Second Observed Lesson (Math), 11.7.12

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

Session and Description of Lesson Tasks: Whole group introduction to the geometry terms to be used Partner pairing > partner investigation of measuring objects/estimating objects Individual extension work Whole group share out

Materials needed: ¨  Student activity books ¨  Rulers; yardsticks/meter sticks ¨  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) What is a benchmark in measuring and how is it useful? -All students will use standard and metric units to accurately measure length -All students will be able to estimate lengths based on common units (cm, in, ft, yd, m)

Language Objectives (language modeled / expected to be heard during student discourse) Area Volume Perimeter Linear measurement Inch Foot Yard Centimeter Meter Benchmark A benchmark in geometry is something familiar that is the same size or almost the same size as a unit of measurement. Benchmarks can help you get a sense of, and remember, how long these units are. -a piece of paper is one foot long Estimate

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: Today we are going to begin a brand new exciting unit on geometry.  To start that off we are going to measure different lengths and eventually measure the room.  What are some things inside the room we could measure? When we measure the length of an object there are different units we can use. What is a unit? What are some units we use to measure length? (prior knowledge of units linear geometry such as inches, centimeters, etc)

Focus Questions Launch: The class is going to be broken up into pairs.  Each pair will receive different measuring tools to measure objects around the room. Before we break off, let’s practice using one of these tools appropriately.  What’s something we could measure? (a volunteer will model measuring an object with the meter stick/ruler/yard stick -special emphasis on where the centimeters are, keeping the right alignment with object, and starting flush with the object at 0 cm) Explore: Each pair will find objects around the room that are equal to each unit of these measuring tools in length.  Let’s practice.  Does anyone see an object that is equal to one foot in length? (practice recognizing lengths of standard units to prepare for estimating activities later on in the unit) A benchmark in geometry is something familiar that is the same size or almost the same size as a unit of measurement. Benchmarks can help you get a sense of, and remember, how long these units are.  Each pair will be handed a worksheet to record all the benchmark objects they find and measure.  Let’s take 10 minutes to find at least two benchmarks for each unit. Summary: You just used tools to find things that are about the same size as a particular unit.  For example, you found….(example from students)… Let’s list these benchmark objects, then we can have a lot of useful benchmarks to choose from as we continue to work on measuring. What did we learn from this activity? What is a benchmark in measuring and how is it useful? Let’s think about how you could use some of the benchmarks to help you estimate lengths.  Suppose you needed two feet of ribbon but you didn’t have a ruler. Kids said: benchmarks will help with “bigger stuff”

Evidence: (informal & summative/based on observation/on going) Are students trying out objects & using tools appropriately? -yes Do students choose a reasonable benchmark object to measure? -some, not all Are the students comfortable with the units of linear measurement? -yes, know them

Differentiated Instruction: ELL Preview estimation with benchmarks Special Ed. Peer assistance, one-on-one teacher check ins Extension Challenge students to find other lengths which are not benchmarks

Notes and Reflections This lesson felt particularly frustrating.  With my supervisor there, I felt pressure to follow the script I had written down to make sure I fit in all the prescribed components.  Trying to do this made me super nervous that I was going to miss something, and I ended up actually ignoring some grouping changes that were necessary and my time management felt off.  I know I need to look for a better time to bring all the children back to talk, since many off them went off to explore the task at hand and ended up very distracted. I took some notes on what my supervising practitioner suggested.  She mentioned that I was particularly skilled in one-on-one conferencing, but that I needed to work on pulling back from one-on-ones to get the big picture and then check in again later.  She really emphasized taking note of the big picture and not just the small check-ins, so that I can work on better noticing the right time to pull the group back together for a wrap-up, where I re-establish the expectations. This, combined with the notes from my Wheelock supervisor, helped me to realize that I need to practice whole group lessons a lot more.  The reason why I believe I have gotten so good at that one-on-ones is because that has been my primary role in the classroom thus far.  I think that with more practice of being in charge of the whole class, I will be able improve on taking note of the pulse and other whole group management I was lacking on in this lesson.