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Вы находитесь на странице: 1из 12

Amy Danler

9/30/15

2nd Grade Co-Integrated Classroom

Module 2 Lesson 9:

Concrete to Abstract: Measure Lengths of String Using Measurement Tools; Represent

Length with Tape Diagrams to Represent and Compare the Lengths

Unit essential questions:

How does a tape diagram help compare lengths?

Why are tape diagrams good for comparing lengths?

How does a tape diagram help represent lengths?

How does measuring length of an object in both nonstandard and standard units relate to

the size of the length unit?

Lesson questions:

How do we use both standard and nonstandard units and relate to length?

How do we use tape diagrams to represent and compare lengths?

NYS Learning Standards Lesson objective:

Assessment:

subtraction within 100 to

solve word problems

involving lengths that are

given in the same unit,

e.g., by using drawings

(tape diagrams) and

equations with a symbol

for the unknown number

to represent the problem

2. MD.6: Represent whole

numbers as lengths from 0

on number line diagram

with equally spaced points

corresponding to the

numbers, 0, 1, 2, and

represent whole-number

sums and differences

within 100 on a number

line diagram.

string (nonstandard unit) and

relate to meter tape (standard

unit)

and compare lengths

Foundations:

I have considered the needs of gifted learners in the development of this lesson plan by

tiering the daily problem sets that they complete in working with the 2nd grade Common Core

Math Curriculum. In completing Problem Set 3, gifted learners will be measuring both with

nonstandard and standard units and creating tape diagrams to compare lengths of line drawn,

however they will be asked to also create and solve comparison problems based on their

measurements made. Gifted students will also be asked to determine how a tape diagram can

help compare lengths.

Two of the four students who will be receiving Problem Set 3 are students who are

ranked in the 88%ile and 95%ile on the Aims Web Math Computation beginning of school

benchmark and also scored 14 and 15 out of 16 on first End of Module Assessment for 2nd Grade

Common Core Math Module 1. The remaining two students scored in the 77%ile on the Aims

Web Math Computation beginning of the school year benchmark and received 13 and 14 out of

16 on first End of Module Assessment for 2nd Grade Common Core Math Module 1. All of these

students demonstrate advanced vocabulary, recall facts easily, very well informed about topics

being discussed, have exceptional ability to solve problems independently, and demonstrates

high levels of self-assurance when making decisions.

In designing this lesson, it was essential to make sure that gifted students are to be

challenged at their current ability, but also be pushed into new realms of understanding. Beyond

this lesson and through enrichment it is hoped that gifted students can be continued to be

challenged in the areas of creative and productive thinking by studying techniques that help in

the search for innovative solutions. They will also develop unique and refined conceptualized

ideas. Students will continue to problem solve by learning strategies for rational decision making

and apply them to problems and issues in todays world. Lastly students will be challenged in the

area of thinking skills by making connections between present knowledge and new information

derived from varied materials, media, and environments. They will identify premises, analyze

relationships, and validate conclusions. As the co-teacher in the classroom, I will continue to

show empathy, tolerate ambiguity, be open, flexible and innovative, and lastly provide

encouragement at all time to all students I teach.

Lesson Introduction (anticipatory set):

Students will gather as group on the rug in the front of the classroom to begin todays

lesson.

Students will participate in warm-up fluency practice of Meter Strip Addition: Adding

Multiples of 10 to Numbers and Happy Counting my Centimeters (General Ed. Teacher)

Displayed on poster paper in front of the room will be todays application problem which

is finding an unknown length and modeling problem solving using a tape diagram.

(General Ed. Teacher)

Problem is as described:

Aerins frog leaped several centimeters. Then it leaped 34

centimeters. In all, it leaped 50 centimeters. How far did Aerins frog

leap at first? Draw a picture and write a number sentence to explain

your thinking.

Students will participate in Talk-n-Turn activity with a partner sitting next to them to

discuss how and what strategies they will use to help them solve this word problem.

Students will be invited up to the poster board in front of the room to demonstrate their

strategies.

Students will return to their seats to continue with lesson.

Procedure:

On Smart Board will be displayed both a drawn zigzag line and a squiggly line. As a

review, students will be asked how to make an estimate how long each line is and will be

asked which line do they think is longer?

Teacher will then ask students how can we find the actual length of each line to check the

estimates that were made? (While measuring each part of zigzag line with a cm ruler will

give actual measurement, this cannot be done for squiggly line).

Teacher will display to whole class a piece of string and will ask students how this string

could help me to measure both lines.

Teacher will lay the string down on line and then ask students how can I compare the

lengths of the lines? (measure the strings)

Teachers will ask students what standard measurement tool could we use to check the

estimate we made using the string? (a meter tape, centimeter ruler, meter stick)

Teacher will invite students to come up to front of the room to make measurement of

string used to estimate length of zigzag and squiggly lines.

Once actual lengths have been measured, teacher will ask students what should we do

with the information found to compare lengths? (draw a picture, write the numbers)

Teacher will draw first tape diagram to represent the length of shorter string and label

with measurement. Teacher will then begin to draw second tape diagram, but ask students

to tell when to stop to shop the longer string. Students will be asked why I should stop?

