Lesson Plan
(also see Lesson Implementation Form)
Participant Name: Leciana (“Lee”) Gabor
Lesson Title: Measuring in Inches
Subject and Grade Level/Target Audience: Mathematics, 3rd Grade ESL/Bilingual
Standards
MTT
http://www.sbec.state.tx.us/SBECOnline/mtp/mtt/standards.pdf
Standard I. The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students.
Standard II. The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.
Standard III. The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, Web site mastering, and video technology.
Standard IV. The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
Standard V. The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development
opportunities for faculty; and making decisions based on converging evidence from research.
TEKS – Content
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.
Learning Connections – Activating Prior Knowledge
1. Music – previous learning includes 3 years of music instruction from Mrs. Lolley,
students have learned to sing in tune and to add lyrics to the sound.
WE WANT STUDENTS TO CONTINUE DEVELOPMENT OF CONNECTING
LYRICS (WORDS) AND MUSIC AND TO FEEL THE MEASUREMENT WITHIN
MUSIC, AS WELL AS KNOW THAT MUSIC HAS MEASUREMENT (in music class with Mrs. Lolley, they will soon be learning about the number of beats to a measure).
Teacher’s prior knowledge is based on ability to write lyrics and to perform at a
keyboard. Keyboarding skills may be simple, the point is to take a well-known tune and add words to it so the students are engaged in the lesson.
2. Students have learned to measure in lower grades, but many didn’t grasp the task well
and they are behind in measuring. This lesson is to review and reinforce that skill, as well as to give further instruction for estimating.
WE WANT STUDENTS TO BE ABLE TO PHYSICALLY MANIPULATE A STANDARD RULER AND TO USE IT TO MEASURE IN INCHES OBJECTS PRESENTED TO THEM; WE WANT STUDENTS TO BE ABLE TO ESTIMATE THE LENGTH OF AN OBJECT AND THEN MEASURE IT. WE WANT STUDENTS TO BE ABLE TO ADD AND SUBTRACT.
IN THE FUTURE, STUDENTS WILL CONTINUE LESSONS IN MEASUREMENT, LEARNING TO MEASURE BY HALVES, QUARTERS, EIGHTHS, AND SIXTEENTHS OF AN INCH.
THIS LESSON IS STRAIGHTFORWARD AND SHOULD NOT CAUSE CONFUSION. WE DO EXPECT TO ADDRESS CONFUSING ISSUES LATER WHEN STUDENT ARE WORKING ON PARTS OF AN INCH.
Teacher’s prior knowledge is based on using various techniques so that the learning style of each student is addressed (visual, auditory, and psycho-motor).
3. Types of Learning addressed: Complex, Cognitive, and Psycho-Motor, Collaboration and Cooperation, Effective Communication; Visualization and Estimation; Information Processing. Affective learning includes receiving and responding to information, valuing,
and organization their thoughts for their journals.
Detailed Procedures for Learning Activities or Tasks (Bloom’s Included)
1. GROUP WORK - Students will sing 2 songs that are written and played by the teacher and relate to the task of measuring. Students will be able to read the lyrics from a PowerPoint presentation that is projected on the screen. The PowerPoint presentation slides
also contain a graphics of rulers, including a ruler with only inch marks and then
a standard ruler with the additional marks to 1/16th of an inch. In addition to the PowerPOint, the Vita software (an Internet based math programs) has a unit on Measurement that shows an animation of measuring using a ladybug.
Disabled students, unless totally deaf, will be able to participate in the musical portion, even if the only participation is swaying to the music. Any vision limited students may sit closer to the screen. For the slow learner, a method of participation may be for the child to learn the word inches and be able to yell that word out each time it comes up in
the lyrics. The word can be set in a different font color in the PowerPoint, which
lets the child recognize the word easily.
[BLOOM’S KNOWLEDGE IN MATCHING WORDS WITH SOUNDS; COMPREHENSION IN UNDERSTANDING MEANING OF WORDS]
2. INDIVIDUAL WORK - Students will be able to recognize and pick up a 1-foot standard ruler and be able to identify the marks on the ruler, including inch and parts of an inch marks. Continuing with the PowerPoint presentation, instructor shows students a graphic
of the 1-foot standard ruler. [Mr. Amaya’s Special Ed student is given a large graphic printed on paper and shown that graphic matches the one on the screen.]
