Mary Jaeger RATIONALE

Why are you teaching this lesson? I am teaching this lesson to go over light and heavy objects. This lesson would be done as a review lesson on how 16 pounds is equivalent to 1 ounce. Students will also review how to make estimations on how much an object weighs, and decide between two objects which is lighter or heavier. What CORE standards are you trying to convey? Indicate the complete wording and number code. 4.MD.1- Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb., oz, etc. Within a single system of measurement, express measurement in a larger unit in terms of a smaller unit. Why is this lesson important? This lesson is important because it allows students to be more familiar with how much real world objects weigh. Knowing how much a pound and an ounce is allows students to be able to make more proper estimations of objects on a day to day basis. OBJECTIVE What is your mathematical goal? I am teaching my students several key concepts in this lesson. I am teaching them how to understand the difference between light and heavy, what objects weigh more than one pound, which objects weigh less than one pound, how to convert ounces to pounds, and pounds to ounces, and how to use a scale properly and decide between two objects which is heavier/lighter. I would like for my students to be able to realize the difference between heavy objects, and light objects, how to estimate how much something weighs, and understand the basic concept of weight. What do you expect students to be able to do as a result of completing this lesson? I expect my students to distinguish the difference between objects that are heavier and objects that are lighter. Students will be able to make proper estimations, and feel more comfortable with the concept of weight, ounces, and pounds. I expect them to be more familiar with using ounces and pounds, and hope that they can use these measurements daily. LESSON PROGRESSION How will you introduce the lesson? The purposes of the introduction are to both build upon prior knowledge and to create interest and engagement. This is also referred to as the Anticipatory Set or Staging the lesson. I will start this lesson by going around the classroom and asking each student to repeat 16 ounces equals 1 pound. By having all the students repeat this, it will sink into their head and better prepare them for the lesson. I will then start my powerpoint, and go over the

slides. The first slide is a diagram on how 16 ounces is equal to 1 pound. The second is definitions of the words mass and weight, so students can have a better understanding of the difference between the two. I will call on students to read the definitions. Then, as a review, I made a power point slide with a dog, car, pencil, necklace and tree. I will then point to each picture and ask them which ones they think weigh more than one pound. The next slide is pictures of flowers, a table, a pair of earrings, a school bus, and a feather. I will then ask them to come up and point to which pictures are less than one pound. My next slide is reviewing how to use a scale. I put a question on the slide asking, Whichever side is lower on the scale means the object is heavier or lighter? I will then go back to my powerpoint and give them 5 problems asking them to convert pounds to ounces and ounces to pounds. This goes back to adding higher numbers and multiplying. I will call on each student and have them explain how they got the answer they did. Some students will multiply/divide to find the answer, while others may add. How does this lesson fit into the big picture (the years curriculum)? This lesson fits into the big picture because it allows students to visually see how much real life objects weigh, and it allows them to be able to get a better idea of how to estimate objects. It also allows them to continue working on their multiplication and division skills. Is the lesson appropriate for the grade of the students? (What grade is it for?) This is for a fourth grade classroom. The beginning of the lesson where I ask the difference between light and heavy objects may be easy for some, however I think it is important to review for those who are more behind. It is also appropriate because they will be able to apply their multiplication skills to this lesson, and be able to start to really learn how to estimate how much something weighs. How do you expect to proceed with the lesson/ What do you expect to do specifically? My next slide starts my main activity on the powerpoint. I will show them a block and ask them to estimate how much they think the block weighs, then we will actually weigh the block on the scale in front of them. I will be doing this with a phone, a mug, 5 coins, and a book. Then I will bring out two objects, and I will ask them which one they believe weighs more. They will have to weigh them both to come up with a final answer. I will allow each student to physically feel the objects so they can have the most accurate guess. I will be doing this with a phone and a shoe, a ketchup bottle and a can of soup, a stapler and a water bottle, a candle and small pumpkin, and a magazine and teddy bear. Then I will show the students a short video showing them a cartoon character weighing different objects on different types of scales so they can get a better visual. What will influence how you proceed? How will you respond to what may happen during the lesson? If students are not understanding how to convert ounces to pounds, and pounds to ounces, I will show them a diagram on the smart board/chalkboard. I will make sure that each student understands each of the objectives weights, and will ask plenty of stimulating questions in between activities.

