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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