

## world? What is capacity? The capacity of a bus? Car? Bottle? Jug?

city and

Ask: What is the difference between length and width and capacity/volume? Use a 2 Circle Venn or double bubble.

Metric

Review p 14-2/14-7

(Outside if

Share inquiry stations. Model how the timer will be used. Students will get 10 minutes at each station to observe and

possible with

record.

lots of liquids.

capacity

Always
integrate

fractions of!

## Review any Main courses (station) students dont understand.

Last 15 mins: Pull students back. What did you notice? (they will have metric vs. customary tools). What where the
different tools? Why? What did you measure with customary? What did you measure with metric? Which do you
prefer?

14-2/7: Review what is a customary unitsomething we use often in our community and culture. Root: custom.
How is that difference from metric? Fill in L What strategy can we create to remember the difference?

Thursday

Home

assignment.

Warm up using 2 improper fractions to mixed numbers. Focus on how they are using division to find whole numbers

Inquiry

and the fraction part left over. Then, three addition and subtraction fraction problems. Make two where students need

stations

to find common denominators. ***The addition of fractions should be linked to finding the perimeter of a

Customary

shape.***Focus on language of multiples and factors. Simplify and rename fractions focus on multiples and factors.

Volume/Capa

## (pull any that need support)

city and

Pull questions for metric and customaryreview difference...and build up to higher amounts. Cup, pt, qt, gal. of ml, L. Metric
Which is a base ten system like our number/decimal system? Where do you think our customary units came from
and why? Link to home use and give home assignment.

Page 3 of 15

## February 23 to Mar 9, 2015

Friday

Warm up using 1 improper fractions to mixed numbers. Focus on how they are using division to find whole numbers

Inquiry

Using

and the fraction part left over. Example: 25/6 = 25 divided by 6 = 4 r1 = 4 1/6. Then, 2 addition and subtraction

stations

customary and

fraction problems. Make both where students need to find common denominators. Focus on language of multiples

Customary

metric units of

and factors. ***The addition of fractions should be linked to finding the perimeter of a shape.***

Weight and

Simplify and rename fractions focus on multiples and factors. (pull any that need support)

Metric

KWL: Have class complete a KW not L yetin their math Ians. How do we measure weight in our world? What

(Outside if

is weight? What might be The weight of paper clip? Baby? Child? of a bus? (Try to use socrative? Or click app)

possible with

Ask: What is the difference between length and width, capacity/volume, and weight? Use a 3 circle Venn? Review p

lots of things

14-3/14-8

to weigh)

Share inquiry stations. Model how the timer will be used. Students will get 10 minutes at each station to observe and

Scales, stand

record.

on scales,

## Review any Main courses (station) students dont understand.

digital scales,

Last 15 mins: Pull students back. What did you notice? (they will have metric vs. customary tools). What where the

balances

weight

different tools? Why? What did you measure with customary? What did you measure with metric? Which do you

prefer?

Tech: click

14-3/8: Review what is a customary unitsomething we use often in our community and culture. Root: custom.

app

How is that difference from metric? Fill in L What strategy can we create to remember the difference?

Week 2

Focus

## Whole Group: 20 min. daily BEST Q1 &W2

Resources

After all lessonsStudents that need support, pull for small group.
Monday

Using

100 Square Multiplication and Division Quiz. Mixed Numbers from 0-9 and using multiplication to divide.

Inquiry

3/2

customary and

## All of class break up into Stop and Practice pg 339

stations

metric units of

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

Customary

## Review prime and composite. Model strategies to know factors.

Weight and

Simplify and rename fractions focus on multiples and factors. (pull any that need support)

Metric

Pull questions for metric and customaryreview difference...and build up to higher amounts. Cup, pt, qt, gal. of ml, L. See above

weight

Which is a base ten system like our number/decimal system? Where do you think our customary units came from
and why? Link to home use and give home assignment.

Page 4 of 15

## February 23 to Mar 9, 2015

Tuesday

Warm up using 1 improper fractions to mixed numbers. Focus on how they are using division to find whole numbers

Inquiry table

Customary

and the fraction part left over. Then, 2 addition and subtraction fraction problems. Make both where students need to

with all

Units

find common denominators. Focus on language of multiples and factors. ***The addition of fractions should be

measurement

linked to finding the perimeter of a shape.*** Give 1 decimal problem where students are finding the perimeter using

Changing

Focus on

Patterns and

## Review Vocabulary Cards and color (yellow)

RULES

T-Chart: Have class draw 3 T charts in their math Ians. Label: Customary Length, Capacity/Volume, Weight

Ask: How to we convert from customary unit to the next? (answer later this is just questioning) What do you have to
know? Focus on RULE. Where have we worked with rules before? (beginning of year, looking for patterns, finding
factors and multiples) What do you notice? State the rules. (Go through each chart the same way).

