Lesson Plan

Mr. Todd Boynton

Grade: Seventh

Topic: Measurement Estimation, Fractions, Metric v. Customary Systems

Standards:

Common Core State Standards for Mathematics

6.NS.07b Write, interpret, and explain statements of order for rational

numbers in real-world contexts.

5.MD.CL.01 Convert like measurement units within a given measurement

system.

5.MD.CL.02 Make a line plot to display a data set of measurements in

fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve
problems involving information presented in line plots.

Time Frame: 2 Days (2 45 minute class periods)

Objectives:

1) Practice estimation of fractional inches and metric measurements

2) Practice elimination skills
3) Practice comparing fractions
4) Practice comparing measurements

Outcomes:

1) Students can estimate and with help identify small metric and customary
measurements.
2) Students can compare measurements in order to understand if their
estimation is too large or too small.

Relation to other material:

- Electrical Circuits
- Fractions comparisons.
- Opens discussion for why there are multiple systems of measurement.
- Practice elimination processes needed for standardized testing.

Materials:

For Teacher:

Cardboard box with holes cut for sockets

Socket wrench set
Makey Makey Set
Laptop
For Students:

Scratch Paper
Pencils

Introduction:

- This should take the first ten minutes of class.

- As a motivator relate the use of socket wrenches to snowmobiles.
- Teach students how the Makey Makey set works with the computer and
the sockets, explaining:
o How to complete a circuit

o The computer program drum kit used for sound effects.

- Explain the Makey Makey activity
o In groups of 3, students will head to the back to table, the Makey
Makey, and myself.
o Individually, Ill let them know a socket measurement, for example
11mm
o Students will make a guess at which socket is 11mm by touching
the socket with wrench attached to the Makey Makey if they here a
positive noise they were correct. If they hear the negative noise, I
tell them the size that they guessed and they use that information
to guess again. If correct theyre done, if incorrect I repeat the
process of telling them what they guessed and having them try
again.
- Explain that students not working with the Makey Makey will be using the
Cognitive Tutor online math program.
 - Divide the students into groups and have them log into Cognitive Tutor.
Bring the first group back.

Main Lesson/Activity:

- This should take thirty minutes.

- Give students scratch paper in order for them to re-write fractions with
common denominators
- Main Activity:
o Teacher will give students a particular size socket to find.
o Students will make a guess by touching the socket wrench to a
socket.

o If the guess is correct, the student is done. If the student is

incorrect, the teacher will tell them what size socket they picked.
o Using that information, the student will then pick a new socket.
Again if they are correct, they are finished, if they are incorrect, the
previous step will be repeated.
o In between turns, the teacher will rearrange and put different size
sockets into the cardboard cutout, not allowing students to
memorize the position of the sockets.
- Have each student go at least 2 times.

Contingency Plan:

- Have students work as a group instead of individually.

- Give students less sockets to choose from and use sockets with
significantly different sizes to make the activity easier.
 - For students that are stronger, have them lead a group.

Closure:

- The final part of the class should take five minutes.

- Have all students back in their seats.
- Have students put away laptops.

Assessment Criteria for Lesson:

- Students will be assessed on participation and improvement in the Makey

Makey activity.
- Student progress in Cognitive Tutor will also be noted.

Rationale:

The rationale for this lesson is rooted in both review of material for students and in
the Standards for Mathematical Practice outlined in the Common Core State
Standards. Specifically focusing three of the 8 standards: 1) Make sense of
problems and persevere in solving them. 3) Construct viable arguments and
critique the reasoning of others. 6) Attend to precision.

References:

National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for Mathematics.
Washington, DC: Authors.

Reflection: