The College of New Jersey School of Education Bianca Venice and Heather Wuest Title: Diving into Measurements

Grade Level: 1st grade Cooperating Teacher: Ms. Tindall Time Allotted: 40 minutes Description of Topic: Students will measure each sea animal figure using Goldfish and record their answers on the worksheet. Standards: CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Objectives Students will use Goldfish to measure the sea animal figures. Students will be able to order the sea animal figure from smallest to largest.

Assessments The teacher will examine the students measurements for accuracy. The teacher will observe how the students organize their sea animal figures from smallest and largest.

Materials: sea animal figures, worksheets, Goldfish and pencils. Prior Knowledge: Students will know how to use small objects to measure larger objects. The students have used paper clips and cubes to measure objects. The students understand which objects are big and which are small. These skills will enable them to complete the activities of the lesson. Hook: (5 minutes) The lesson will begin with the teacher asking the students, Raise your hand if you have ever used a paperclip to measure an object? Considering that all the students have this question will lead into the discussion of measurement. Then, we can show the students the sea animal figures

that will be used in this activity and inform the students that we are going to be using Goldfish to measure the sea animals. Procedure: (30 minutes) 1. The teacher will read the directions of the Diving into Measurements activity. 2. The teacher will model for the students how to measure an object with a goldfish. 3. After the students are able to see the activity modeled they will engage in the activity individually. 4. When all of the materials are passed out then the activity may begin. 5. The students will measure each of their sea animals. 6. The students will then need to organize their sea animals from smallest to largest. 7. The teacher will bring the class back together and ask the students how they measured the animals. The teacher will ask the students what the largest animal they measured was. The teacher will also ask the students the size of the smallest sea animal. The class will determine the smallest and largest sea animal figure in the whole class. 8. The teacher will ask the students how they organized their sea animals from smallest to largest.

Closure: (5 minutes) To bring the lesson to a meaningful close we will review why we measure objects. It is important to remind the students that organizing the objects from smallest to largest is a way to rearrange them by their size.

Questions: 1. What is the appropriate way to measure with paperclips? 2. How long is the figure? 3. How do you know which figure is the smallest? 4. How do you know which figure is the largest? 5. Why is it important to measure items? 6. What are some items around the classroom that we could measure using Goldfish ?

Classroom Management: Each student will have their own sea animal figures. Students who play around with the sea animals will receive an alternate assignment. The students will sit in their previously assigned seats which are arranged in groups of mixed-leveled students to start the lesson. The teacher will utilize the whole brain learning strategies for managing the classroom including Hands and eyes, hands and eyes and Bring it back bring it back bring it back now. Students working exceptionally well will be put on the happy list. Students who are not following directions or not doing their work will be placed on the sad list. Differentiation: The teacher will come around and scaffold the understanding of the lower-leveled students. The ESL students measuring sheets will have pictures of each animal accompanied by words. The ESL students will receive a support sheet with words that are prevalent in the lesson. The support sheet will contain words written in English and a picture of the word. The support sheet will also contain

common phrases used regularly in the classroom in English and a picture of the procedure. The support sheet will enhance the ESL students comfort in the classroom which will as a result heighten their learning. Transitions: Students will be asked to clean up group by group so not all the students are up at one time. The teacher will have timers to let students know it is time to come back together as a class.