Model examples using area and perimeter***. Give some examples of converting from smaller to larger units with
perimeter.

Wednesday

Review 14-4

## Review any Main courses (station) students dont understand.

Warm up using 1 improper fractions to mixed numbers. Then, 2 addition and subtraction fraction problems. Make

Inquiry table

both where students need to find common denominators. Focus on language of multiples and factors. ***The

with all

addition of fractions should be linked to finding the perimeter of a shape.*** Give 1 decimal problem where students

measurement

Focus on

## are finding the perimeter using adding decimals.

BASE 10

are using data to find area. Focus on difference between area and perimeter.

Changing
Metric Units

## Also, one multiplication single digit X double digit where students

T-Chart: Have class draw 3 T charts in their math Ians. Label: METRIC (BASE 10) Length, Capacity/Volume,
Weight

Ask: How to we convert from metric unit to the next? (answer later this is just questioning) What do you have to
know? If its a base 10 system, what do we predict? Where have we worked with base 10 rules before? (beginning
of year, looking for patterns, finding factors and multiples) What do you notice? State the rules. (Go through each
chart the same way)

Model examples using area and perimeter***. Give some examples of converting from smaller to larger units with
perimeter.

Page 5 of 15

Review 14-9

Thursday

+ Stop and

White boards,

Practice

## Introduce Writing to Explain 14-5

Nooks

Writing to

Watch Pearson Video 14-5. This is the language of explanation. Why do we have to learn how to explain? What is

Explain
All groups

## the difference between being able to Apply vs. Explain?

Enrichment

Work through guided practice and Independent Practice. Give Hexagons Enrichent.***Students can work in small

## page for 14-5

group but then come back together and share thinking and learning. 0 to 5 ability to explain in writing. What do you
do well? What is challenging?

Friday

Warm up using 1 improper fractions to mixed numbers. Then, 2 addition and subtraction fraction problems. Make

Inquiry

both where students need to find common denominators. Focus on language of multiples and factors. ***The

stations

fractions of 360

addition of fractions should be linked to finding the perimeter of a shape.*** Give 1 decimal problem where students

Time

And a circle.

## are finding the perimeter using adding decimals.

Units of Time

Why is time

are using data to find area. Focus on difference between area and perimeter.

Clocks

T-Chart in their math Ians. How do we measure time in our world? What is time? Fill in T-chart to check

Large Paper

understanding.

circles to fold

Ask: What is the difference between length and width and time? Use a 2 circle Venn?

## Why do we measure time in a circle?

Students

Share inquiry stations. Model how the timer will be used. Students will get 20 minutes at each station to create and

make clocks

explore, and record. (Students make two sets of clocks, explore time, and clocks, how long does it take..)

that reflect

sec/hours

Days/months

measured in a
circle?

Page 6 of 15

Week 3

Focus

## Whole Group: 20 min. daily BEST Q1 &W2

Students that need support, pull for small group.

Resources

Monday

Working

100 Square Multiplication and Division Quiz. Mixed Numbers from 0-9 and using multiplication to divide.

3/9

Backwards

Warm up using 1 improper fractions to mixed numbers. Then, 2 addition and subtraction fraction problems. Make

problem

both where students need to find common denominators. Focus on language of multiples and factors. ***The addition

solving

of fractions should be linked to finding the perimeter of a shape.*** Give 1 decimal problem where students are

14-11

## finding the perimeter using adding decimals.

Also, one multiplication single digit X double digit where students are

using data to find area. Focus on difference between area and perimeter.

## Introduce Working backwards 14-11

Watch Pearson Video 14-11. Why would we have to work backwards? What types of problems are we having to
solve? Give examples.

## Link to real life applications.

Work through guided practice and Independent Practice. Give Hexagons Enrichment.***Students can work in small
group but then come back together and share thinking and learning. 0 to 5 ability to work backwards. What do you do
well? What is challenging? Review focus on missing information.

Tuesday

Assessment

## Homework: Pre-assessment Topic 14

Students assess and review results with teacher. Re-teach as needed.

Page 7 of 15

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