Math Lesson, 11.8.12

Grade Level and Unit: 4th Grade Mathematics                                            Linear Measurement Unit 4

Session and Description of Lesson Tasks: Whole group with turn-and-talk Possible whole group review of homework/individual work on homework Whole group discussion

Materials needed: ¨  Student activity books ¨  Rulers; yardsticks/meter sticks ¨  Blank paper ¨  Chart paper ¨  Smart board

Grouping Decisions: Whole group instruction at desks > different ability partner/small group investigation > individual work in workbooks/lesson extensions at desks

Learning goals/Objective(s) 1. All children can use U.S. standard and metric units to accurately measure length. 2. All students will be able to determine when estimates or exact measurements are needed. 3. All students will be able to find perimeter using standard units.	Language Objectives (language modeled / expected to be heard during student discourse) millimeter standard system metric system kilometer perimeter
Standards: MA Curriculum Frameworks Mathematics Grade 4 Measurement and Data 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; etc…

Connect and Anticipate: Yesterday we started the new unit by getting familiar with units of measure, measuring tools, and using our own estimates as benchmarks for measuring.  What do we remember about… ? Let’s take a look at those measuring tools from yesterday. Give different pairs different tools.  Ask experts. Which is larger, an inch or a centimeter? Which is larger, a meter or a yard? How many inches are between 7 and 11 on the ruler? How many millimeters are in one centimeter? How many millimeters are between 47 and 51 on the meter stick? What does the 90 on the meter stick mean? How many centimeters are in one meter? LOOKING FOR IF STUDENTS CAN IDENTIFY- STANDARD UNITS OF MEASUREMENT RELATIONSHIPS AMONG TOOLS (objective 1)

Focus Questions In third grade you were introduced to the math word perimeter.  We’ve been measuring lengths of many objects.  What if I asked you to measure the perimeter of this desk?  What does that mean? Launch: If an ant started at one corner of the desk and walked along the border of the entire desk, the total length would be the perimeter.  Every shape has a perimeter: triangles, circles, rectangles, any shape you could imagine. Explore: In pairs, you are going to be given measuring tools and objects from around the room to measure.  Record the object name, record which unit of measure you are going to use, make and record an estimate of the perimeter, and then once you have made an estimate, using a tool to measure the perimeter and record your findings. Summary: Let’s come together and talk about what we learned.  How did you make your estimate?  Did you use a benchmark?  How it help you? What do you think the goal of this lesson was?  Why bother?

Evidence: In the connection to yesterday’s lesson, looking for students responses that illuminate whether they can identify -STANDARD UNITS OF MEASUREMENT -RELATIONSHIPS AMONG TOOLS (objective 1) Using the summary discussion and the tables constructed of estimated and measured objects around the room, ¨  Can students identify and measure the perimeter of objects? ¨  Can students make a reasonable estimate of measure?

Differentiated Instruction: ELL Special Ed. Given which measuring unit to use. Given reminders about the process of using benchmarks. Working in mixed ability groups. Extension Given more difficult objects to measure perimeter of.

Notes and Reflections For this lesson, I really tried to take into account what my supervisor and supervising practitioner had commenting on from my previous lesson.  I tried to pay special attention to the pulse of the room and giving the students a chance to reflect on the overall goal of the room. My supervising practitioner and I, prior to the lesson, decided to give the students objects to measure instead of letting them loose in the room.  This was based on our observation of previous lesson of how hectic the room can get when students are allowed free range of the room.  It was a lot easier to keep the behavior contained so that students weren’t using the measuring tools inappropriately or standing by objects but not really measuring them.  This also gave us a chance to measure the objects before the lesson, so if a perimeter seemed off, we could ask children to double check their work or show exactly how they measured it.