Contextual Information

Name: Mariela Gonzalez

Big Idea: Problem Solving: Grade: Third Date: 3/27/23 Time: Lesson: 1
Measurement 7:50am

Resource Link: BEST Standards for Math Book

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Math Learners: Flexible environment
Flexible scheduling
Integrated with ESOL Strategy
Flexible seating
Word walls Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/NGSSS/SSS)
MA.3.M.1 Measure attributes of objects and solve problems involving measurement.

MA.3.M.1.2 Solve real-world problems involving any of the four operations with whole- number
lengths, masses, weights, temperatures or liquid volumes.

Learning Trajectory:
Previous Standard: Write code and full text:
MA.2.M.1 Measure the length of objects and solve problems involving length.
MA.2.M.1.2 Measure the lengths of two objects using the same unit and determine the difference
between their measurements.

Next Standard: Write code and full text:

MA.4.M.1 Measure the length of objects and solve problems involving measurement.
MA.4.M.1.2 Convert within a single system of measurement using the units: yards, feet,
inches; kilometers, meters, centimeters, millimeters; pounds, ounces; kilograms, grams; gallons,
quarts, pints, cups; liter, milliliter; and hours, minutes, seconds.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.
WIDA
Lexile levels
Unit Assessments
I-Ready
WIDA
Aryan
Listening 5.9
Speaking 3.0
Reading 4.0
Writing 3.0
Oral Language 3.8
Literacy 3.2
Comprehension 4.9
Overall 3.4
I-Ready
Cruz- Mid 3 (469)
John- Mid 3 (467)
Mercy- Early 3 (462)
Paislee- Early 3 (460)
Aryan- Early 3 (457)
Ashton- Early 3 (456)
Nola- Early 3 (456)
Bexley- Early 3 (454)
Lucas- Early 3 (453)
Emily- Grade 2 (447)
Timeriah- Grade 2 (446)
Jadah- Grade 2 (446)
Reign- Grade 2 (442)
Anteanisha- Grade 2 (440)
Aliyana- Grade 2 (439)
Taleah- Grade 2 (439)
Logan- Grade 2 (426)
Israel- Grade 2 (425)
Noah- Grade 2 (425)
Isaiah- Grade 1 (401)

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will…

Use the problem-solving plan to solve measurement word problems.I can understand

Learning Target:
I can solve a problem that involves measurement.
I can make a plan to solve.
I can solve a problem using appropriate units.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
Term 1: grams-the basic unit of weight space provided.
in the metric system, equal to one
thousandth of a kilogram BEST Standard for Math Book
Term 2: fahrenheit -relating to a Pencil, paper
temperature scale on which water Teacher created materials.
freezes at 32 degrees and boils at 212 Worksheet for students
degrees. Teacher-made sample of activity/project
Term 3: pounds- a unit of weight
Term 4: gallons -a unit of measure
Term 5: inches-a unit of length equal
to one twelfth of a foot or 2.54
centimeters.

Introduction/Building Background: 1 min.

 1. Greetings: Hi guys, good morning. I wanted to remind you all of some of the rules while I
am here teaching you all today. I know this is a bit different for you all but I want you guys
to be quiet and respectful while we are working today, raise your hands and not yell out
answers, and most importantly let’s have fun while learning today.
(AFTER NUMBER TALK…)
2. Hook: How will you introduce the lesson, assess, or activate prior knowledge & motivate
students to learn? We have been working on problem solving in math for the past few weeks
and it is coming to an end. Has anybody ever measured anything before? If so, what did
you measure?

3. Prior Knowledge: Connect this lesson to previous learning. Remember we have been
working with measurement this past week and we are going to continue that learning
today. We have seen measurements of weight, volume, ounces. Let's get started.

Instructional Steps (allotted time): Pacing

5 min number
1. Introduce: Let's start today with our number talk. I will introduce the 5th number talk.
talk

2. I wanted to remind you of some of our number talk rules

3. Show the first slide with the pictures of the fractions. Tell me which fraction does not belong
4. Wait until about 80% of the class has their thumbs up
5. I will call on 2 students to share their answers, and how they came up with their answers or
any strategies they used.
6. Possible answers:
B- circle
D- only has 1 thing shaded

7. Show the second slide with the pictures of the fractions. Tell me which fraction does not
belong
8. Wait until about 75% of the class has their thumbs up
9. I will call on 2 students to share their answers, and how they came up with their answers or
any strategies they used.
10. Possible Answers:
two -eights- only one with words
1/2 - only one with numbers
11. Show the third slide with the pictures of the fractions. Tell me which fraction does not belong
12. Wait until about 70% of the class has their thumbs up
13. I will call on 2 students to share their answers, and how they came up with their answers or
any strategies they used.
14. Possible answers:
5/3- only one with bigger number on top
2/10- only one with double digits

1. Good, now let's read our learning target together. Use the problem-solving plan to solve
measurement word problems. Success Criteria is: I can understand a problem that involves
measurement, I can make a plan to solve, I can solve a problem using appropriate units.

