5E Student Lesson Planning Template



|Teacher: Ms. Barrios, Ms. Benavides, Ms. Gamez, Ms. Hillery, Ms. Moore |

|Date: 3/5/2015 |

|Subject / grade level: 4th Grade Math |

|Materials: |

| |

|Measurement containers with water |

|(per class) Gallon jugs (1), Quarts (4), Pints (8), Cups (16) |

|What’s in a Gallon worksheet |

|Gallon Astronaut worksheet |

|TEKS:  4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and |

|tools to solve problems involving measurement. The student is expected to: |

| |

|4.8B convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit|

|when given other equivalent measures represented in a table |

| |

|(C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or |

|division as appropriate. |

| |

|(5)  Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: |

|(B)  represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the |

|relationship of the values in the resulting sequence and their position in the sequence; |

|ENGAGEMENT. |

|Tell students that they will be exploring how much liquid it takes to make a gallon and the different components that make up a gallon. |

|Ask the students to identify something they know about water. For example: |

|It is liquid. |

|It takes the shape of the container. |

|It takes the shape of the container |

|Ask students: |

|How much water do they think the average American uses daily? It is 100 gallons. |

|What do we use water for? Possible answers: washing dishes, clothes, showers, flushing the toilet, drinking, watering the lawn. |

|Then, share that in space astronauts are limited to six gallons of water daily. Ask students to turn and talk with their group about how they think astronauts|

|brush their teeth in space and listen to responses. |

|Tell students you have a video for them to watch about how astronauts brush their teeth to see if their ideas were true. |

|Transition statement: Now that we know that astronauts can only bring 6 gallons of water into space, let’s explore how much a gallon of water really is. |

|EXPLORATION |

|The teacher will use volunteers to demonstrate to the students using measurement containers and water that there are: |

|4 quarts are in a gallon |

|2 pints in 1 quart and that if there are 4 quarts in a gallon, then there are 8 pints in a gallon |

|2 cups in 1 pint and if there are 8 pints in a gallon, there are 16 cups in one gallon. |

|1 cup equals 8 ounces |

|EXPLANATION |

|Lets make a gallon man astronaut! With the students help the teacher will build a gallon man astronaut out of gallon, quart, pint, and cup containers. The |

|class will make a large gallon man astronaut, as the students complete their own on paper to refer to as notes: |

|Start with an empty gallon of milk. |

|Four empty quarts of oil are attached to the gallon using Velcro. |

|Two pint size 16 ounce cups are then attached with Velcro to each quart of oil. |

|Finally, two 8 ounce cups are then attached with Velcro to each pint. |

|The teacher can pull up the 4th grade formula chart on the smart board or give the students copies of the formula chart. Use the gallon man model to show the |

|students the connections between their formula chart and what they have just done to prove to the students how gallons, quarts, pints, and cups relate. |

|Point out the word capacity and ask the students to think about what this word means. Ask students if they have been in an elevator and seen a sign that says |

|something like, Max capacity 8 people. See what the students think this means and explain to them the word capacity simply means how much stuff something can |

|hold. |

|Have students watch: A cup fills up (capacity) video. |

|Remind students to pay close attention to how many cups, pints, and quarts are in a gallon. |

|ELABORATION |

|Students will be given a, what’s in a gallon worksheet. |

|With the help of teacher facilitators, the students will use the gallon man and their reference chart to help them solve the tables. |

|The lead teacher may want to demonstrate whole group to get the small groups started. |

|Review student answers. |

|EVALUATION |

|Students will answer teacher made STAAR formatted questions whole group. |

|Students can vote for answers using sign language, tapping on desks, or giving thumbs up to vote for answers. |

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