[BLOOM’S COMPREHENSION AND APPLICATION]
3. INDIVIDUAL WORK - Students will be asked by Teacher to close their eyes and try to
recall the graphic, being able to see all the marks. He models the assignment. [Mr. Amaya’s student may find this to be a more difficult ask, but the assignment goes by very quickly, so student should attempt to participate.]
[BLOOM’S KNOWLEDGE]
4. INDIVIDUAL WORK - Instructor hands out worksheets. Each sheet contains two train
cars that are connected. The train cars may be different sizes on the worksheets, so that different students are measuring different lengths. The train cars are in full inch lengths, so that a student may measure 1 inch for one and 2 inches for another (or 2 inches and 3 inches or 3 and 1. Mr. Amaya models the instructions. Students are instructed to measure the length of each train car and to write the length on the train car. [Mr. Amaya works one-on-one with SpecialEd student and/or has him partner with another child to work on task.]
[BLOOM’S KNOWLEDGE, COMPREHENSION, APPLICATION]
5. INDIVIDUAL WORK - After walking around the room to observe that each child has an accurate number written on the train cars, students are asked to add the two numbers. Mr. Amaya models and demonstrates the instructions using the whiteboard to show the addition operation. He specifically notes that this is called an operation and we add an addend to an addend to find the sum or total. Students use a blank area on the worksheet to write the two numbers and add them. A plus sign and a total line must be included. Individual students are called upon to come to whiteboard to show their addition and to explain the measurements they were able to get when they measured the train cars.
[BLOOM’S KNOWLEDGE, COMPREHENSION, APPLICATION]
6. COOPERATIVE WORK - Students join the partner (teams are assigned for each 6-week terms). Teacher instructs the partnerships to move around the room and to identify an object they want to measure. First, they estimate the length of object and they write the estimation on the back of the worksheet along with the name of the object. In this task, students are measuring closest to the inch and in this lesson they are NOT working with halves, fourths, eighths, or sixteenths of an inch. After writing the estimation, they measure.
EACH CHILD MUST KEEP CALCULATIONS, MEASUREMENTS, ETC., ON HIS/HER OWN WORKSHEET, SO THIS CAN BE PLACED IN PORTFOLIO.
[Special Ed child works on team with other students, who help him with the tasks.]
[BLOOM’S APPLICATION]
7. COOPERATIVE WORK, BUT STUDENTS KEEP INDIVIDUAL MEASUREMENTS - Using their worksheet, students calculate the difference in the estimation and the actual measurement using the operation of subtraction. Mr. Amaya models and demonstrates this task. Students who are close in their estimation are praised for their accuracy and other students are praised for how well they are using the ruler, etc. Each student, including Special Ed student, receives positive feedback. Mr. Amaya may use stamps on the students’ work pages.
[BLOOM’S KNOWLEDGE, COMPREHENSION, ANALYSIS, SYNTHESIS]
8. INDIVIDUAL WORK - Students assigned to handing out the remotes for the CPS system do that and Mr. Amaya brings up the CPS program for the assessment. The program is on the hard drive and the test will be projected onto the wallscreen. The exam is 10 questions. [Special Ed student uses a remote like the other students, but the answers don’t count – this is simply to include the student in the same task as others. After finishing with the remotes, the Special Ed child is given a HotDots exam and answers 2 questions, measuring on a line and finding the answer that matches. 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 system.
[BLOOM’S EVALUATION]
9. INDIVIDUAL WORK - Students write in their journal what they did. [Special Ed student is helped by teacher.]
[BLOOM’S ANALYSIS, SYNTHESIS, EVALUATION]
10. GROUP WORK - Oral discussion can be added so that students explain what they did in
the lesson and how they can use measuring in real life.
[BLOOM’S SYNTHESIS]
Assessments
1. INFORMAL – teacher will (A) observe students for participation – Instructor determines if students are participating; (B) discuss meaning of lyrics with students – Instructor determines if students understand the meaning of the lyrics and how that relates to the measurements; (C) observation, can student hold ruler correctly and does student add to discussion in the classroom. Special Ed child is observed and when working one-on-one, discussion and observation can best be implemented.
2. FORMAL – (A) Teacher will do a question and answer protocol with students to
determine if they can recognize the words that relate to measuring and also cognitively identify the marks on a ruler they see on the PowerPoint; (B) use CPS system to test students’ comprehension of lesson; Special Ed child uses CPS system, but grade isn’t taken on this; grade is taken using HotDots, since this is one-on-one teacher with child and a better assessment can be determined.
