ELED 533 UNIT PLANNING PROJECT FORMAT



ELED 533 UNIT PLANNING PROJECT FORMATJMU Elementary Education ProgramTITLE/TYPE OF LESSONMeasurement with the Presidents/Length Comparisons and Unit ConversionsLESSON LEARNING OBJECTIVESU1 The language of mathematics helps communicate estimates and precise measurementsU2 Both place value and the metric system are structured by the base-ten number system, thus, have a ten-to-one place value relationshipK3 Oral/written expression of mathematics ideas, words, and languageK8 Whole number place value vocabulary: whole number, place value, ones place, tens place, hundreds place, thousands place, ten-thousands place, hundred-thousands place, millions place, period, ten-to-one relationshipWhole number - a positive number with no fractional or decimal part Place value - the value of a digit in a number, based on the location of the digit Ones place - the place farthest to the right in the hundreds period, 1Tens place - the middle place in the hundreds period, equal to ten ones, 10Hundreds place - the place farthest to the left in the hundreds period, equal to ten tens, 100Thousands place - the place farthest to the right in the thousands period, equal to one hundred hundreds, 1,000Ten-thousands place - the middle place in the thousands period, equal to ten thousands, 10,000Hundred-thousands place - the place farthest to the left in the thousands period, equal to one hundred thousands, 100,000Millions place - the place farthest to the right in the millions period, equal to one thousand thousands, 1,000,000Period - each group of three digits separated by commas in a multi digit numberTen-to-one relationship - each place is ten times the value of the place to its rightK9 Decimal place value vocabulary: decimal, tenth, hundredth, thousandth, ten-to-one relationshipDecimal - a number with one or more digits to the right of the decimal pointTenth - the first place after the decimal point, one of ten equal parts, 0.1Hundredth - the second place after the decimal point, one of one hundred equal parts, 0.01Thousandth - the third place after the decimal point, one of one thousand equal parts, 0.001Ten-to-one relationship - each place is ten times the value of the place to its rightK10 Measurement vocabulary: measurement, weight, mass, length, liquid volume, unit, equivalent, estimateMeasurement - finding a number that shows the size or amount of somethingWeight - how heavy an object, determined by the pull of gravity on the mass of an object, therefore, changes depending on the gravitational pull at its locationMass - the amount of matter in an object, remains the same regardless of its locationLength – the distance along a line or figure from one point to anotherLiquid volume - the amount of three-dimensional space a liquid occupiesUnit - a quantity used as a standard of measurementEquivalent - having the same valueEstimate - a close guess of the actual amount or value, usually involving some thought or calculationK12 Length vocabulary (and abbreviations): inch (in), foot (ft), yard (yd), mile (mi), millimeter (mm), centimeter (cm), meter (m), kilometer (km)Inch (in) - a U.S. Customary unit for measuring length, 12 in = 1 ftFoot (ft) - a U.S. Customary unit for measuring length or distance, 12 in = 1 ft, 3 ft = 1 ydYard (yd) - a U.S. Customary unit for measuring length or distance, 3 ft = 1 ydMile (mi) - a U.S. Customary unit for measuring length or distance, 5,280 ft = 1 miMillimeter (mm) - a metric unit for measuring small lengths, 10 mm = 1 cm, 1,000 mm = 1mCentimeter (cm) - a metric unit for measuring length, 10 mm = 1 cm, 100 cm = 1 mMeter (m) - a metric unit for measuring length or distance, 100 cm = 1 m, 1,000m = 1 kmKilometer (km) - a metric unit for measuring length or distance, 1,000 m = 1 kmD1 Recognize, read, write, and communicate number values within a one-six digit whole number or decimal rounded to the thousandths place using the listed vocabularyD3 Investigate ten-to-one relationship in whole numbers and decimals and recognize that reading place value correctly is essential when comparing numbersD13 Identify and write abbreviations for weight/mass, length, and liquid volume unitsD17 Compare estimates of weight/mass, length, and liquid volume with the actual measurementsD18 Describe metric units of units as how many times more/less, bigger/smaller using ten-to-one place value relationshipD19 Identify equivalent measurements (convert) between units within the U.S. Customary system and between units within the metric systemObjectivesAssessment ToolWhat documentation will you have for each student?Data CollectedWhat will your students do and say, specifically, that indicate each student has achieved your objectives? U1U2K3K8K9K10K12D1D3D13D17D18D19Estimation cardsMeasurement with the Presidents recording sheetConversions with the Presidents recording sheetStudent will use mathematical language/vocabulary/ideas correctly orally and in writing using the listed whole number and decimal vocabulary listed in objectives K8 and K9 (All phases)Student