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Lesson Plan
Teacher Candidate’s Name: Kindah Kablawi Date: April 7, 2018
Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: ___X___
The Central focus of this learning segment is that students will measure using nonstandard units and measurable attributes such as length, and height, students will be able to
estimate, measure, and describe length using non-standard units of the same size. Students will compare length using terms such as “longer than” and “shorter than”.
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students during lesson 2 of this learning segment were able to choose appropriate nonstandard units to measure length and height of different objects. They demonstrated an
understanding of and ability to apply measurement terms. The students measured the length of different objects using different units, they were able to pay attention to the
endpoints of each object and they were able to line the measuring unites flat with no gaps in between to ensure accurate measurement. Students counted how many units they
used to measure the length of an object and were able to compare the length/height of the different objects. Students used mathematical language such as “longer than” and
“shorter than” to describe and compare the length and height of objects.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will apply their previous knowledge of measurement using nonstandard units to measure different objects. In this lesson students will learn to estimate how many
units long a particular object will be. Students will use unifix (linking) cubes as a nonstandard unit to measure. They will be provided with various opportunities to
demonstrate an understanding of and ability to apply measurement terms. Students will draw on their previous experiences from (lesson 2) paying close attention to
endpoints of each object to ensure accurate measurement and comparison. Students will use mathematical language such as “longer than” and “shorter than” to describe and
compare the length and height of objects.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
In many different occasions the students were seen comparing their heights, their water bottles and even their sandwiches. They use mathematical language such as
taller/shorter, bigger/smaller, heavier/lighter when comparing.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Because students have demonstrated their interest about measurement and they are interested in how tall, how long, how big, and how heavy things are. The teacher will
provide them with an opportunity to use nonstandard measurement units to estimate, measure, order and compare the length and height of different objects.
Curriculum Standards
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
- Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring (Sample
problem: Measure the length of your desk in different ways; for example, by using several different non-standard units or by starting
measurements from opposite ends of the desk. Discuss your findings.).
- Estimate, measure (i.e., by placing nonstandard units repeatedly, without overlaps or gaps), and record lengths, heights, and distances
(e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);
Provide visuals
Vocabulary Estimate Teacher will support students in learning measurement terms by modelling the
Key words and phrases students need to be length proper vocabulary and by encouraging students to use appropriate mathematical
able to understand and use Height language.
Width
lowest point Teacher will write vocabulary on chart paper so that students can refer to it.
Highest point
endpoints Teacher will provide visuals for students.
compare
Syntax Students will use complete sentences to Teacher will model the language to be used during the lesson. Students will be
Describe ways in which students will organize describe their work. provided with extra time to practice how to measure different objects using none
language (symbols, words, phrases) to The will compare attributes of objects standard measurement units such as linking cubes and pencils. Students will
convey meaning. by using none standard units such as measure paying attention to end points. Students will count how many units they
linking cubes, by lining up the cubes used to measure the length of an object. Teacher will offer opportunities for
beside an object and then counting the leadership for those students who understand endpoints.
cubes.
Discourse Students will work in pairs to estimate, Teacher will model language and what students need to do during their work
How members of a discipline talk, write, and measure, and compare. They will share time.
participate in knowledge construction and their findings, and practice what they
communicate their understanding of the learned. Students will be provided with multiple opportunities to practice what they
concepts learned.
- Teacher will say “boys and girls I am going to give you a work sheet to complete and once you are done Teacher will give students extra time to complete
come back to the carpet, so we can discuss the worksheet. the work sheet.
- Teacher will read and explain to students what they need to do to complete the worksheet.
- Once the students are done and back at the carpet, the teacher will ask few of them to share their answers and Teacher will be moving around the class making
how they did it. sure students are working.
- Teacher will say “thank you boys and girls we had an excellent class today, thank you all for your hard
work”. Teacher will offer one on one support for those who
needs it.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-board images.
Using linking cubes please Estimate and then measure the following items you see in the pictures.
Desk
Book
shelf
Guess Check
Guess Check
Any storybook
Pencil
Guess
Guess. Check
Check
Guess Check
Appendix C
Measure the two lines using linking cubes and write the number
LINE 1
-------------------linking cubes
Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: ____X__
The Central focus of this learning segment is that students will measure using nonstandard units and measurable attributes such as length, and height, students will be able to
estimate, measure, and describe length using non-standard units of the same size. Students will compare length using terms such as “longer than” and “shorter than”.
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students during lesson 3 of this learning segment used appropriate nonstandard units to measure length and height of different objects. They demonstrated an understanding
of and ability to apply measurement terms. The students learned to estimate the length/height before measuring the length/height of objects using linking cubes as none
standard units, they were able to pay attention to the endpoints of each object and they were able to line the measuring unites flat with no gaps in between to ensure accurate
measurement. Students counted how many units they used to measure the length of an object and were able to estimate and compare the length/height of the different objects.
Students used mathematical language such as “longer than” and “shorter than” to describe and compare the length and height of objects.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
In this lesson students will apply their previous knowledge of measurement using nonstandard units to measure different objects. Students will be transitioning from using
multiple units to iteration when measuring. Students will learn to iterate using two units only to measure. They will learn to move the unit from one position to another along
the length of an object and count the number of times it fits along the length.