Technology Used (Software and Peripherals including appropriate adaptive)
1. Music Keyboard, electronic, has 2 ½ octaves
3. Hardware - Computer CPU, LCD Projector (with wall screen)
4. Software - Microsoft Office, PowerPoint program; CPS (remote testing system); the
Vita Math Program (Internet based)
Materials
Worksheet with train cars drawn for measuring.
Samples of Student/Instructor Work
Student:
Worksheets, which show measurements of the two train cars, as well as addition
calculation on the front and on the back are names of objects with estimation
and subtraction calculation. These worksheets are placed in Portfolios.
Journals – contain reflection on learning
HOMEWORK – Language Arts: students draw an example of something in the
song they remember and then write a paragraph that explains what they
learned; MATH: students take home 1 foot ruler and measure 3 items
in the house. The 3rd item show an estimate first and then actual measurement and then analyzes the difference between estimated and actual mesurements.
Instructor:
PowerPoint with song lyrics
Worksheet with graphics
CPS assessment questions
RESOURCE PEOPLE IN SCHOOL
Teacher Tech, Mrs. Longino or Ms. Parker, to make sure technology works
adequately
Special Ed Teacher, Mrs. Govan, to collaborate on Special Ed student’s needs.
This is an ongoing process and the IEP for the student is addressed; in
addition, classroom teacher attends the ARD for student.
Math CILT Team member, Mr. Padgett, to integrate any ideas he has for making
lesson the best it can be (Mr. Padgett is DISD’s AMI or Accelerated Math Initiative facilitator for the school).
Cognitive Coach, Ms. Gabor, works with Mr. Amaya to develop lesson plan.
Questions include: 1) what is the specific goal for student learning;
2) what can be done to engage the students and get them interested in
participating effectively; 3)
Reflection Statement
(Rate following 1 = poor, 5 = Excellent, NA if not applicable)
_5__Technology instruction was effective and students/educators achieved curricular goals.
_5__Technology instruction was effective and students/educators or I achieved target goals.
[Using CPS remote system, teacher reads question to student as it appears on the
wall screen and students click the correct answer on the remote assigned to them.]
____Technology instruction was effective and I achieved my professional goals.
_5__Students/educators were motivated by the use of technology. [Students LOVE using the
CPS system.]
_5__Technology was critical to the success of this lesson.
_3__Varying abilities of students/educators was supported through the use of the technology.
[Additional technology use could be used in the next lesson – students use computers
and a Math Measurement program to find answers to problems given by the program;
also, the SmartBoard can be used in the next lesson – it has a measuring capability and
lines can be drawn on the board, students then pull up the ruler and measure.]
_5__Equipment was sufficient for the number of students/educators completing the activity.
_5__Equipment and software functioned properly.
_5__Overall rating of lesson.
Reflection Time: Use the following questions to reflect on your lesson.
Questions to Ponder:
Was the lesson worth doing?
Definitely. The students’ ability to measure is being reinforced. They have had a difficult
time with measuring. It is a task that uses a ruler standard to the English language. The students are primarily bilingual and show more comfort using Spanish. This is a simple lesson that helps them gain effective us of the English concepts of ruler, inches, estimate,
adding, and subtracting.
In what ways was the lesson effective?
Students were able to follow instructions and to complete the assigned tasks. Teacher feels the success of students’ work shows an excellent return on investment of teacher’s time and effort in designing and implementing the lesson.
What evidence do you have for your conclusion?
Scores on the CPS test.
How would you change this lesson for teaching it again?
Add more technology, using the SmartBoard, although this can be done in a follow-up
lesson.
Did your students/educators find the lesson meaningful?
Yes, students are reinforced for their ability to perform, to understand what they are doing,
to use English, to work together, and to succeed at mathematical concepts.
Did the lesson motivate your students/educators to “go beyond” what was required?
Students wanted to continue measuring and to find more objects in the room. They
felt very successful at measuring to nearest inch. The next level will be for them to learn
to measure in parts of an inch.
Did you achieve your goals met/in progress in the required criteria?
Definitely. All the goals for students and teacher were met.
Juan Amaya 2-15-06
___________________________________ _____________________
Participant Signature Date
Leciana (“Lee”) Gabor 2-15-06
___________________________________ _____________________
Coach Signature Date