Measuring Sense
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Transcript of Measuring Sense
Kathleen CooganHillery Park Elementary #27
Buffalo School DistrictMrs. Merzacco’s 4th Grade
Spring 2008
Background InformationThis lesson was created for a general
education class of 24 students.The class was made up of 14 boys and 10
girls.There are no students in the class with an
IEP; however 1 student receives direct instruction during literacy.
PurposeTo evaluate the students’ understanding of the use of measurement units and tools to measure specified objects.
Time FrameThis lesson takes one 50 minute class
period. Students who finish early are given the
opportunity to complete one of two activities.
The students who require extended time can finish their measurements during math.
Objectives1.0 The students will show measurement
conversions in writing with the standard units.
2.0 The students will be able to verbally state the order of objects according to the length.
3.0 The students will be able to record the accurate measurement of different objects using the proper standard unit.
Essential Question What would it be like if we only used one unit of measurement?
Enduring UnderstandingUsing appropriate units of measurement
allows us to better express and communicate an objects size.
Using the appropriate tool for measurement is the easiest form of measurement (football field measured with a yard/meter stick, height with a ruler (feet), and length of book with a ruler).
Guiding QuestionsWhy do you think there is more than one unit
of measurement?What are objects that I could measure using
each standard unit?What is the relationship of inches to feet?What unit would you rather use to measure a
football field? How would you measure the distance from
your house to school?
Student TasksDifferentiate and use the proper unit of
measurement for different itemsMatch the proper unit of measurement when
given an object to measureRecord the accurate measurement and label
with the proper unit
NYS Learning StandardLevel: Elementary
Grade Level: 4New York State Learning Standard: MSTStandard Area: MathematicsStandard: Standard 3-MathematicsContent Strand: Measurement Strand: Students will determine what can be measured and how, using appropriate methods and formulas.Band: Units of Measurement
Performance Indicator4.M.1 Select tools and units (customary) appropriate for the length measured Pg. 28
Assessment ToolsThe students were assessed based on a four point rubric
A student friendly rubric was also given to each student
Measurement Rubric
4 3 2 1
Items Measured
Weight/2.0(Out of 8)____ Score
All of items on the list are measured and all had different lengths by using (inches/feet/yards)0 errors
Most items on the list are measured and some that are same length by only using(inches/yards)1 error
Some of the items are measured, but many were the same length by only using(inches/feet)2-3 errors
Only two to three items are measured and with the same tool (inches only)+3 errors
Attribute 4 3 2 1
Unit of Measurement/Tool
Weight/ 1.0(Out of 4)____ Score
The correct tools and units appropriate for the length measured were used with 0 errors
The correct tools and units to measure most of the items length with 1 error
The correct tools and units to measure some items length with 2 errors
Did not choose the correct tools and units to measure the length with +3 errors
Attribute 4 3 2 1
Precision/Labeling
Weight/ 2.0(Out of 8)___ Score
Consistently labeled each item correctly and with precision with 0 errors
Labeled most items correctly and with precision with 1 error
Labeled some of the items correctly and with 2- 3 errors
Did not label items correctly and with +3 errors
Attribute 4 3 2 1
Order/Neatness
Weight/ 1.0(Out of 4)___ Score
Able to order and classify objects by length smallest to largest on the number line
Able to classify most objects by length on the number line, but was a bit messy
Able to order and classify some of the objects by length on the number line, and was very messy
Not able to order objects by length on the number line, and writing is unclear
Teacher ExemplarItem Name Picture of Item Unit of
Measurement/ToolWhat is the length?
Pencil Inches 7 Inches
Stapler Inches 5 ½ Inches
Smallest---------------------------------------------------------------------------------------------Largest 5 ½ in - 7 in - 12 in(1 foot) -2 ½ feet- 6 feet -(2 yards) -15 yd -30 yd
Student Work-Distinguished
Items MeasuredWeight/2.0(Out of 8)
__8__ Score
(4)I measured all of items on the list and all had different lengths (inches/feet/yards)
Unit of Measurement/ToolWeight/ 1.0(Out of 4)
__4__ Score
(4)I chose the correct tools and units appropriate for the
length measured
Precision/LabelingWeight/ 2.0(Out of 8)
__8_ Score
(4)I consistently labeled each item correctly and with precision with 0 errors
Order/NeatnessWeight/ 1.0(Out of 4)
_4__ ScoreTotal 24/24
(4)I am able to order and classify my objects by length
smallest to largest on the number line
Rubric
Student Work-Proficient
RubricItems Measured
Weight/2.0(Out of 8)
____ Score
(4) I measured all of items on the list and all had different lengths (inches/feet/yards)
Unit of Measurement/ToolWeight/ 1.0(Out of 4)
____ Score
(3) I chose the correct tools and units to measure most of the items length( 1 error)
Precision/LabelingWeight/ 2.0(Out of 8)___ Score
(1) I did not label my items correctly and with 3 + errors
Order/NeatnessWeight/ 1.0(Out of 4)___ Score
Total 17 /24
(4) I am able to order and classify my objects by length smallest to largest on the number line
Student Work -Developing
RubricItems Measured
Weight/2.0(Out of 8)
____ Score
(4) I measured all of items on the list and all had different lengths (inches/feet/yards)
Unit of Measurement/ToolWeight/ 1.0(Out of 4)
____ Score
(2) I chose the correct tools and units to measure some items length (2 errors)
Precision/LabelingWeight/ 2.0(Out of 8)___ Score
(1) I did not label my items correctly and with 3 + errors
Order/NeatnessWeight/ 1.0(Out of 4)___ Score
Total 14 /24
(2) I am able to order and classify the objects by length on the number line, and was very messy
Evt/Mng Modifications Overview of rules/Student Groups
Students are aware of expectations and demonstrate responsibility for own actions
Students work with members of the class based on seating groups
Instructional/Materials ModStudents repeat
the directions to the teacher before beginning the independent workThe students will
understand the task by restating it in their own words
Content/MaterialsUse different tools to
measureDifferent Size
RulersDifferent tools (yard
stick/ruler)Students become
familiar with standard units
ReflectionThanks to my peer review group I learned I
could..1. Let students choose their own objects2. Add children's books on measurement3. Add more differentiation
Lesson Learned: Never assume the students know anything
Thank you to my peer review group; Jill, Shannon, Kelly, Sean, Val and Mr. Arnold for your help creating this learning experience!