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You are on page 1of 7

Teacher: Ian Fleming

Stage 1- Desired Results

Connections to Context:

- 2nd Grade touches on the very basics

of measurement by introducing what

tools are used to measure, differing units

of measuring, and word problems

involving measurement.

- 3rd grade goes more in depth on all

of the measurement topics covered in

2nd grade, but puts more of a focus

on word problems and how

measurement can be used in

geometry.

- 4th grade focuses on more complex

measurement word problems involving

conversion, how to represent data on a

graph, and understanding geometric

measurement more thoroughly.

2nd grade provides a strong foundation

to build off of for the third grade unit of

measurement. In turn, 3rd grade helps

that foundation grow and provide more

knowledge and understanding. This then

allows for the 4th grade measurement

unit to be more practice based by

solving problems.

Established Goals

Common Core 2.MD

1. Measure the length of an object

by selecting and using appropriate

tools such as rulers, yardsticks,

meter sticks, and measuring tapes.

2. Measure the length of an object

twice, using length units of different

lengths for the two measurements;

Transfer

Students will be able to independently use their learning to

Students will use their learning from this unit to help them build a stronger foundation of knowledge

about measurement. Students will use this learned knowledge to comprehend how measurement is

applicable to their daily lives currently and for the rest of their lives.

(What kinds of long-term independent accomplishments are desired?)

Meaning

UNDERSTANDINGS

Students will understand that

As humans it is essential that we learn what,

when, why, and how to measure.

There are proper units of measurement for

length, weight, and volume.

Measurement can be found in their current and

future daily lives.

Measuring and estimating accurately Students

will be able to estimate and accurately measure.

Solving tougher measurement problems requires

logical inferences based on learned knowledge

and understanding about length, weight, and

volume.

ESSENTIAL QUESTIONS

Students will keep considering

When else in their daily lives they will use the

measuring of length, weight, and volume.

What objects around them can be measured, other

than what they have learned how to measure.

inquiry, meaning- making and transfer?)

understand?

What inferences should they make?)

Cognitive Objectives

Students will know what

tools to use for each type of

measurement.

Students will be able to know

what type of unit goes with a

specific measurement.

Students will grasp the idea

that measurements of length,

weight, and volume can be

found in their daily lives.

Students will know how to

estimate measurement.

Physical Development

Objectives

Students will be able to

demonstrate how to measure

length, weight, and volume by

using the proper tools.

Students will be able to record

measurement findings.

Socio-emotional Objectives

Students will learn to value how

important measurement is in our

fast moving world.

Students will begin to wonder

about how measurement is

conducted in other areas around

the world.

Students may begin to wonder

about why the U.S.uses

customary when numerous other

countries use metric units.

Students will begin to see

relate to the size of the unit chosen.

3. Estimate lengths using units of

inches, feet, centimeters, and

meters.

4. Measure to determine how much

longer one object is than another,

expressing the length difference in

terms of a standard length unit.

5. Use addition and subtraction

within 100 to solve word problems

involving lengths that are given in

the same units, e.g., by using

drawings (such as drawings of

rulers) and equations with a symbol

for the unknown number to represent

the problem.

solve a word problem

involving length, weight, or

volume measurements.

Students will be able to

record the proper units of

measurement.

1. Measure and estimate liquid

volumes and masses of objects

using standard units of grams (g),

kilograms (kg), and liters (l).6 Add,

subtract, multiply, or divide to solve

one-step word problems involving

masses or volumes that are given in

the same units, e.g., by using

drawings (such as a beaker with a

measurement scale) to represent the

problem.

2. Generate measurement data by

measuring lengths using rulers

marked with halves and fourths of an

inch. Show the data by making a line

plot, where the horizontal scale is

marked off in appropriate units

whole numbers, halves, or quarters.

(Michigan department of education,

2010)

Stage 2- Evidence

their daily lives.

Evaluative Criteria

must be answered appropriately:

PERFORMANCE TASK(S):

with their answers.

Students understand which of the

three types of measurement were

used.

Students can logically estimate,and

explain their reasoning.

Participating in the lessons, and staying on task throughout the entire unit.

Asking questions relevant to the ideas and concepts learned.

Explicitly demonstrating their knowledge and understanding of the material on daily worksheets that

will help reiterate concepts just learned.

Students will combine the knowledge and understanding gained in this unit and previous units to

complete full story problems in which multiple measurement concepts are incorporated.

