Rita Abou Gharibs Lesson Plan

December 4th 2013

Lesson2 - UsingNonStandardUnits
Grade/Subject: 2 Math Unit: Shapes and Patterns (measurement) Lesson Duration: 60 Minutes OUTCOMESFROMALBERTAPROGRAMOF STUDIES
General Learning Outcomes: Use direct and indirect measurement to solve problems. Specific Learning Outcomes: 3. Compare and order objects by length height distance around and mass !"eight# using nonstandard units

LEARNINGOBJECTIVES
Students will: 1. Measure length to the nearest non-standard unit using multiple copies of unit 2. Understand where to start lining up the units and wh the must continue lining up the o!"ects to the end of the o!"ects the are measuring #. $rder items from shortest to longest

ASSESSMENTS
Observations: %atch and listen for indications that students can& 'egin measuring from on end of their footprint (ine up units without lea)ing spaces Written/Performance Assessments: ,ompletion of -ootprint wor.sheet
* Snapcubs (Otherpossiblenon-standardmeasurements:Toothpicksor paperclips) * FootprintWorksheet * Adult-sizedfoot print cutouts * Childsizedfoot print cutouts

Key Questions: %h is it important to line up the units without lea)ing spaces* +ow does measuring our footprints with units help us find the longest and shortest feet*

MATERIALSANDEQUIPMENT

PROCEDURE Introduction(10-15 min.):

Hook/Attention Grabber: /s. students to sit down in front of the SM/01 !oard. 0ead them a stor . Stop reading when the !ed is too small for the 2ueen. %hat went wrong* %h do ou thin. the !ed is too small for the 2ueen* (isten to the students communicate their reasoning. #lease: (isten 'e respectful 1r our !est 0aise our hand if ou ha)e a 2uestion or answer. 1here will !e times when ou can shout !ut 3 will tell ou when those times are. Sta in our des.4 if ou need help raise our hand4 3 will come to ou. /d)anced organi5er& %rite e6pectations on the !oard +a)e snap cu!es out 1urn on smart !oard7 ma !e /genda& &' Stor( ti)e *' +hild vs' adult feet ,' How big is -. foot/ 0' How big is .$12 foot/ 3' $rder fro) biggest to s)allest /s. the students to sit in a circle. 8ispla the paper cutouts of the .ing-si5ed (adult-si5ed)

Expectations for Learning and Behavior: !rite out expectations on the board "f students break rules give out road rule lights

Advance $rgani%er/Agenda:

4ransition to Bod(:

Rita Abou Gharibs Lesson Plan

December 4th 2013

footprints and apprentice-si5ed (,hild si5e) footprints. /lso handout mini footprint so that the ma follow along and ha)e the )isual in front of them.

Body(40 min.):
Learning Activity #1: +hild vs' adult feet 1ogether4 act out the pro!lem& Place the apprentice footprints end to end. /s ou place them4 tal. a!out how ou are lining up the footprints so that there are not spaces !etween them. o Do you think the row of king-sized footprints will be longer, shorter, or the sa e length! /fter students e6plain their thin.ing4 place the .ing-si5ed footprints end to end4 ne6t to the apprentice footprints. ,ompare the lengths of rows. o "ow would you solve the bed proble if you were the king!
0ead the rest of the stor /s. the students to return to their seats. 1race our own shoe on paper4 and hold our footprint for students to see. Show students a handful of snap cu!es. 3f 3 measure m footprint from end to end with snap cu!es4 how any snap cubes do you think $ will use! o Model lining up snap cu!es (or other non-standard units) from end to end to measure our footprint. 96plain that objects suc! as sna" cubes t!at are used to measure t!in#s are ca$$ed units% State the length of our footprint using the num!er and unit& M footprint is : ; snap cu!es long. /s. students to gra! a pencil as ou go around and gi)e students a white sheet of paper and as. them to write their name down. /s.& "ow any snap cubes long do you think your footprint is! 96plain to students that the will !e tracing their foot onto a piece of paper and then measuring it using snap cu!es. Ma.e sure that students start their measurement from one end of their footprint and line up the units without lea)ing spaces. +a)es students write down how man snap cu!es long their foot is on their wor.sheet. SP$<=9 /,13>31?& students who finish earl ma tr measuring their foot with another non-standard unit of measurement. Have the) consider wh( the nu)ber of units is different' Assess)ents/5ifferentiation:

Learning Activity ##: How big is -. foot/

Learning Activity #%: How big is .$12 foot/

Listen to the students during discussions6 and when (ou are doing the activities do the students have a look of utter confusion on their face or are the( able to follow along/ !alk around as students work' Help guide the) when the( need it' 4r( to ask the) 7uestions to get the) thinking' Also if students are having difficult( lining up the units6 draw a line down the )iddle of their footprint to give the) a clearl( )arked guide' Students can place their units along the line' 1ell students to go around and compare their foot length with other students in the class@ if there is time ha)e the students line up their footprints form shortest to longest along the floor. 1hen collect the wor.sheet and as. students to sit !ac. down in their des.. ,lean up and summari5e. /s. students if the ha)e an 2uestions /nswer an 2uestions students ma ha)e

Closure(5-10 min.):
+onsolidation/Assess)ent of Learning:

8eedback 8ro) Students: 8eedback 4o Students:

Rita Abou Gharibs Lesson Plan

December 4th 2013

4ransition 4o 9ext Lesson:

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our lunch