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Instructor

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Student

Activities

TEKS-Math

Objective 4 3.11

Measurement. The student selects and uses appropriate units and procedures to measure length and area. The student is expected to (A) Estimate and measure lengths using standard units such as inch, foot, yard, centimeter, [decimeter,] and meter.

Objective 6 3.3

Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers.

1. Enjoy performing and understand the lyrics of 2 songs written about measuring inches and feet.

Engaging Students, include Diversity

Instructor opens PowerPoint Presentation, turns on LCD projector, adjusts so that all students can see lyrics of songs on the wall screen, then plays keyboard for the 2 songs students will sing about measuring; after 1^st song, Instructor changes slides. Disabled students are able to participate in music as appropriate for them; most will try and the only limitation with the music is if a student is totally deaf. However, that student should be able to feel the vibrations. Visually limited students will be asked to sit closer to the screen. At this time, Mr. Amaya has one Special Ed child and that child is a very slow learner, but other than that senses function normaly.

Reading lyrics on PowerPoint presentation and singing along with music.

2. Be able to recognize and manually pick up a standard 1-foot ruler and be able to identify the marks on the ruler, including inch and parts of an inch marks.

Presentation, discussion,

Modeling (Demonstration),

Active learning,

Continuing with the PowerPoint presentation and LCD projector, Instructor shows students a graphic of the 1-foot standard ruler. Students with limited sight are asked to sit closer to screen. Mr. Amaya’s Special Ed student is given a large graphic printed on paper and shown how that graphic matches the one on the screen.

Observing graphics and identifying ruler, then connecting their image to actual ruler.

3. Be able to close eyes and visualize the 1-foot rulers with inch marks and less than inch marks.

Discussion,

Active imaging

Instructor asks students to close eyes and to recall the graphic seen as well as imagine what the actual ruler looks like, with special emphasis on the marks and numbers. Special Ed child – this may be a more difficult task, but it is done quickly, so the child should be able to close eyes and try to participate.

Close eyes and visualize all parts of ruler so they realize the numbers are in consecutive order.

4. Be able to use a standard 1-foot ruler to measure objects that are less than 1 foot in length. One measurement is on paper and students measure each of two train cars.

Modeling (Demonstration)

Instructor hands out worksheets and asks students to measure the length of each train car and to write the length on the train cars. Instructor works one-on-one with Special Ed child.

Take worksheet and identify two train cars; use ruler to measure each one and to write the length of each train car on the paper.

5. Be able to add the two measurements from #4

Modeling (Demonstration)

Instructor asks students to add the two lengths. Various students can be called upon and asked their measurements and the sum they calculated. Instructor works one-on-one with Special Ed child.

On blank area of sheet, add the two numbers so a total of the length of two cars is calculated.

6. Be able to work in teams with each student being able to estimate the length of objects in the classroom that are longer than 1 foot

Cooperative Learning – Peer Activity (Teams)

Instructor asks students to form teams (according to Mr. Amaya, students are assigned teams for each 6-week term. Permission is then given for students to move around the room and to give their team members an estimation of the length of an object. Estimations should be written on the back of worksheets along with a name for the object. Special Ed child works on team with other students, who help with tasks.

Working in teams, students walk around the room and select objects; they then estimate the length of the objects. Students write the estimations on the back of the worksheet they previously worked with.

7. Be able to complete the actual measurement of objects that are longer than 1 foot in length.

Cooperative Learning – Peer Activity (Teams)

Instructor asks students to actually measure the objects and to write their measurements. Special Ed child works on team with other students, who help with tasks.

Continuing with teams, students measure the objects.

8. Be able to determine how close the estimation is to the actual figure.

Reflect

Instructor requests that students calculate the difference between estimations and the actual measurement. Students that are close are praised for their accuracy. Instructor may stamp stars or words of praise on the papers, especially noting those with estimates and actual measurements very close. Special Ed child works on team with other students, who help with tasks.

Students write the actual measurements under the estimate and find the difference between estimated and accurate measurements.

9. Be able to answer questions about measuring by using Classroom Performance System (CPS) remotes

Assessment

Instructor asks students whose job it is to hand out remotes to do that; Instructor brings up the CPS assessment for students to take. Assessment is 10 questions. Special Ed child uses remote like other students, but answers don’t count – this is simply to include the child in the same task as others. After finishing with remotes, a HotDots test is given to the child, in which the student answers 2 questions, measuring on line and finding the answer that matches and then doing the same for the second question. If the student selects the correct answer, the HotDot Reader makes a joyful sound and if the answer is incorrect, the sound is a flat “boink.” The student uses HotDots often and does well with exams using this.

Students take remote with number already assigned for the year and use it to answer questions on the assessment.

Third grade students need a lot of reinforcement. The lesson is designed so that students interact with the Instructor during the musical selections and then with each other during the team measuring activities. A great deal of praise will be given and Instructor will speak to students in Spanish as necessary for the bilingual students as well as in English for the ESL students. In addition, Mr. Amaya encourages students to praise each other. The main interpersonal structure is having students work in teams to complete assignments.

Mr. Amaya will guide students’ learning in specific areas of the lesson and will facilitate their exploration and discovery in other areas. He will be responsible for using the computer with the PowerPoint presentation as well as the LCD projector and the CPS setup. Students themselves will use their individual remotes.

MATERIALS FOR INSTRUCTION:

     Rulers, Worksheets containing 2 train cars that are connected

COMPUTER HARDWARE:

     Classroom computer

COMPUTER SOFTWARE:

     Microsoft PowerPoint Presentation that 1) shows song lyrics and

          2) shows graphics of standard 1 foot ruler

     Classroom Performance System for assessment

OTHER ELECTRONICS:

     Keyboard teacher plays for 2 songs that introduce lesson

     LCD projector to project song lyrics on wall screen and then

          Project the graphic of standard 1-foot ruler.

PEOPLE:

Mentor, Teacher Tech (School’s technology expert)