Students will learn that some none standard units are easier to use than others. They will be provided with various opportunities to demonstrate an understanding of and
ability to apply measurement terms. Students will draw on their previous experiences from (lesson 2 and 3) paying close attention to endpoints and lining measuring unites
with no gaps to ensure accurate measurement and comparison. Students will use mathematical language such as “ this table is 8 sticks long because I used the sticks 8 times”.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
In many different occasions the students were seen comparing their heights, their water bottles and even their sandwiches. They use mathematical language such as
taller/shorter, bigger/smaller, heavier/lighter when comparing.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Because students have demonstrated their interest about measurement and they are interested in how tall, how long, how big, and how heavy things are. The teacher will
provide them with an opportunity to use measurement units to estimate, measure, order and compare the length and height of different objects.
Curriculum Standards
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
- Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring (Sample
problem: Measure the length of your desk in different ways; for example, by using several different non-standard units or by starting
measurements from opposite ends of the desk. Discuss your findings.).
Provide visuals
Syntax Students will use complete sentences Teacher will model the language to be used during the lesson. Students
Describe ways in which students will organize to describe their work. will be provided with extra time to practice how to measure different
language (symbols, words, phrases) to They will measure the length of objects using only two none standard measurement units such as their
convey meaning. objects using two none standard foot prints (traced and cut) pencils, and sticks. Students will measure
units such as pencils or sticks, to paying attention to end points. Students will count how many units they
measure then count the number of used to measure the length of an object. Teacher will offer opportunities
times the none standard unit fits for leadership for those students who understand endpoints.
along the length.
Discourse Students will work in pairs to measure Teacher will model language and what students need to do during their work
How members of a discipline talk, write, and by iterating. They will share their time.
participate in knowledge construction and findings, and practice what they learned.
communicate their understanding of the Students will be provided with multiple opportunities to practice what they
concepts learned.
Instructional Procedures
- “Boys and girls today we are going to measure objects, but we are not going to use multiple units, we are Visuals will be provided.
going to use only two units”
- “That means if you are going to use markers to measure an object we are not going to use many, we are only Steps will be written down for students to use as
going to use two markers” reference when needed.
- “Do you think we can measure something using only two units?”
- Teacher will listen to students’ answers, and discuss with them why they think they can or cannot measure Short simple steps will be provided for Ell students.
using only with two units”
- “Ok boys and girls some of you think we can and some of you think we can’t, let’s try and see” Teacher will model and work with students one on
- “How do you think we can measure this area rug with only two markers” one as needed.
- Teacher will call students to demonstrate the way they think the teacher should measure”
- Then the teacher will take two markers and will show students how to measure the area rug with only two Teacher will group ELL students with students who
markers. understands the concept to support their learning.
- Teacher will count as she measures the length.
- “Boys and girls, do you see how I am moving one marker in front of the other, I am leaving one marker in Teacher will walk around the class making
place to make it easy to locate where the other one should be placed so I get accurate measurement” observations and taking notes.
- “This is called iteration” remember we cannot leave gaps or spaces in between and remember we can’t
overlap the units.
- “Teacher will continue measuring, OK so this rug is 30 markers long”
- “Boys and girls, I am going to divide you in groups of 2” we will be measuring using our foot prints”.
- “I am going to show you how to do it”.
- Teacher will call one student to come up and ask him to put one foot on construction paper, then the teacher
will trace his/her feet twice on the paper then the student will cut it out and he will use the two foot prints to
measure.
- Both of you will help each other to trace your feet 2 times on the paper, once you are done this part come
back to the carpet.
- Teacher will have materials ready for student to use for tracing and cutting.
- When the students are done they will come back to the carpet, the teacher will go over the steps they need to
follow to measure using their foot prints. Teacher will model how they are going to line up the foot prints
without gaps or overlapping to correctly measure.
- Teacher will write the steps down for students to refer too.
- Teacher will ask students to go around the room to find two things to measure and write down on paper. Teacher will support children who needs help.
- “Boys and girls, come back when you are done so you can share your work”
- Teacher will be going around the room observing and taking notes.
- When the students are back, the teacher will call few students to come up and share what they measured and Teacher will ask students questions to check for
show the class how they did it. understanding while observing them work.
- “Great job boy girls, can someone share something new they learned in today’s class?”
- “awesome, can someone share a new vocabulary they learned today?” Extra time will be provided for students.
- “Can someone share something they did not understand today, or not sure of?”
- Does anyone have any question before we start working on the worksheet I will be handing out shortly?”
Closure
Teacher will give students extra time to complete
- Teacher had previously made three different paths in the classroom for the students to measure. the work sheet.
- Teacher will read the instructions and explain to students what they need to do to complete the worksheet.
- Teacher will ask students to come back to the carpet to discuss their answers after they are finished. Teacher will be moving around the class making
- When students are finished teacher will call few groups to come up and share their answers with the class. sure students are working.
- After the teacher collects the work sheets she will say “great job boys and girls”
- “Thank you for your great work today” Teacher will offer one on one support for those who
needs it.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-board images.
- Pencils (Appendix A)
- Scissors (Appendix A)
- Construction papers (Appendix A)
- Markers (Appendix A)
- Duct tape (Appendix A)
- Worksheet (Appendix B)
Pencils Scissors Markers
Using the two feet you traced and cut measure the following items and record your answer.
Path A Path B
Section Three of the Elementary Portfolio Project has presented various artifacts that showcase my aptitude and competence in
the field of education. Artifacts such as lesson plans, annotated bibliography, certifications, and SMART Notebook presentations are
just a few examples that provide evidence of my abilities to successfully lead a classroom. I believe that the artifacts presented in this
portfolio are a snap shot that expresses and present my readiness as a teacher candidate to take the role of a professional teacher.
Section Four of the portfolio will highlight connections to the curriculum and professional standards, demonstrating various major
teaching competencies such as best teaching practices, knowledge of subject matter, and student motivation.