Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Keely Durbin 1st Grade Math Dr. Forbes ______ Date: 1/30/14 Length of Lesson: School: ______ 2 weeks

U of M IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Understanding the use of measurement and data is key for every 1st grader. In order to do so, the student must learn the basic measurements including length, height, time, etc. Using these four Common Core State Standards will help students master these skills.

LESSON OBJECTIVE:
1. Given a three objects, a student must be able to order them by length with 100% accuracy. 2. Given a long object, a student must be able to use smaller objects to exactly match the length of the longer object with 100% accuracy. 3. Given an analog or digital, a student must be able to tell and write the time by using the half-hour and hour measurements with at least 75% accuracy. 4. Given a table or graph, a student must be able to accurately interpret the data in different ways.

STANDARDS ADDRESSED: Common Core State Standards:

1. CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 3. CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. 4. CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

ISTE Standard: 1. Critical Thinking, Problem Solving, and Decision Making a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

MATERIALS: Materials used:

1. 2. 3. 4. 5. Objects of various lengths Analog Clock Digital Clock Worksheets with various graphs and tables for data Word Processor a. Creation of graphs by students 6. PowerPoint Presentation of examples 7. Calculator 8. Pencil

BACKGROUND and RATIONALE:

Students will be able to explain how to come up with a measurement of an object. Students will also be able to tell and write the correct time by looking at a clock. This lesson is connected with the previous lesson of numbers and operations because it reinforces the numbers through different areas of measurement. This lesson can easily be built off of because measurement is needed for many aspects in geometry. There is a possibility that differentiated activities may have to be included based on how each student is understanding the material. An easier version may need to be included.

PROCEDURES AND TIMELINE: Introduction: I will go over all the different types of measurements. I will give examples of each measurement. I will explain that there is 3 different lessons in this unit. I will briefly go over what each lesson covers.

Procedures:

Length: Teacher Procedure: 1. I will start the first lesson of length by getting objects that they are interested in and that will pull them in. 2. I will then use PowerPoint to slide through different examples of things that are different lengths. I will use animals. 3. I will have two different animals on the screen, one big and one small. I will ask the students how hippos does it take to make an elephant? 4. I will continue to do this activity with different examples until all the students understand. (10 minutes) Student Procedure: 1. The students will participate by answer my question during the PowerPoint Presentation. (10 minutes) 2. They will then do the hands on activity. They will be given shapes of different lengths to compare in detail. 3. This is the time for them to explore and play with the different lengths and get comfortable with them. (30 minutes)

I only went into detail on one of the three sections of the unit.

Closure: I will give them a small worksheet to see how well they understood the lesson. Then I will give a quick overview of the lesson.

ASSESSMENT EVIDENCE: Rubric on the Worksheet (5 questions worth 20 pts a piece) Rubric on the Activity: (Based on participation)

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.