Students in pairs will compose a list of 5 concepts they learned and fully understand after this unit. As

a class we will put these concepts and ideas on the board and discuss.

assessment to evaluate attainment of

the desired results?)(rubric required)

OTHER EVIDENCE:

Demonstration of how to measure and

record measurements of length, weight,

and volume.

Ability to solve word problems involving

measurement.

Ability to estimate using the three

learned areas of measurement (length,

weight, and volume).

Understanding and knowledgeable of

how length, weight, and volume can be

found in their current and future daily

lives.

Complete a summative assessment test that demonstrates whether or not the students are able to put

together the various concepts and ideas learned into larger problems to solve. In this summative

assessment, students will physically demonstrate how to measure length, weight, and volume. I will

bring out groups of four at a time and there will be four stations. Station one, students will measure

two objects weight and record their findings. Station two, students will measure the length of two

objects and will record their findings. Station three, students will measure the volume of two liquids

and record their findings. Station four, there will be a mixture of questions. Students will be asked to

solve estimation problems, story problems involving weight, length, or volume, and real life

applications about measurement.

Students will fill out a pre-assessment worksheet that focuses on concept s the students should have learned in second grade, as

well as a few that will be learned in third grade.

Measuring length in inches and centimeters

Justifying which unit of measurement best fits a situation

Demonstrating knowledge of various customary and metric units for length, mass, and volume.

Results: I provided 20 minutes for the students to complete the pre-assessment. In my directions, I specifically instructed the

students to not sit and wonder about a problem, but instead to move onto the next problem and come back to the previous problem

at the end. I wanted the students to attempt as many problems as possible in the allotted time slot that Mrs. Snyder provided me. The

results from the pre-assessment showed that 12 of the 20 students had sufficient measuring skills of centimeters and inches to a

half inch, but could use more practice. The remaining 8 students demonstrated a lack of ability to measure using a ruler. I put a total

of six word problems involving length, weight, and volume on the pre-assessment. Every student started at least one of the word

problems, but only 4 students completed all of them. Of the four that completed all the word problems, only 1 completed them all

correctly. The students were also given questions that ask them to list the order of units for volume, length, and weight. Students

showed a lack of knowledge of basic facts about the three ways of measurement for the future unit. I concluded that for my unit plan,

based on the pre-assessment results, I needed to specifically focus on word problems involving length, weight, and volume, and

basic facts about the three types of measurement to be covered.

Length:

1.

Measure the lines below using the inches side of the ruler, and write your answer to the right of the line.

________________________________

__________________________________________________

2.

Measure the lines below using the centimeters side of the ruler, and write your answer to the right of the

line.

___________________________________________

____________

3.

How many feet are in one yard of measurement? ______________

4.

How many inches are in one foot? _____________

5.

How many centimeters are in one meter? ___________

6.

Which unit would make more sense to measure the length of a soccer field with: inches or feet?

________________

7.

Which unit would make more sense to measure the length a football with: centimeters or meters?

________________

Mass/Volume:

8.

List these four volume units in order from smallest to largest: gallon, pint, cup, quart, and fluid ounce.

___________________________________________________________________

9.

List these four mass units in order from smallest to largest: pound, ounce, and ton.

10. Can you put these units of volume and mass in the right category? Some are customary units of

measurement and others are metric units of measurement. Please place the following eight units under the

correct category.

Gram

Inch

Pound

Liter

Yard

Centimeter

Milliliter

Customary

Cubic inch

Metric

11. Mrs. Stewart needs 15 feet of yarn for her blanket she is knitting. Unfortunately, the yarn is only sold in 20

foot bundles. How many feet of extra yarn will Mrs. Stewart have left over after she knits her blanket?

12. Which unit would make the most sense to use when measuring the volume of the coffee in this mug: liters

(L) or milliliters (mL)? _____________________

13. Which unit would make the most sense to use when measuring the weight of a car: ounces or pounds?

_____________________

each learning event build?)

Acquisition

Meaning

Transfer

Learning Events

Student success at transfer, meaning, and acquisition depends

upon their participation in these learning events

Progress Monitoring

(How will you monitor students

progress toward acquisition,

meaning, and transfer during

lesson events?) (Formative

Assessment)

Lesson 1:

Memory retrieval questions to spur class discussion about

measurement

Discussion in regards to defining measurement and examples of it

Checking to see if work is completed

in our daily lives.

fully.

