Transcript Measuring Sense
Kathleen Coogan Hillery Park Elementary #27 Buffalo School District Mrs. Merzacco’s 4 th Grade Spring 2008
Background Information
This 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.
Purpose
To evaluate the students’ understanding of the use of measurement units and tools to measure specified objects.
Time Frame
This 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.
Objectives
1.0 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 Understanding
Using 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 Questions
Why 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 Tasks
Differentiate and use the proper unit of measurement for different items Match the proper unit of measurement when given an object to measure Record the accurate measurement and label with the proper unit
NYS Learning Standard
Level: Elementary Grade Level: 4 New York State Learning Standard: MST Standard Area: Mathematics Standard: Standard 3-Mathematics Content Strand: Measurement Strand: Students will determine what can be measured and how, using appropriate methods and formulas.
Band: Units of Measurement
Performance Indicator 4.M.1 Select
tools and
units
(customary) appropriate for the length measured Pg. 28
Assessment Tools
The students were assessed based on a four point rubric A student friendly rubric was also given to each student
Measurement Rubric
Items Measured Weight/2.0
(Out of 8) ____ Score 4 3 2 1
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 Measurem ent/Tool Weight/ 1.0
(Out of 4) ____ Score
The correct tools and
units
appropriat e 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
Consistentl y 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
Item Name
Teacher Exemplar
Picture of Item Unit of Measurement/Tool What is the length?
Pencil Inches 7 Inches 5 ½ Inches Stapler 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 Measured Weight/2.0
(Out of 8) __8__ Score
Unit
of Measurement/
Tool
Weight/ 1.0
(Out of 4) __4__ Score Precision/Labeling Weight/ 2.0
(Out of 8) __8_ Score Order/Neatness Weight/ 1.0
(Out of 4) _4__ Score
Total 24/24
Rubric
(4)I measured all of items on the list and all had different lengths (inches/feet/yards) (4)I chose the correct tools and units appropriate for the length measured (4)I consistently labeled each item correctly and with precision with 0 errors (4)I am able to order and classify my objects by length smallest to largest on the number line
Student Work-Proficient
Items Measured Weight/2.0
(Out of 8) ____ Score
Unit
of Measurement/
Tool
Weight/ 1.0
(Out of 4) ____ Score Precision/Labeling Weight/ 2.0
(Out of 8) ___ Score Order/Neatness Weight/ 1.0
(Out of 4) ___ Score Total 17 /24
Rubric
(4) I measured all of items on the
list and all had different lengths (inches/feet/yards)
(3) I chose the correct tools and
units to measure most of the items length ( 1 error)
(1) I did not label my items correctly
and with 3 + errors
(4) I am able to order and classify
my objects by length smallest to largest on the number line
Student Work -Developing
Items Measured Weight/2.0
(Out of 8) ____ Score
Unit
of Measurement/
Tool
Weight/ 1.0
(Out of 4) ____ Score Precision/Labeling Weight/ 2.0
(Out of 8) ___ Score Order/Neatness Weight/ 1.0
(Out of 4) ___ Score Total 14 /24
Rubric
(4) I measured all of items on the
list and all had different lengths (inches/feet/yards)
(2) I chose the correct tools and
units to measure some items length (2 errors)
(1) I did not label my items correctly
and with 3 + errors
(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 Mod
Students repeat the directions to the teacher before beginning the independent work The students will understand the task by restating it in their own words
Content/Materials
Use different tools to measure Different Size Rulers Different tools (yard stick/ruler) Students become familiar with standard units
Reflection
Thanks to my peer review group I learned I could..
1. Let students choose their own objects 2. Add children's books on measurement 3. Add more differentiation Lesson Learned: Never assume the students know anything