Math
I. Standard(s) Being Addressed 2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
II. Essential Question How can we tell how long objects are?
III. Teaching Point/Performance
Goals Students will learn how to measure length to the nearest centimeter and to the nearest inch. Students will measure the length of a standing long jump in centimeters and the length of an arm span in inches.
IV. Learning Activities
- Mini Lesson I will ask my students, have you ever wondered how long the length of your arm is?
I will demonstrate for my students what I mean when I use the term arm span.
Arm Span – extend both hands outward; measure fingertip to fingertip
I will ask for a volunteer to be measured and have the class look on to watch.
I will show my students the length of the volunteer’s arm span to the nearest inch and centimeter.
I will show my students two examples so they will see two attempts made.
- Accountable Talk I will ask my students do you get a larger number when you measure in inches or in centimeters? And why?
I will look to see what the students would say regarding will they get a larger number in inches or centimeters and how will they support their claim with details.
C. Guided Practice I will put the class into groups of three. In the groups, the students will report their measurements for standing long jumps in centimeters and arm spans measurements will be inches.
I will assign a job to each group member:
Jumper, Line Judge, Marker, Measurer
I will model for the students how to perform the long jump (also the arm span for any students who may need further clarification)
- D. Independent Practice Grape Group & Pear Group: Students will make up and solve number stories about the longest leaps of different animals.
Apple Group (IEP) – Students will construct a bar graph with their data (2 arm spans and 2 long jumps measurements)
If some students are finished before, they will complete page 175 in their Math Journal 2
E. Summary I will have students share their work to the class.
F. Modifications / Accommodations Extended time: 15 minutes. Since the children in the Apple Group have IEP’s, I will pair them with children from the other groups so they can get help if needed.
IV. Assessment/Evaluation of I will assess my students by using a rubric. I will use one rubric to assess how much the students were able to learn based on their levels. The rubric will be used to show each student’s individual growth. As I use this information I will reflect on the lesson and how I could have made it better. What I could have omit or include from the lesson? What I could have done differently to help those students who were challenged?
Learning
Criteria | Unsatisfactory Needs Improvement (1) D/F (0-69) | Emerging Satisfactory (2) C/C+ (70-79) | Competent Good (3) B-/B/B+ (80-89) | Explemary Excellent (4) A-/A (90-100) |
Number Stories
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Student’s number stories did not include math words, the units were wrong, and the number sentence did not make see |
Student’s number stories did not include math words, the units are mostly incorrect and the number sentence is wrong
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Student’s number stories units, number sentence and math words are mostly correct, |
Student’s number stories has the correct unit, number sentence and math words was used
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Bar Graph |
Student made an attempt at completing the bar graph with one measurement only
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Student’s bar graph has only two measurements; and labels are missing |
Student’s bar graph has only three measurements; and labels are in the wrong place
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Student’s bar graph has all four measurements; and it correctly labeled
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