will describe metric units of units as how many times more/less, bigger/smaller using ten-to-one place value relationship (During phase)Student will identify equivalent measurements (convert) between units within the U.S. system and between units within the metric system (During phase)Student will compare estimates of length with the actual measurement (After phase) F. ASSESSING LEARNINGG. MATERIALS NEEDEDBefore phasePaper strip - TeacherIndex cards - TeacherRulers - TeacherTape - TeacherPencil - Student During phaseMeasurement with the President recording sheet - TeacherConversions with the Presidents recording sheet - TeacherPencil - StudentScissors - StudentGlue stick - StudentSentence strips - TeacherTape - TeacherRuler/measuring tape - TeacherCalculator - TeacherAfter phaseTalking chips - TeacherG1 ANTICIPATION OF STUDENTS’ MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE PORTION OF THE LESSONThe students will complete the estimation activity during the “Beginning” phase of the lesson, the Measurement/Conversions with the Presidents activities during the “During” phase of the lesson, and participate in a discussion with talking chips during the “After” phase of the lesson. The actual worksheets the students will be given are located on separate documents following this lesson plan.Anticipation of students’ strategies:Students may:Write out the place value continuum and use fingers to visually move decimalMove the decimal place visually without concrete objectsDraw jumps on an empty number lineDiscuss with partnerUse drawings Use standard algorithms Mark off individual feet on sentence strip when measuring each other and measure inches from last whole footMultiply place values by 10 when identifying equivalent metric unitsMoving decimal unit once = 10x previous place value when identifying equivalent metric unitsAnticipation of students’ mistakes:Students may:Confuse unitsConfuse the value of digits when comparing numbersMultiply place values by 1 instead of 10 when identifying equivalent measures between metric unitsMoving decimal once = 1x previous place valueMake a mistake when adding, using concrete objects, drawings, numbers, etc.Make a mistake when measuring their partner’s heightG2PROCEDUREBEFORE: I will activate students’ prior knowledge by conducting the estimation activity. Students will estimate the height of Abraham Lincoln using a ruler as a manipulative standard unit. I will say, “One of the things we are going to be working with today is comparing estimations and measurements. To do this, we are first going to estimate how tall Abraham Lincoln was. The paper strip hanging from the board is the same length as Abraham Lincoln was. I have already passed out one index card to each person. Write your estimate for how long you think that sentence strip is. You may move to get closer to it and use a ruler as a manipulative standard unit, but you may not measure the paper strip. On the front of the index card, write your name and your estimate. On the back of the index card, write a quick sentence about why you chose that estimate. When you are finished writing, tape your index card on the board next to the paper strip. While you are working on the next activity, I will take some of these estimates and place them where they would measure on the paper strip. That way, we can compare them at the end.”When explaining the activity for the “During” phase, I will say, “For us to compare our estimates, we need to collect some actual measurements. To do this, you will partner with someone of your choice and complete these two worksheets.” I will put a copy of the worksheets under the document camera and ask a student to pass out the worksheets while I explain the directions. I will say, “On the first page of the Measure with the Presidents worksheet, you will see the actual heights of several presidents, but what do you notice about these measurements?” When a student points out that they are in inches, I will say, “Since we don’t normally measure heights for adults in inches, you are going to figure out these heights in feet and inches. You can use this space on the right for working out the problems used to convert the measurements. When you and your partner move onto the next page you will both need your scissors and glue stick. Based on your conversions on the first page, you are going to cut out the names of the presidents and glue them in order from tallest to shortest. Then, you will answer these two questions that ask you to compare the heights of certain presidents. On the last page you are going to compare your own height with Abraham Lincoln’s. First, using these sentence strips, you are going to measure out how tall Abraham Lincoln was and tape them together. Then, you will take turns lying down with your back on the sentence strips and your feet at the end. Your partner will measure you and mark off your height on the sentence strip with a ruler. Once both of your heights are marked off on the sentence strip, you will use a ruler to measure how tall you