2. So today we are going to begin working with many word problems. We are going to go over
some of them together and what is expected of you all but then i will let you go off on your
own and with some partners to do a scavenger hunt.

3. Before we start with the scavenger hunt, we are going to work on some problems together
so that you all can see what is expected of you all when you are working on the word
problems that are around the room. So, we are going to work on exploring the word
problem first, the problem is You set a table with 6 forks and 6 spoons. How much do the 12
utensils (silverware) weigh in all? The utensils weigh _____ in all.

4. This problem is going to be a model for the scavenger hunt. It will be on the board, and I will
ask them if they see anything behind me. It will be this problem and we will go over it
together as a class as an example of how the rest of the scavenger hunt will go. Do you all see
any of the scavenger hunt word problems around me? Good, now let’s read it together and
go over the problem. A stack of 12 gold bars weighs 120 ounces. How much do 3 gold bars
weigh?

5. Good, you all did so good. I think you are all ready for the scavenger hunt. You all have
your papers that you are going to take when you walk around the classroom. I want you to
try and complete all of the word problems or as many as you can. I want you all to complete
the 5th one because that one we will go over as a class, so make sure that one is completed.

6. While we are doing this activity, I know it will be a fun time and may get a little bit noisy
because we are all working on different things, but we cannot get too loud. If I start to hear
outside voices and it gets too loud, I will warn you with the lights off and if it continues, then
 we will have to go back to our seats and finish the word problems at our desks which is not
as fun so make sure to keep the noise levels down so that we don't need to do that.

7. Ok, let's get started. You all have 20 minutes and there are 10 problems. I want about 2
people for each problem, so if you see that there are 2 people already there, choose a
different one. Go!
I will be walking around making sure that everyone is doing their work. I will
support the students who need it, I will be clarifying any questions the students
might have. I will be challenging the students who are going through the
questions quick (why you got this answer) I will work with students such as
Isaiah- Aliyana- Noah because they are lower in math and might need more
support from me.

8. Ok, let's finish up the problem that we are on and start coming back to the desks.

9. Now, I want you to all go to number 4 on your worksheets. You all should have this one
done. We’re going to go over it as a class. You need 15 liters of ginger ale for a science
experiment. You buy six 2-liter bottles. Do you have enough ginger ale? Explain.

10. Great, I hope you all had a lot of fun doing the word problem scavenger hunt, you all did so
well today. I am going to collect your papers and we will move on.

Differentiation Process/How.
- Working with students who need more support from me during the word
problem scavenger hunt-Israel- Noah, Isaiah- Logan- Alyiana
- Give some students a limit on how many they need to have done, it will be less
than the rest of the class, but they can do more if they want- Israel- Noah, Isaiah-
Logan- Alyiana
- For my students who finish early, give them another activity that they can work
on quietly while waiting for the other students- JOhn- Cruz- Aryan- Nola-Ashton
- ESE: gets pulled out to work with teacher towards the middle/end of the lesson-
Noah-Isaiah

HOT question (and expected answer):

When have you used measurement in your life? Can you think back to a time when you have had to
use measurement for something? Why do we think measuring is important?
How did you get the answers to your problems?
Why do you think your answers are right?

Assessment: Formative assessment name

My formative assessment would be to collect their papers that they used to complete the problems
during the scavenger hunt. I made sure to have them all do at least 1 problem that they all have so I
can go over that as a class and then assess it to see how they did with the problem.

Lesson Closure: Teacher talk-restate the main take-aways from the lesson. 1 min.
Thank you all for participating in today's lesson. You all did so well. I want to ask you all the
question of what you all learned today. Can anyone tell me what we learned and worked on today?
Good. Today you were all able to work on and complete word problems that had to do with
measurement. This is important for us to know because we are going to use measurement in our
everyday life. Whether that is using measuring cups for baking or cooking or needing to estimate
the amount of people for an event. Measurement is constantly used whether we think about it or we
just do it naturally. You all did great. Now let's get out our computers and work on either Frax,
iReady, or Big Ideas Math. Remember our voices are at a level 0.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

It is hard for some of the students to understand word problems on their own. I was breaking it
down for them and then they would get it perfect, but they needed those steps. I had a good number
of students who were able to complete the word problems all on their own, some of them were at a
faster pace than others. I don’t think any of the students struggled with this activity.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

I feel that the lesson delivery and class management went well. I was able to help the students with
the measurement word problems that they needed to complete. The students were able to complete
the activity and understand the problems. I did some of the problems with the class as a whole and
then we broke off and I was helping the students who needed my help and just who are a bit lower in
math. I was super pleased with all the students and how they behaved during this activity.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.