 How will the lesson be closed? It is acceptable (and often desirable) to leave students with something to think about after the lesson is done. This helps build engagement for the next lesson. The lesson will be closed with one worksheet on converting pounds to ounces, and ounces to pounds. I will also have the students for homework go home and bring in an object that is less than a pound, and an object that is more than a pound. The following day I will have each student present their object, and as a class we will separate which objects are more than one pound, and which objects are less than one pound through estimation. Then, as a class we will actually weigh those objects. OTHER CONSIDERATIONS What materials and technology do you and the students need to have on hand for this lesson? For this lesson, I would need a smart board, the objects listed above, and two different types of scales. One scale will be digital, and the other will not be. What is the source of this lesson? Where did you find this lesson? Did you adjust the lesson that you found? How? Why? The source of this lesson came from my previous internship in the field. I did this just with comparing heavy and light objects, and I thought I could add to it by converting ounces and pounds, and going in more detail with what I did before. What are some possible questions you might ask during the lesson that will elicit better mathematical understanding? Though you may have some questions in mind, as teacher talk, your lesson should not be scripted. It is important to remain responsive to your students. For this lesson, I will continue to ask students how many ounces are in one pound so that really sticks in their head. I will also ask repeatedly for students to tell me exactly how they got their answer. By doing this, students will become more confident and be able to fix any mistakes they have made. What did you consider when planning classroom management during the lesson? Think of your field class specifically in this section. For this lesson, there is a lot of calling on students. I will have students raise their hands and remain quiet until they are called on. When we are measuring the objects I will pair the students up into two. I will assign the groups so students do not just pick their best friend. When I call on students and they get the answer correct, I will give them some sort of a reward like candy. How do you expect students to respond and react to what happens? Are there any specific misconceptions that you will be looking for? I expect students to be engaged and excited to use the real objects and the scales. I have found when students do hands on activities they engage more in the lesson, and actually

want to learn. I expect students to go home and feel as if they have accomplished learning about estimation, and be excited to bring in their own object to show the class the next day. DIFFERENTIATION How will you plan for the different types of learners who are in your class? Think of your field class in this section. Diversity can be in learning styles, cultural styles, linguistic styles, physical limitations, perceptual difficulties and individual skills and interests. For learners who are more behind, I will show them how to convert ounces to pounds and pounds to ounces by adding and subtracting. For learners who are above grade level I will do this through division and multiplication. Think about specific students in your class and what modifications they need. Explain in detail. For certain students, they may need an aid or extra help from me. I tried to use visuals for students who learn better visually, and I feel as if it makes the lesson more interesting, ASSESSMENT How is the assessment linked to the objectives of the lesson? When converting ounces to pounds and pounds to ounces I will assess them by seeing if they could do the math on their own, and how much help they needed. I will teach them that the number 16 is the magic number to add to get to a certain amount of pounds, and for them to get to 3 pounds they would add 16 ounces three times, for example. When I ask them to feel which object was heavier or lighter I will assess them by seeing if they could identify individually which was lighter and which was heavier. When I ask them to estimate how much an object weighs I will give them choices so they can use the process of elimination. I also will ask them to estimate if the object would come out to a certain amount of ounces, or a certain amount of pounds before they placed it on the scale. The students will be assessed by raising their hands and saying the correct answer, and acting engaged and paying close attention. I will then assess them by seeing if they could choose if a book, for example, was either 1 pound, 3 pounds, or 11 ounces. I will assess them verbally, and call on them to provide the answer. Lastly, I will assess them on how they decided an object was heavier. I will put two objects in their hand and they will tell me WHY the object was heavier or lighter then the other.