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1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.) -19 students -female: 9 male: 10 African American: boys: 3 girls: 4 Caucasian: boys: 4 girls: 4 Hispanic: boys: 2 girls: 2 Gifted/Talented: 5 IEP: 3 -SES: Title 1 eligible -meal plans: 98% -community context: 2. Rationale/Purpose for Lesson: (Address why students should learn this information.) -Students should learn this information because it is necessary to know the units of measurement and how to convert different measurements. When students are out in the real world they can be a helpful hand in knowing the units and conversion factors for measurement. 3. Standards: (List SC and/or Common Core State Standards ELA and Math.) -Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4. Subject Integration: (List the content areas included in this lesson (e.g.) math, science, ELA, etc. -Math -ELA (comprehension) 5. Performance Objectives written in 4-component format: (Audience, Behavior, Condition for Learning, Degree of Proficiency/Assessment) -Given a 8 problems of measurement the student will solve 7 out of 8 problems correctly. 6. Materials/Resources Needed: (Cite sources. Include technology.) -yard stick -ruler -clipboards
7. Preparation: (State what you will do to prepare for this lesson.) -For this lesson I did a review session of what the students have already learned. The teacher throughout the week has been teaching the students about different types of measurement. The teacher uses Brainpop videos online to show the students the different units of measurements and conversions. 8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: For this I just tell the students that we will be going outside for a math activity and that we should use all of our energy outside to focus and work hard. Connections to previous learning and future content: Students know how to multiply and add, students knew that there were 12 inches in one foot. Students will know other measurement units. Teacher modeling/demonstration of learning: Math teacher taught material in Brainpop video and students took notes. Teacher reviews major notes in video and writes on the board the major units of measurement. Math teacher makes sure students copies notes and tells them that there will be a units test at the end of the week. Students do some word problems from lesson PowerPoint presented by Math teacher. All of the lessons taught are prior to my lesson. My lesson is going to be outside and is taught after 2 different units of measurement, but my lesson will be with yards, feet and inches. Students will get a clipboard and pencil from the classroom to take outside. I will take the class outside and let them know that they will need to sit around the four square quietly. When we all get outside I will inform them of the rules that there is no playing on the playground equipment and that if any student does not follow the rules that they will receive silent lunch the following day, while doing that I give out the pieces of colored paper to the students. There is no reason behind the colored paper, I just want the students to get a little excited for their activity that is planned. Once the rules were explained I orally present the questions to the students outside. Me: We will be converting feet to inches, now write on your paper one ft = ? How many inches are in one foot? Do not say the answer out loud, please write it on your paper. Next, how many inches are in 2 ft? 5ft? I call on specific students to answer each of my questions. Next I change the units to yards and feet. Me: Now we will be changing yards to feet. Write on your paper 1 yd = ? How many feet are in one yard? Do not call out any answers. Next, how many feet are in two yards? 5 yards? Call on specific student to answer how many feet are in one yard. Me: If we know that there are 3 feet per one yard then what is an easy way to find out how many feet are in other number of yards? Student answers There are 3 feet for one yard so if you want to know more yards you can multiply that number times 3, so they are multiples of 3. Me: Now we have two word problems, I will read the problem once and I do not want you to write anything down, just listen. After I read the problem once then I will re read the question so that you can write down any numbers that are necessar y to the problem.
The tree is about 36 ft tall, how many yards is the tree? I tell them a hint for the problem, Remember that there are 3 ft in one yd. So, if we know that there are 3 ft in one yard and we have 36 ft, what will we do to solve this problem? Student answers, We will divide 36 by 3 because they are both in ft, so we can divide 36 by 3. I tell the student that they did a great job with the math problem and solving the problem so quickly. Me: Now we will do the second word problem, I will read the problem once then I will re read the question so that you can write down any numbers that are necessary to the problem. There are 8 yards of ribbon, how many inches are there in the ribbon. Remember that I said yards and then inches so what is the first step that we need to do? Student answers, We have to change the yard into feet and then the feet into inches. Me: Great, so now we have to change the 8 yards into feet and then change the feet into inches. When we change the yards into feet what do we get? Student answers, We get 24 feet. Me: Great, now that we have the amount in feet we need to change the feet into inches. How many inches are in each foot? Student answers, There are 12 inches in a foot and we multiply the 24 feet with the 12 inches. Me: Great job, since we know the question is asking for how many inches, we changed the yards to feet and the feet to inches. If we multiply 24 by 12, what do we get? Students answer with different responses but a few students say the correct answer of 288 inches. I then make sure each student understands to change the units and that they multiply correctly. I move on to tell the students the next activity that we will be doing. Next we will be applying what we have just reviewed into our activity. Here I have a ba ll of yarn and we will be measuring the distance and length of something. I need everyone to leave his or her papers behind and follow me over to the tree. We will be measuring the distance from the tree to the fire hydrant with the yarn and then measure it out with the yard stick. Then we will be measuring any equipment on the playground you like. Check for understanding: Me: Now who can tell me what we will do. Students reply with measuring the distance from the tree to the fire hydrant then measure anything we want on the playground. Guided practice or activity (Student performs along with teacher guidance): Me: Now lets work one together, lets find the distance from the tree to the fire hydrant with the yarn, I need one student with some help to hold one side of the yarn and have the rest of the class help extend the yarn to the fire hydrant. -class measures from the tree to the fire hydrant with the yarn then uses the yard stick to measure the yarn. Me: Now we have the distance in yards, lets figure out how many feet are in the distance of yards. -Students multiply the yards by 3 feet and get an answer. Independent Practice (Student performs on own): -Students choose to measure the slide on the playground. I let the students decide what steps should be taken to complete the assignment. They should know to use the yarn from top to bottom of the slide then measure the yarn with the yardstick. Class discussion and/or group activity, etc.:
-Students talk with each other about what they measured and how they can change yards and to feet and change the feet back into yards. They also talk with each other about how to pay attention to what a question is asking in specific units. Closure of lesson that determines if goals/objectives(s) were met: -Me: Who can tell me what all we reviewed today in our lesson outside? - Students should reply with Converting feet to inches then yards to feet. 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): -Students papers are reviewed while walking around the four square when students are seated and working the problems that I say out loud. While students are working on measuring the distance from the tree to the fire hydrant they were constantly asked the number of feet in a yard and inches in a foot.
10. Differentiation/Interventions/Adaptations/Modifications for special learners: (Describe how you will incorporate differentiation in to your lesson. Also include how you accommodated for early and late finishers. -Student unable to pay attention for a long time was asked to be in charge of the yardstick and measure the yarn constantly. There was no reading involved in this assignment.
11. Reflection: After implementing your lesson(s), submit both your original lesson and your revised plan and complete a typed reflection (1-2 pages) addressing the following questions: A.) Did you accomplish your objective(s)? Describe how do you know. B.) Describe the effect of your teaching by discussing how many students actually met each objective. C.) How would you present the material differently (differentiation) to those who did not meet the objective(s)? D.) What was most effective about your lesson or activity? Elaborate. E.) What improvements would you make to your lesson? F.) What did you learn about how children learn mathematics? G.) What learning theories/theorists/philosophers applied to this lesson? How?