KTIP Lesson/Unit Plan Format
|Principles of Health Sciences |
|Medical Conversions |
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|Name: Date: Age/Grade Level: 10-12 |
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|# of Students: # of IEP Students: # of GSSP Students # of LEP Students: |
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|Program: Health Sciences Course: Principles of Health Sciences Major Content: Math Lesson Length: 4 days |
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|Unit Title: Medical Math Lesson Number and Title: 2 Medical Conversions Course Task Number: 2, 5 |
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|Context |
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|Measurement and conversion are routine skills used in the healthcare industry. The ability to perform |
|these skills accurately is vital to patient health and safety. In this unit, students will learn continue to |
|learn about medical mathematics. Students will learn the basics of conversions among the metric and |
|household systems of measurements. They will measure and convert household measurements into |
|metric measurements |
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|Objectives |
|Students will: |
|Identify and use household and metric units. |
|Convert among metric and standard units. |
|Analyze the use of medical mathematics in the health care system. |
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|Connections |
|Academic Expectations |
|Basic Communications and Mathematics Skills 0.4 Students use mathematical ideas and |
|procedures to communicate, reason, and solve problems. |
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|Core Content |
|MA-HS-1.5.1 Students will identify real number properties (commutative properties of |
|addition and multiplication, associative properties of addition and multiplication, |
|distributive property of multiplication over addition and subtraction, identity |
|properties of addition and multiplication and inverse properties of addition and |
|multiplication) when used to justify a given step in simplifying an expression or |
|solving an equation. |
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|Skill Standards |
|Employability Skills 4.15 Formulate solutions to problems using critical thinking skills (analyze, |
|synthesize, evaluate) independently and in teams. |
|Asses |
|Assessment Plan |
|In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if applicable to the lesson plan). |
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|Objective/Assessment Plan Organizer |
|Objective Number |
|Type of Assessment |
|Description of Assessment |
|Depth of Knowledge Level |
|Adaptations and/or Accommodations |
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|1-3 |
|formative |
|Questioning, bellwork, review activities, demonstration of skills |
|DOK 2 |
|Prompts / cues |
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|1-3 |
|Summative |
|Written exam |
|D0K 2 |
|Prompts / Cues |
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|Resources, media and technology |
|List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students. |
|Diversified Health Occupations, Simmons |
|Student handouts |
|Materials adapted from Adapted from North Carolina Health Science Resources |
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|If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this |
|lesson. (If you or your committee feel the technology observed in the lessons does not fairly represent your use of technology, provide additional documentation. See|
|Standard IX.) |
|AES – Health Center 21 |
|Class Webpage |
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|Accommodations for Special Populations |
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|Procedures |
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|Introduction |
|Bring any of following items (which have a metric measurement) to class: |
|can of soda |
|box of cereal |
|can of soup |
|candy bar |
|Allow students to guess the measurement, first in the household system and then the metric equivalent. |
|Explain that healthcare workers must be able to convert measurements between different systems in order to provide safe, quality healthcare. |
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|Presentation |
|Have students complete the Household and Metric Pretest. |
|Review answers with students, clarifying any questions. |
|Reteach as necessary. |
|Provide additional practice if needed. |
|Free worksheets are available at: |
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|Review the Conversion Equivalencies with students. |
|Allow students to create flash cards to learn abbreviations and equivalencies. |
|Demonstrate converting between systems of measurement with students. |
|Have students complete the Conversions Problems worksheet. |
|Review answers with students, clarifying any questions. |
|Reteach as necessary. |
|Provide additional practice if needed. |
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|Review |
|Allow students to complete exercises from the DHO workbook. |
|Review answers. |
|Reteach as necessary. |
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|Impact |
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|(How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives? |
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|Refinement |
|(How will you change the lesson to increase student achievement?) |
|What did your impact analysis tell you about how your students learn? |
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|What did your impact analysis tell you about the success of the strategies you used? |
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|How useful were the assessments in terms of student learning? |
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|What resources and/or personnel might assist you in improving student achievement? |
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|How will you differentiate instruction so that all students achieve? |
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|How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward? |
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Household and Metric Pretest
Fill in the blanks with the correct answer. You may use a calculator.
1. 5 m = _________________ mm
2. 3 cm = ________________ mm
3. 5 mm = ________________ cm
4. 0.4 m = ________________ cm
5. 600 mm = _______________ m
6. 8 L = __________________ mL
7. 58 mL = ________________ cc
8. 0.5 L = _________________ cc
9. 34 cc = _________________ mL
10. 2 g = ___________________ mg
11. 3000 g = ________________ kg
12. 2 lb = ___________________ oz
13. 64 oz = __________________ lb
14. 4 Kg = ___________________ g
15. .02 g = _________________ mg
Write out the word for the following abbreviations. Words must be spelled correctly.
