Ashley Louth Math Lesson Plan Lets Go Fishing! Teaching Measurement Rationale Lets Go Fishing!

! is a lesson about how to measure objects using whole number units that is centered around going fishing. The CORE Standard is 1.MD.A.2 Measure lengths indirectly and by iterating length units 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 the same-size length units that span it with no gaps or overlaps. This lesson is important because it is an introductory lesson in measuring objects by allowing students to explore using objects to measure the lengths of different objects. This is taught after students have grasped the concepts of whole numbers, ordering numbers, and ordering sizes/lengths of objects. I saw a lesson called Gone Fishing! on Pinterest from a first grade teacher that I took and changed the name and a few aspects of the lesson to create this lesson. Objective By the end of the lesson, the mathematical idea that the length of an object can be expressed by a number of whole units will be explained. Students will be able to use one inch pictures of blue fish to measure how long different length fishing poles and place these poles in order from shortest to longest. Students will be able to use two inch seahorses to measure how long different length fishing poles and place these poles in order from shortest to longest.

By using the fish and seahorses as the units of measure, students will express the length of the different sized fishing poles. Lesson Progression Before this lesson, I would have already made sure that students have a firm grasp on what the whole numbers are and how to count them. I would have also taught greater than and less than values for numbers. This will be the first introduction for students into using measurement and being able to identify length using whole numbers. Introduction I will introduce that we are going to measure fishing poles using fish and seahorses. I will tell the students that they can work with students at their tables. I or an assistant teacher will then place the materials that each student needs on their desk. The students will be told the directions that they will have to order the fishing poles from smallest to biggest. Body Students will glue fishing rods onto construction paper one at a time with fish and seahorses above or below the poles to measure the poles. They will then complete the worksheet that checks their understanding of measuring objects using different whole number units. The students will have to fill in the table with how many fish and seahorses it takes to measure the length of each fishing pole by writing the number. Conclusion Students will gather on the carpet with their worksheets and summarize and share their findings about measuring using different objects. First they will talk in pairs and then a few students will have the opportunity to share with the whole class. Then before the period is over, I will tell the students I have a thinking question for them. I will ask the

students to think of a secret object that they could use to measure how tall they are. Like how we used fish to measure fishing poles, what objects can they use to measure their height. Each student must keep this secret object and not tell the other students. (The next lesson we will measure our heights using different objects around the classroom. Before introducing this lesson, I will ask the thinking question again just in case the students forgot their object from today.) Other Considerations Grade: First Materials: o Approximately 600 blue fish (approximated for 20 students) o Approximately 300 seahorses (approximated for 20 students) o Worksheets (one for each student) o Construction paper o Glue o Pencils Misconceptions: Students may line the fish and seahorses differently. This is okay. I intended for the fish to be tail to nose and the seahorses the same. However, some students may have the fish and seahorses stand up along the fishing poles. This is okay but will change the exact numbers they get. The concepts though of using objects to measure the length of an object will remain the same. Teacher Talk: o How did you get your answer? o Why are there fewer seahorses than fish?

o How do you know that? o What if you had to only measure using either seahorses or fish? Which would you choose? Why? o Where did you place the first fish/seahorse to measure the fishing pole? Why? o How does the units of seahorses change compared to the units of fish? Adjustments from original source: I added the use of seahorses that are of a different size from the fish so that students can start to see that the same object can be measured using different objects and get different lengths because they are using different units. I am also making the students glue down their fish and fishing poles so that they can have a physical reference that wont get knocked off the desk or messed up while the students complete the worksheet. I did this to avoid any possible copyright infringement. My field teacher said that it is important to be careful because now teacher pay teacher is a big thing where teachers pay other teachers for their lessons. Differentiation The main point of differentiation will be in the fact that many students cannot read or read at a level where they will be able to understand the worksheet. For this, I will divide the class into two groups: the students who cant read the worksheet and the students who can read the worksheet. The students who can read can work at their desks to work on the worksheet. The students who need help reading the worksheet will be called to the carpet and I will read them the worksheet and they can answer it. Students will also be encouraged to ask questions and talk to fellow classmates during this activity. They can talk about what they are finding, how they are finding it, why they are getting the answers they did and why they are doing it that way. Assessment

I would use the worksheet and the students work gluing the fish and seahorses to measure the fishing poles as a formative assessment for this lesson. I would also use what they say during the activity, during their pair and share, and during our group discussion as a formative assessment. I am looking for the students to place the fish and seahorses above or below the fishing poles. I am also looking for students to be able to use the numbers of each to determine the length of each fishing rod. Ideally I would like the students to say things like The smallest fishing rod is ___ fish long and ___ seahorses long.