Teacher Candidate: Alexandra Smith Subject/Grade Level: Mathematics/ Fifth

Strand 4: Measurement

Learning Objective: Students will be able to convert different sizes when measuring capacity (cups, pints, quarts, and gallons). They will do this through creating visual representations of real-world scenarios to help them remember and understand the mathematical concept of converting capacity measurements. They will also observe the visual differences between a cup, pint, quart, and gallon. Alignment with Standards: 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05m, and use these conversion in solving multi-step, real world problems. Developmental Appropriateness or Cross-curricular connections: Students have previous knowledge of converting measurements. They have a general understanding of capacity and what gallons, cups, and pints are in measurement. Lesson Objectives: Students will be converting capacity measurements (cups, pints, quarts, and gallons). They will do this through creating visual representations of their own real-world scenarios to help them remember and understand the mathematical concept of converting capacity measurements. They will create a Gallon Guy to help them remember capacity measurements. They will create a story to go along with their gallon guy to help them remember the conversions. They will also observe the visual differences between a cup, pint, quart, and gallon. Assessment(s) of the Objectives Before the lesson, I will determine what the students already know about measuring capacity using the terms cup, pint, quart, and gallon. During the lesson, I will walk around the class making sure students are able to represent the idea of capacity through the story they create for their Gallon Guy to help them remember. I will also look to see if they understand converting cups, pints, quarts, and gallons through problem solving and working with peers when working on conversion problems. If they understand, I will have different students explain their understanding to the class to make sure they truly get it. After the lesson, I will review the work they have done to look for any mistakes. Use of Formative Assessment I will look at the students work to see how they are progressing. I will listen to the stories that they come up with on their own to help them remember to ensure that it really makes sense and goes along with the lesson. I will listen to students conversations when they talk with their peers about the story they came up with to help them remember converting capacity measurements. I will ask them questions like How confident are you?, Can you show me?, Can you explain how you got that answer?, Why is that the correct answer?, Is there only one way to solve it?, etc.

Accommodations: During the activities, I will walk around the classroom to help students who have a hard time paying attention to stay on task. ELA students will be able to work with a peer to help them better understand anything that they may be confused about. I will also be there to assist them when they need it. Students who have a hard time sitting still will be able to walk around the classroom when it is time to take it on the road. If students are having a hard time coming up with a story to help them remember, I will encourage them to keep trying by coming up with different ideas to see if they make sense and can be used in their story to help them remember capacity measurements. Students will be representing capacity measurements when they create their individual story for their Gallon Guy. Materials/Resources: Paper, pencil, computer paper, colored pencils, markers, crayons, 2 notecards for each table group. Procedures: 1. Students will be asked to recall their knowledge of using the terms cup, pint, quart, and gallon. Students will share their prior knowledge aloud to the class. 2. To introduce the lesson I will present this story: The Greenwood Hotel has 4 queen sized beds. Each bed has 2 pillows. Each pillow has 2 chocolates. 3. I will explain that each part of the story is significant to converting capacity measurements for gallons, quarts, pints, and cups. I will explain that the word that begins with G stands for Gallon, the word that begins with Q stands for Quart, the word that begins P stands for Pint, and the word that begins with C stands for Cup. 4. I will then retell the story and show the drawing that they will produce to go along with their own story. 5. I will place two notecards at each table group. One will have my version of the story the other will have the template of the story at each table group for the group members to share. It will say: The (word or phrase that begins with G) has 4 (word or phrase that begins with Q). Each (same as Q word) has 2 (word or phrase that begins with P). Each (same as P word) has 2 (word or phrase that begins with C). This notecard will also have directions on the other side of it that says Fill in the blanks with a word or phrase beginning with that letter to create your own story. 6. I will instruct them to come up with their own story to go along with the drawing that we create. I will help their brains start flowing by telling them that they can make the story their own by writing it about something that interests them. If they enjoy sports then they can write about their favorite team: The Green Bay Packers have 4 Quarterbacks. Each Quarterback has 2 Pairs of pants. Each pair of pants have 2 Cuts on them. 7. While they are coming up with their own stories I will walk around to assist them in coming up with words to use in their story. If they are stuck then I will give examples for each blank in the story that they need to fill.

8. While walking around the classroom, I will probe them asking them things like Does your story make sense? Does it help you understand the relationship between a gallon, quart, pint, and cup? 9. After the students have complete their stories and drawings, I will have a few students present their stories. 10. We will then use our drawing to help us work out some math problems in the math book. 11. We will work the first two problems together (pg. 835; 4 & 5). I will ask them if they notice any tricks other than using their drawing to help them find the answer to the conversion problems. (Hopefully, they will say that multiplication and division are helpful). First two problems: 4. 3 pints = _______ cups (Answer: 6) 5. 4 gallons = _______ pints (Answer: 32) 12. They will work the rest of the problems on their own (pg. 835; 6-15) and I will go around and check their answers as they are completing the work sheet. Here are the problems that will be worked: 6. 12 cups = _______ pints (Answer: 6) 7. 3 gallons = _______ quarts (Answer: 12) 8. 24 quarts = _______ gallons (Answer: 6) 9. 20 cups = _______ quarts (Answer: 5) 10. 3 quarts = _______ cups (Answer: 12) 11. 2 gallons = _______ pints (Answer: 16) Compare. Use >, <, or = to make a true statement. 12. 8 pints ____ 15 cups (Answer: > ) 13. 12 cups ____ 8 pints (Answer: < ) 14. 4 gallons ____ 30 pints (Answer: > ) 15. 2 quarts ____ 8 cups (Answer: = ) 13. Once the students have completed page 835 in their book, they will continue working on page 836. Heres what those questions look like: 16. Apply it. Seth made 4 quarts of fruit punch for a birthday party. How many cups of fruit punch did he make? (Answer: 16) 17. Apply it. If you measure the amount of water you drink in a day, would cups or pints give you a more precise measurement? Explain. (Answer: Cups would give me a more precise measurement because cups are smaller than pints.) 18. Be precise. Peggy measured the capacity of her aquarium. Her first measurement was 9 gallons. Her second measurement was 35 quarts. Compare the two measurements. Use >, <, or = to make a true statement. (Answer: > ) 19. Justify conclusions. Is it faster to water two large flower pots using a onecup pitcher or a one-quart pitcher? Explain. (Answer: It is faster to water flower pots using a one-quart pitcher because a quart is larger than a cup in capacity.) 20. Write about it. How can I use measuring tools to find capacity? (Answer: I can use a measuring cup to determine the relationship between a gallon, quart, pint, and a cup.

14. After they complete the problems and have them checked, I will ask if creating their own story and using the picture of the gallon guy helped them answer those questions.

Activity Analysis: The writing activity allows the students represent their understanding of capacity conversions in their own way through creative writing. Drawing the picture out gives students a visual to help them work out the problems. Working through the problems in the book gives the students practice with converting capacity measurements. Allowing the students to solve the problem in their own way by multiplying, dividing, or simply using the picture helps them to better see how the problem works and can represent their own thinking.

References: My Math McGraw Hill Math Book Mrs. Leonard http://www.pinterest.com/pin/195625177533746158/