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Vanhouten Measurement Unit

Vanhouten Measurement Unit

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Published by: Mary Frances Van Houten on Nov 12, 2011
Copyright:Attribution Non-commercial


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MeasurementMary Frances Van HoutenFRIT 7737Click on the Link Below:MeasurementPathfinder 
Grade Mathematics
Mrs. Van Houten (Media Specialist)Mrs. E. Butler (Classroom Teacher)Mrs. Adams (Special Education Teacher)
The purpose of this lesson is to instruct students on measurement and choosing theappropriate unit and tools. Through creating a digital scrapbook, students will be able to identifyand explain measurement using everyday objects. Students will use units to discuss longdistances. Students will measure to the nearest ¼ inch, ½ inch and millimeter in addition to inch,foot, yard, centimeter, and meter. They will also be able to estimate length and represent it usingthe appropriate unit of measurement.
They will also be able to compare one unit to another withina single system of measurement. They will prove their understanding of these mathematical concepts by producing a digital scrapbook featuring original pictures.
SMART Board, laptops with Photo Story 3, headphones with attachedmicrophones, digital cameras, student directions for assignment, assignment rubric, photo storydirections, wiki pathfinder, and student self-assessment, group work rubric
Learner Analysis:
This lesson is designed for a 3
grade math class. This group of 20students is part of a “co-teaching” concept. In other words, this class has the regular educationalmath teacher and the special education teacher both assisting each other during the lesson.
Economic Information
: The elementary school is considered an economicallydisadvantaged county. 73% of students receive free or reduced lunch benefits. Out of the students in the learner group, 15 are considered low income, while 5 are from middleclass families.
: The students range in age from 8 to 9 years of age. One learner is 10 yearsof age. There are 9 boys and 11 girls.
Cultural Background
: There are 9 African American students and 10 Caucasianstudents in this class. There is one Hispanic student.
Educational Background
: According to the STAR Test conducted at the beginning of the school year, 5 students are reading below grade level. The students were also given a benchmark math CRCT test. Of the twenty students tested, only 3 met expectations,none exceeded, and 17 students did not meet expectations.
Special Needs/Accommodations
: There are no gifted students in this group of learners.Three students are on medication for ADD and 1 student receives treatment for ADHD.The teacher makes modifications for these students according to their 504 plans.
Specific Entry Skills:
According to the classroom teacher, students worked withmeasurement in their 2
grade math class, so they will be able to recognize some of themeasurement units covered in this lesson. Many of the units however will be new. Studentshave limited understanding of terms such as kilometer, millimeter, and centimeter 
. According to
the Gardner’s Multiple Intelligences inventory that was performed, many of the students are visuallearners, so they should relate well to the visual images of measuring.
Learning Styles/Garner’s Multiple Intelligences:
 Two different surveyswere administered to these students. One survey was given to them on paper and required thatthey check the statements that applied to them as a learner or as an individual. This surveydetermined their learning style based on seven styles identified by Garner. These styles werelinguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, or intrapersonal. The sourcefor this survey was eMints-Teaching Tips Learning Style Inventoryhttp://www.emints.org/ethemes/resources/S00000718.shtmlResults of Survey: Some students scored high in more than one area of the survey.
Linguistic: 4
Logical: 7
Spatial: 12
Bodily-kinesthetic: 8
Musical: 4
Interpersonal: 9The second learner survey was administered to the students by computer. On this survey, theysimply read a series of questions and answered yes or no, depending on whether or not thequestion applied to them as a learner or as an individual. This survey determined their learningstyle based on the same seven styles listed on the first survey. The students received their resultsin the form of a graph. The source for this survey was, “Tapping into Multiple Intelligences”http://www.thirteen.org/edonline/concept2class/mi/index.html
Keller’s ARCS:
Attention: To capture the audience’s attention, students will compete in a relay race.Working in teams of two, students will have to race to measure certain objects.
Relevance: The student created digital scrapbook uses everyday objects that are relevantto the lives of the students.
Confidence: Students will gain confidence in measuring objects because information will be presented in a logical manner that uses easy language. New terms will be defined andexamples of this terminology will be provided. A detailed rubric will be provided toguide students mastering measurement as they gather their pictures and prepare their  presentation.
Satisfaction: Students will be rewarded for their retention of information by participatingin a measurement scavenger hunt. As part of the lesson, students will be guided throughthe school in groups. As they see objects representing the required measurement, theywill take pictures of their object. These pictures will be featured in their digitalscrapbooks.

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