Writing group ideas on large sheet of paper

Correcting ones own work throughout

Individually and in pods, brainstorm ideas of measurement in daily

each lesson

lives and how they are measured.

Taking into account the students self

Discussion about how length, weight, and volume differ using the

assessment evaluations

pre-knowledge of students.

Guided practice worksheet for this lesson

Lesson 2:

Group intro/discussion on what we learned in the previous lesson

about measurement.

Group discussion about what we measure using length and how

Demonstration and practice of measuring using inches and

centimeters

(How will students monitor their

Length measurement handout for guided practice

own progress toward acquisition,

Introduce estimation

meaning, and transfer?)(Assessment

Worksheet involving measuring and estimating length

as learning)(rubric?)

Closure questions about what was learned

Lesson 3:

Ensuring their work is complete the

Class discussion in regards to what has been learned about

proper way just as they were told it

measurement.

should be

Memory retrieval questions in regard to what students know about Self assessment during each lesson

measuring weight.

when told to.

Explanation on how to use a scale, as well as lay down rules.

Asking any questions they may have

Weight measurement activity using objects around the room.

Listen to what they are told they will

have understood and mastered by the

Weight estimation/ weight estimation worksheet

end of each leson..

Workbook page 169 as guided practice worksheet

Reconvene and discuss weight as measurement and how we

measure weigh in our daily lives.

Lesson 4:

Class discussion about what volume is and how we measure it.

Also, part of discussion based on real life situation involving

measuring volume.

Demonstration at raised table in front of the class about how to

measure liquid volume.

Introduce Kool-Aid making activity and lay down rules.

As a class do the Kool-Aid activity

(What are potential rough spots

Do workbook pages 164. 165 and 167 if there is enough time.

and student misunderstandings?)

Reconvene and discuss the steps of how to measure volume.

The lesson on volume. Students may

Class closing discussion about measuring volume in our daily lives.

be too distracted for such hands-on

Lesson 5:

activity.

Large group discussion about the past four lessons on measuring Understanding units for each type of

length, weight, and volume.

measurement in order

Higher order thinking questions about each type of measurement..

Memory retrieval questions about each type of measurement

Review worksheet

Journal about a real life situation when they measure weight,

length, or volume.

Depending on time, have students do multiple journals.

Explain to class what the last lesson of the unit plan will be about

to prepare them.

Lesson 6:

Without much of an introduction, explain to students the

instructions for the final unit assessment.

Explain the rules for taking the test and doing the hands-on

summative assessment in the hallway..

(How will students get the

feedback they need?)

They will receive verbal feedback as i

help them on their work

They will receive written feedback as I

look over their work they hand me

They will receive written feedback on

the summative assessment that I give

the class

Assessment

Teacher Name: Mr. Fleming

Student Name:

CATEGORY

________________________________________

Mathematical

Concepts

Shows complete

understanding of the

mathematical

concepts used to

solve the problem(s).

Shows substantial

understanding of the

mathematical

concepts used to

solve the problem(s).

Shows some

understanding of the

mathematical

concepts needed to

solve the problem(s).

understanding of the

underlying concepts

needed to solve the

problem(s) OR is not

written.

Length

Shows complete

understanding of

how to measure and

estimate length, as

well as use proper

units.

Shows substantial

understanding of

how to measure and

estimate length, as

well as use proper

units.

Shows some

understanding of

how to measure and

estimate length, as

well as use proper

units.

understanding of

how to measure and

estimate length, as

well as use proper

units.

Weight

Shows complete

understanding of

how to measure and

estimate weight, as

well as use proper

units.

Shows substantial

understanding of

how to measure and

estimate weight, as

well as use proper

units.

Shows some

understanding of

how to measure and

estimate weight, as

well as use proper

units.

understanding of

how to measure and

estimate weight, as

well as use proper

units.

Volume

Shows complete

understanding of

how to measure and

estimate volume, as

well as use proper

units.

Shows substantial

understanding of

how to measure and

estimate volume, as

well as use proper

units.

Shows some

understanding of

how to measure and

estimate volume, as

well as use proper

units.

understanding of

how to measure and

estimate volume, as

well as use proper

units.

Michigan department of education. (2010). Michigan k-12 standards: mathematics. In Michigan State . Retrieved October 12,

2015.

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