are. Record your height in feet and inches and your name on the sentence strip next to your mark. The last thing you will do on this worksheet is draw a picture of yourself and how you would look if you were standing next to Abraham Lincoln. Make sure you use the ruler on the page to help you compare.Once you and you partner are finished with this worksheet, you will move onto the Conversions with the Presidents worksheet. On the chart you will see the heights of the presidents in inches. You will convert these measurements into centimeters using calculators. Does anyone remember how many centimeters are in an inch?” When someone answers 2.54 cm, I will say, “Yes, so how will you figure out how many centimeters tall the presidents are?” I will scaffold this discussion until a student says to multiply the height in inches by 2.54. I will then say, “Once you have their heights in centimeters, you will then convert it to millimeters. After that, answer the two questions at the bottom of the page. Make sure to explain your thinking. I will be walking around as you complete this activity. If you have any questions, please raise your hand and I will come by to assist you.”DURING: During the lesson, I will “let go” by allowing students to complete the Measurement/Conversions activity with a partner of their choice. However, after I place some estimates where they actually belong on the paper strip, I will be walking around and monitoring the students’ mathematical thinking. I will be carrying out an observation chart and writing down noteworthy gains, struggles, or strategies presented by individual students. This will allow me to document students’ abilities while ensuring they are prepared for the “After” phase of the lesson. I will provide appropriate support by asking probing questions to students that I notice are struggling. Some of my probing questions will include, “What would happen if you…”, “How do you know that?”, and “Tell me what you’re thinking?”. I feel that I am familiar enough with the concept and materials to be able to come up with probing questions based on unanticipated situations as well. Additionally, I will engage the students who seem confident in their measurement abilities in a short conversation about what strategies they are using to answer the questions in the activities. This information could be useful when selecting, sequencing, and connecting information during the “After” phase.AFTER:I will instruct them to return to their seats so that we can compare our initial estimates of Abraham Lincoln’s height with the actual measurement. I will say, “Can anyone remember from the worksheet Abraham Lincoln’s actual height?” When someone says 6’4”, I will say, “Yes, he was 6’4” which is how many inches?...which is how many centimeters?...which is how many millimeters?...which is how many kilometers? Our estimates were in feet and inches. I have placed some of them where they actually belong along the paper strip. Everyone has two talking chips. You must use one of them, but you may use both. Please raise your hand and share an observation you have about how the estimates and measurements compare to each other and why you think those estimates were made or specific strategies you used while measuring or converting units during the activity.” This oral discussion will give me the opportunity to use the selected information from my observation checklist and sequence it so that students can assist me in connecting the different ways of thinking.I will select, sequence, and connect based on the strategies I observed students using throughout the “During” phase of the lesson.The measurement/conversion strategies that I will look for (in the following order) are: unit iteration when measuringmeasuring with appropriate tool and unitusing the place value continuumdrawing picturesmoving decimal point mentallyusing standard algorithmsI will also have students share their thinking on the ten-to-one relationship in conversions.In order to connect the ideas, I will ask questions such as “What helped you get to the answer”, “What did you try first”, and “How are these similar/different?”. Before the end of the “During” phase, I will have in mind who I would like to share and ask them if they would be comfortable with sharing. If not, I will ask if they would be comfortable sharing if their partner presented the strategy with them. The discussion will be a whole-class discussion and I will be prepared to demonstrate the strategy as the students are speaking and ask the entire class probing questions, such as “How are these similar/different?”. I will listen to each strategy without evaluation and be sure to make the accurate connection to the class if the strategy was not explained in a way for all students to comprehend.DIFFERENTIATIONContentProcessProductInterestChoose their own partner to work with throughout activityReadinessReferencesHoffmann, A. (n.d.) Measurement with the presidents. Retrieved from ................
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