16. OF = _______________________________
17. g = ________________________________
18. mg = ______________________________
19. lb = _______________________________
20. oz = _______________________________
21. L = ________________________________
22. mL = ______________________________
23. qt = _______________________________
24. cm = ______________________________
25. “ = ________________________________
Write out the abbreviation for the following terms.
26. yard = _________________
27. tablespoon = ____________
28. kilogram = ______________
29. foot = __________________
30. cup = __________________
31. pint = __________________
32. KEY: Household and Metric Pretest
Fill in the blanks with the correct answer. You may use a calculator.
1. 5 m = 5000 mm
2. 3 cm = 30 mm
3. 5 mm = 0.5 cm
4. 0.4 m = 40 cm
5. 600 mm = 0.6 m
6. 8 L = 8000 mL
7. 58 mL = 58 cc
8. 0.5 L = 500 cc
9. 34 cc = 34 mL
10. 2 g = 2000 mg
11. 3000 g = 3 kg
12. 2 lb = 32 oz
13. 64 oz = 4 lb
14. 4 Kg = 4000 g
15. .02 g = 20 mg
Write out the word for the following abbreviations. Words must be spelled correctly.
16. OF = Fahrenheit
17. g = gram
18. mg = milligram
19. lb = pound
20. oz = ounce
21. L = liter
22. mL = milliliter
23. qt = quart
24. cm = centimeter
25. “ = inch
Write out the abbreviation for the following terms.
1. yard = yd
26. tablespoon = T or tbsp
27. kilogram = kg
28. foot = ‘ or ft
29. cup = C
30. pint = pt
Medical Math Conversion Chart
Abbreviations
• inch (“ or in)
• foot (‘ or ft)
• yard (yd)
• teaspoon (t or tsp)
• tablespoon (T or tbsp)
• ounce (oz)
• cup (C)
• pint (pt)
• quart (qt)
• ounce (oz )
• pound ( lb )
Metric Units
♣ Gram (g or gm) measures mass or weight
♣ Liter (L) measures volume or liquid
♣ Meter (m) measures length or distance
Kilo = thousands = 1000 times
Centi = hundredths = 1/100
Milli = thousandths = 1/1000
Length
1 meter = 100 centimeters
1 meter = 1000 millimeters
10 millimeters = 1 centimeter
1 inch = 2.5 centimeters
39.4 inches = 1 meter
Volume for Fluids
1 mL = 1 cc
1 tsp = 5 mL
1 tbsp = 15 mL
1 oz = 30 mL
1 pt = 500 mL
1 qt = 1000 mL = 1 qt
Weight
1 gram = 1000 milligrams
1 kilogram = 1000 grams
Weight Conversion
1 kilogram = 2.2 pounds
1 pound = 16 ounces
Temperature
Celsius to Fahrenheit (0C x 1.8) + 32 = 0F
Fahrenheit to Celsius (0F – 32) ÷ 1.8 = 0C
24 Hour Clock
Hours are numbered from 0-24. No need to use a.m. or p.m. designations. For example:
1 am = 0100
3:30 am = 0330
10 am = 1000
12 noon = 1200
2:30 pm = 1430
8 pm = 2000
10:15 pm = 2215
12 MN = 2400
Roman Numerals
I = 1
V = 5
X = 10
L = 50
C = 100
D = 500
Conversion Problems
Before you begin, write down the eight conversions you memorized for this unit.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Fill in the blanks with the correct answer. You may use a calculator.
1. 12 in = ________ cm
2. 19.7 in = _______ m
3. 3 tsp = ________ mL
4. 12 oz = ________ cc
5. 2 qt = _________ cc
6. 22 lb = ________ kg
7. 99OF = ________ OC
8. 40OC = ________ OF
9. 50 cm = _______ in
10. 9 m = _________ in
11. 25 mL = _______ tsp
12. 120 mL = ______ oz
13. 4000 cc = ______ qt
14. 45 kg = ________ lb
15. 3 ½ qt = _______ mL
16. 100OF = ________ OC
17. 0OC = ________ OF
KEY: Conversion Problems
Before you begin, write down the eight conversions you memorized for this unit.
1 in = 2.5 cm
1 qt = 1000 cc
39.4 in = 1 m
2.2 lb = 1 kg
1 tsp = 5 mL
(OC x 1.8) +32 = OF
1 oz = 30 mL
(OF – 32) ÷ 1.8 = OC
Fill in the blanks with the correct answer. You may use a calculator.
9. 12 in = 30 cm
10. 19.7 in = 0.5 m
11. 3 tsp = 15 mL
12. 12 oz = 360 cc
13. 2 qt = 2000 cc
14. 22 lb = 10 kg
15. 99OF = 37.2 OC
16. 40OC = 104 OF
17. 50 cm = 20 in
18. 9 m =354.6 in
19. 25 mL = 5 tsp
20. 120 mL = 4 oz
21. 4000 cc = 4 qt
22. 45 kg = 99 lb
23. 3 ½ qt = 3500 mL
24. 100OF = 37.77 OC
25. 0OC = 32OF
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