Teacher Candidate Mary Beth Driver October 11, 2012 9:00 AM School __Mathews Elementary School_ ___Math/5th___________

Date and Time of Lesson: Subject/Grade Level

Description of Lesson: In this introduction to conversions, our class will measure the height of different household items in centimeters and we will convert to millimeters and inches. Also, we will be dissecting multi step word problems that have to do with everyday life. Lesson Title: Measuring and Converting Curriculum Standards Addressed: SC Curriculum Standard(s): 5.MD1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems Cross Curricular Connections: Inventions SS We just started talking about different inventors and how they made their inventions. So, I have decided to bring in different inventions that the students probably use every day in their homes. Instructional Objective(s) Criteria: What should students know or be able to do by the end of the lesson? Objectives should be observable and measurable Antecedent: When given a standard tape measure, students will measure different household items and be able to convert among different units of measurement. Behavior: Students will convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. Content: Math/Measurement Degree: I expect two out of every three students to correctly convert measurements. List 5.MD1 Assessment(s) of the Objectives: Pre: The five inventions will be in the front of the classroom. Students will write down how tall, they think, each of the inventions are, in feet. During: I will walk around to be sure they are using the tape measure correctly and doing their conversions correctly as well. Post: After the activity, the students will, again, write how tall they think each of the inventions are and then they must convert to another unit of measurement. I expect four of every five students in the class to correctly convert in the posttest.

Materials/Resources: Students will need to have their math notebooks and at least two pencils. They will also be given a tape measure so that they can complete their measurements. I will be bringing in at least five household items that they will find the height of. To begin the lesson, I will use the smart board to do the pre test and then to chart their data after the activity. Prerequisites (Prior Knowledge): Social: Students are able to work in small groups as well as communicate their ideas to the class and the teacher. Cognitive: Students are aware of the average height of household items. Students also know how to use a tape measure and ruler. Physical: Physically, students are able to move around the classroom in an orderly manner. Also, students are able to sit in a desk and take notes using a pencil. Emotional: Students are able to work with their peers and take constructive criticism from the teacher. They are able to talk with their peers and communicate even when there are differences in opinions. References: http://www.k-5mathteachingresources.com/5th-grademeasurement-and-data.html Procedures: 1) Introduction Introduce the lesson to students with a story about the refrigerator. Do any of you think that it may be important to measure certain household items before you go buy a new one? If so, which items do you think it would be important to measure? Let the students brainstorm and share some ideas with the class. Bob, share some of your ideas with the class. Then introduce the story about the crazy fridge. Well, let me tell about why I think it is very important to know the heights of your surroundings in your home. So, my refrigerator decided it didnt want to work anymore. The only thing to do was to go to Lowes and find a new one. We looked and we compared prices, I mean we wanted to get a good deal on it. We looked at the really nice ones with all the blue lights in it and the big steel ones. Im sure we looked for about four hours. And FINALLY, we found one that we both agreed on. We bought it and put it on the back of our truck and got it back home. After about breaking my back we got it in the house and into the kitchen. And guess what? If did not fit where my old fridge fit I messed up. Things like this can happen and this is why we need to have some clue as to how tall and how wide household appliances are. (NCTM 4) 2) Pre assessment: Give students the pre assessment. So before you, you have five different inventions that you probably see every day. There is a television, a microwave, a Wii, a laptop, and cell phone. I would like you all to write down, on a loose sheet of paper, how tall you think each of these inventions are. Use feet. How tall is each invention in feet? You have three minutes to write it all down. When you are done I will collect your papers. Wait the appropriate amount of time and then collect all the papers. (NCTM 4)

3) PowerPoint: Show the power point on metric conversions. Show two different strategies. Please put all pencils down and let me have your full attention. We are going to be learning how to not only measure different items, but also we will be converting those measurements to other standards of measure. For example, I am 5.5 feet tall. How many inches is that? (NCTM 4) The easiest way I learned to do this was to remember a short sentence about King Henry. The sentence is King Henry Died While Drinking Chocolate Milk. As seen on the PowerPoint, the beginning letter of each of the words represents a different standard of measure. Read the PowerPoint to them. The K is Kilometers, the H is Hectometers, and the D is dekameters. The while is special so we will come back to him. The next D is decimeters, the C is centimeters, and the last M is millimeters. Also, as shown on the PowerPoint there is a second strategy that you may use. You all learned about this strategy last week, so feel free to use that one as well! (NCTM 1&2) 4) Activity: Introduce the activity and Think.Pair.Share Now that we know how to convert using King Henry, we are going to look at some every day inventions. We all use these items, so we need to know how tall they are. Yall wouldnt want to make the same mistake I did, right? Before you we have a microwave, a television, a Wii, a laptop and a cell phone. I will be giving each of you a tape measure. I want you to work with a partner to measure each of these household items. I want to see you measure the height of each item as well as the width. Both of these aspects are important when choosing appliances and where they will fit into your home. On the Chart that I give you, I would like you all to record your data and then convert the measurement to another standard, to your choosing. Talk about the data with the class. Okay, we should all be done since we are back in our desks. Did you find anything interesting about your measurements? What did you originally think? Ask a group for one piece of the chart. Bob and Ellen what measurements did you obtain from the television? Record their data on the Smart Board data chart. (NCTM 5) Be sure to check their conversions. And let them know if its wrong. Bob and Ellen, how did you come to the conclusion that 4 feet equals 50 inches? (NCTM 3) This statement is incorrect, so by asking them that, they have to look at their conversions again and see where they went wrong. Ask for a different measurement from each group and when you run out of groups, ask them if their answers were similar. Group six, A and B, was any of your data similar to another groups? If so, how close with the two? If not, why do you think yours was different? Please explain. (NCTM 3) Post Activity: Ask the students to put their charts in their math notebooks and get out a sheet of paper. Ask them to write down each invention and skip three lines between each number. Alright, please put your data charts in your math notebooks and put those away. Grab a

sheet of paper and number from one to five skipping three lines between each number. Write down each invention. Start with the TV, then the microwave, Wii, cell phone, and finally the laptop. Given what you now know, I would like for you to tell me how tall you think each of these inventions are now. Then I would like for you to convert your units to another unit of measure. For example, if you told me centimeters, you could convert to millimeters or decimeters. You may choose. Show your work and feel free to use any of the methods. If we still have some time left, I have a worksheet with some examples that connect to real life situations. I may give them the worksheet to take home for homework. Accommodations: The students will have enough time to measure each invention/household item. They will also be paired with another student; so that they can communicate and help each other learn the material. Early finishers will be given the worksheet to begin, but I dont think there will be anyone finishing early. Hopefully I have addressed all of the learning styles. They get to interact with each other and use their hands to measure different objects. They will write down, in a chart, the data they collect. Then we will also go over it with the class, so they will hear me talking about the conversions. The PowerPoint also serves this purpose. The students will hear me talking about conversions. My special needs student will be fine with this activity. I will pair him with a student that will be able to stick with him and be sure that he is able to compute all the necessary data. I will also keep an eye on him around the inventions to be sure that he is on task and not endangering himself by playing with the TV.