Math:Lesson15.

1Day1

March23rd,2015

JennaVolkmann

Details
1.1IntegrationofLearningOutcomes
Students will be able to estimate and measure given lengths using inches.
Students will be able to round to the nearest half inch and nearest fourth of an
inch.

1.2Standards
3.MD.4 Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch.

1.3AnticipatorySet
Recall students prior knowledge on measuring using inches and feet. Ask
students, What objects do you measure in inches? What objects do you
measure in feet? Have students come up to the SMART board to complete the
Warm up chart, which requires students to estimate lengths using feet and
inches. Students have to decide if an object is 0-6 inches or 6 inches- 1 foot.

1.4Procedures
1. Have Math in Focus textbook pages (165-177) on the SMART board.
2. Recall prior knowledge on inches and feet. How many inches are in a
foot? (Pg.165) Then do warm up.
3. Recall students prior knowledge on measuring items in inches and
rounding to the nearest inch (pg. 168-169). Instruct students that you line
up the end of the object with 0 on the ruler. Then look at the closest inch if
the object isnt exactly an inch. Call on students to come to the SMART
board to measure one of the objects (paper clip, eraser, key, and marker)
using the inches ruler.
4. Complete Guided Practice as a class (pg. 170), which requires the
students to measure lines using a ruler and round the length to the
nearest inch. Have the Guided Practice on the SMART board. Talk the
students through problem number 1, My line starts at 0 and goes to a
spot between 3 and 4. The line is closer to 4, so my length is almost 4
inches. Call on different students to come up to the SMART board to
measure lines for problem numbers 2-4.

5. Tell students that you can also round to the nearest half inch. Have
students count by halves. Emphasize that when rounding to the nearest
half inch, your measurement could be a whole number. Walk students
through the process on the textbook pages (pg. 171-173).
6. Explain to students that sometimes you used what is called a referent
estimate, which is when you use another object to estimate the length of
an object. For example, your finger is about an inch
7. Complete Guided Practice on measuring to the nearest half inch as a
class on the SMART board (pg. 174-175).
8. Independent Practice: Pass out rulers to the students. Have students
take out their Math spiral notebook. Have students work with a partner to
measure the following objects to the nearest half-inch.
Pencil
Crayon
Scissors
Their hand
Pick an object of their own
Homework: Page 81 and 82

1.5Differentiation
Advanced students will be challenged to measure objects to the nearest fourth of
an inch. Lower students will have more assistance from the teacher. Students will
behavioral difficulties will be given a break half way through the lesson and will
be redirected if needed.

1.6Closure
Students will share their measurements for different objects. If time allows, have
students measure their math notebook to the nearest half-inch.

1.7Formative/SummativeAssessmentofStudents(P12)
Formative Assessment: The students independent practice will be collected at
the end of class to check that the students are able to use the skill. The students
will also a homework page that they will complete. As students hand in their
homework the next morning, I will review their answers and go over any
problems if needed.
Summative Assessment: Students will have a chapter assessment, which will
assess the skills on this lesson and the next lesson.

1.8Materials/Equipment

Math in Focus textbook pages

Rulers
Students Math notebooks

1.9Technology
SMART board

2.1ReflectiononPlanning
Overall this lesson should go well. This is the beginning part of a three-day
lesson. The next two days will expand on this topic. The beginning of this lesson
includes a lot of information and practice on the SMART board, but having the
students come up to the SMART board will help keep their attention. Then the
students will have an opportunity to move around the classroom to measure
objects. This tests if they can use the newly learned skill and also allows them to
move around the classroom. Independent practice and the homework will be
used to assess the students on this skill. This will allow me to see which students
need further instruction.

2.2ReflectiononInstruction
This lesson went well for my first time teaching in the class. The textbook
requires a lot of teacher talk and instruction. I noticed that the students were
getting a little antsy towards the end. Luckily, I had them measure objects in
inches using rulers, so they could move around a bit. I had more time so I had
them work in their workbooks on the pages with this chapter. I did not think I
would have time for that so I saved it for Thursday (as a review) but I did. The
students were able to complete it independently for the most part. I was even
able to extend the activity to measuring to the nearest quarter of an inch for all
students since they all understood. Two of the gifted students even extended the
activity to measuring to the nearest eighth of an inch without any instruction.
Strengths of this lesson were that the students were responding, they followed
directions, they demonstrated learning through the activities (measuring objects
and the workbook practice), and I was able to extend the activity. I can improve
this lesson and other lessons by having more wait time and giving time for more
students to raise their hands to answer.