Epps & Vieira, EDTE 520, 2019

Name: Michaela Miller

Date April 26/21 Allotted Time 30 mins

Purpose/Rationale: How does this lesson connect to the learning sequence?

x Students are able to use their bodies as a manipulative to measure in non-standard units.

BC Curriculum Connections: Which Big Ideas (Understand), Core and Curricular Competencies (Do), Content
Standards (Know) does this lesson develop?
U Big Ideas Objects and shapes have attributes that can be described, measured, and
n
d
compared.
What will
er
st students
a understand?
n
d
Core Competency
Communication:
I can vocalize my learnings and share with others.
Collaborating:
I can work with others to learn new skills.
Critical and Reflective thinking:
I can use evidence to make simple judgments.
What will
D
o
students do? Creative thinking:
I can use my creative skills to measure and develop new skills.
Curricular -Model mathematics in contextualized experiences
Competencies
-Develop, demonstrate, and apply mathematical understanding through play, inquiry,
and problem solving
-Develop and use multiple strategies to engage in problem solving

-Connect mathematical concepts to each other and to other areas and personal
interests

K Content Standards Direct measurement non-standard units (non-uniform and uniform)

What will
n
students
o
w know? 1
 Epps & Vieira, EDTE 520, 2019
UNIVERSAL: What do I intend for all students to learn in this lesson?
Who are the students in the class?
I want all students to be able to understand the difference between width and
length
Specific Learning Intentions: (student-friendly language)
INTENSIVE: What supports do specific students require? (Students who require 1-1 or lengthy support)
Evidence of Learning: Weston:Students will demonstrate learning by using the proper language when
How will students demonstrate theirWestonmeasuring.
may want Students will work
to use building as a class
blocks communicating
or some and inmanipulative
sort of hands-on pairs to
learning? collaboratively.
measure the classroom. He can use one of the STEM centers to do this. Weston will
products
be expected to partake in a portion of this activity. He may want to use dinosaurs to
measure different things around the classroom.
conversations observations
Freyja:
Freyja may not like laying down on the ground in the classroom. If this is the case,
How will I record this learning?
she can be our counter. Freyja may not want to stand near someone she is not
comfortable with. She can stand by a friend preferably Hannah. I worry her and
Ashtyn would distract each other during the lesson.
Aiden/Bryn:
Both Aiden and Bryn will need to be directed during this lesson. I will have to place
them in spots in the classroom to have their participation. I may need to rereview
with them as well what we are doing and check for understanding.
TARGETED: What supports do specific groups of students require? (Students who require learning, self-
management or enrichment support)
This activity will be teacher directed. Students will follow direction to meet the
learning intention. Students who need an extension can help with the standard unit
measuring if that extension is needed.

First Peoples Principles of Learning or Snuneymux Teachings: Which teachings are reinforced in this
lesson?
What do we think First peoples used to measure with?

Learning Intention(s):
What will students learn? I can use my body to measure in non-standard units and work collaboratively
with my class.

Lesson Development

Connect: Pacing
How will you introduce this lesson in a manner that engages students and activates their thinking?
Activate or build background knowledge, capture interest, share learning intention.
To introduce the lesson, we will revisit what we measured yesterday in math.
What were me measuring? (prompting them to hopefully say length or how long the roadways
were)
Yesterday we measured the length or roadways, lines and three different objects length in our
classroom. Today we are going to be measuring the length and width of our classroom. Does
anyone know what length or width are? Length is how long something is, or we also talk about
2
 Epps & Vieira, EDTE 520, 2019
height, and width is the shortest side of an object. Does anyone want to tell us where we would
measure the length of our classroom is? And the width? Are they the same? Would a cube
have a different width from length? What do we think First Peoples would you to measure
with before we had all of these different manipulatives and tools?

Process: What steps and activities are you going to use to help students interact with new ideas, Pacing
build understanding, acquire and practice knowledge, skills and/or attitudes? In what ways have
you built in guided practice?
To start our measuring, I am going to call up students to stand in a line shoulder to shoulder. Our
whole class will be able to participate in this portion. As a class we will notice that the class is
longer than all of us standing side by side. We will then begin to take students from the front of the
line and bring them to the end to find out about how many students long our classroom is standing
shoulder to shoulder.
Now if we were to lay down on the ground would we need as many students as before? How
come? Let’s try
After the students lay down, I will ask
If it was one student who did all the measuring themselves would it be the same length as two different
students? Or a student who is a different height? Let’s try
Will the width be the same as the length? What’s the difference?

Transform: How will students apply or practice their learning? Can they show or represent their Pacing
learning in personalized ways?
After we do our activities as a class, I will allow them to get into pairs to measure the class
together. They can do both width and length and compare to their classmates how long theirs are. It
could get a bit noisy and excited at this time I will give reminders to be on task and some noise is
okay. I love seeing the excitement in their learning when they get to use inquiry skills and learn
together. If students want to extend their learning we can pull out rulers or use manipulatives.

Closure: How will you solidify the learning that has taken place and deepen the learning process? Refer back to the
learning intention, connect to next learning.

Let’s compare each other’s length when we worked in pairs

Are these measurements completely accurate to the length and width or our classroom? How could we get an
accurate measurement?

Reflection (typed; about 1.5 pages) What was successful in this lesson? What feedback did your peers provide? If
taught again, what would you change to make this lesson even more engaging and effective? Why?

3
Epps & Vieira, EDTE 520, 2019