(second tape diagram bar should be longer than the first because the first string was

shorter than the second).

Teacher will then invite students to share number sentences to describe the total length of

the two strings and to describe the difference in length between the two strings.

Teacher will repeat procedure comparing length around wrist compared to length around

head using string, measuring each string and asking students to draw along on personal

whiteboards the process of drawing a tape diagram to compare lengths. Teacher will ask

comparison questions and students will create number sentences to answer questions.

Differentiation

Tiered by: Challenge (Lesson Problem Set)

Tier 1 Comprehension Level: Students will measure 2 lines (Template 1) using both string to

estimate and centimeter rulers for actual measurement. Students will label each line with actual

measurements. Students will then rewrite measurements into already drawn tape diagrams to

answer comparison questions (Which line is longer? Which line is shorter?)

Tier 2 Analysis Level: Students will measure 2 lines (Template 2) using both string to estimate

and centimeter ruler for actual measurement. Students will label each line with actual

measurements. Students will draw tape diagrams then rewrite measurements into tape diagrams

to solve comparison questions using number sentences (Which line is longer? How much longer

is line 1 than line 2? Which line is shortest? How much shorter is line 1 than line 2?) .

Tier 3 Evaluation Level: Students will measure 2 lines (Template 3) using both string to

estimate and centimeter ruler for actual measurement. Students will label each line with actual

measurements. Students will first draw and label tape diagrams. Students will then create and

answer 2 comparison questions and determine how a tape diagram can help compare lengths?

This lesson is part of the daily Common Core 2nd Grade Math Curriculum and will be taught to

whole classroom as written. Differentiation occurs when students are required to independently

complete daily Problem Sets to demonstrate understanding of todays lesson. While Tier 2s

Problem Set looks very similar to the actual Problem Set scripted on Engage NY website, Tier 1

and Tier have been modified to meet the student needs. Many students who will be completing

Tier 1 Problem Set receive OT services and have difficulty with handwriting, therefore tape

diagrams have been already been drawn and students need only label diagrams. Students at this

level also will only be answering lower level comparison questions without solving equations to

find the difference or total. Tier 3 Problem Set students (Gifted) will in addition to measuring

and drawing and labeling tape diagrams, will be participating in higher thinking level of

questions and also creating their own comparison questions. Tier 3 problem set will also discuss

how a tape diagram can help compare lengths.

Acceleration or enrichment for gifted learners:

http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html

https://www.splashmath.com/skills/measure-length-customary-units/attempts/f60cb80f-cdb24c87-87d1-50fe9310f1e6

http://www.adaptedmind.com/gradelist.php?grade=2

http://www.education.com/activity/article/Measurement_Scavenger_Hunt/

http://www.education.com/activity/article/architectural-school-model/

Technology used: N/A

Closure: Student debrief to invite students to review their solutions for the Problem Set. Teacher

will look for misconceptions or misunderstandings and guide students in a conversation to

process the lesson. Teacher may at this time continue to work with any students who need

additional support.

Materials:

Smart board/Elmo/Projection Screen

Poster Board

Colored Markers

Dry Erase Markers

Personal White Boards

Lesson 9 Exit Ticket

Module 2 Lesson 2 Problem Set 1

Name:

Date:

Use a string to measure both lines to find estimate. Then measure each string

using centimeter rule to find actual measurement. Label each line.

1. Line 1:

Line 2:

2. Line 1:

Line 2:

Line 3:

Label tape diagram to compare the length of Line 1, Line 2 and Line 3.

Which line is the longest?

3. Line 1:

Line 2:

Line 3:

Label tape diagram to compare the length of Line 1, Line 2 and Line 3.

Which line is the longest?

Name:

Date:

Use a string to measure both lines to find estimate. Then measure each string

using centimeter rule to find actual measurement. Label each line.

1. Line 1:

Line 2:

Much longer is Line 1 than Line 2?

2. Line 1:

Line 2:

Line 3:

Draw a tape diagram to compare the length of Line 1, Line 2 and Line 3.

Which line is the longest?

How much shorter is Line 2 than Line 3?

3. Line 1:

Line 2:

Line 3:

Draw a tape diagram to compare the length of Line 1, Line 2 and Line 3.

Which line is the longest?

What is the difference between Line 1 and Line 3?

Name:

Date:

Use a string to measure both lines to find estimate. Then measure each string

using centimeter rule to find actual measurement. Label each line.

1. Line 1:

Line 2:

Much longer is Line 1 than Line 2?

2. Line 1:

Line 2:

Line 3:

Draw a tape diagram to compare the length of Line 1, Line 2 and Line 3.

Which line is the longest?

How much shorter is Line 2 than Line 3?

Write your own comparison question.

3. Line 1:

Line 2:

Line 3:

Draw a tape diagram to compare the length of Line 1, Line 2 and Line 3.

What is the difference between Line 1 and Line 3?

Write your own comparison question.

Name:

Date:

1. Measure the two lines by using your string. Write the length in centimeters.

Line 1:

Line 2:

Line 1 is

cm long.

Line 2 is

cm long.

2. Mason measured the lines and said both lines are the same length. Is

Masons answer correct? Yes or no.

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