Lesson Plan 1

2013-2014 UMU Lesson Plan Template

Name: Olivia Stoffer Date: 2/10/14 Grade Level: First grade Class Period: Math Block Subject: Math Lesson # & Title: Non Standard Measurement Big Idea/Lesson Focus: Students will learn to measure with any same manipulative. Essential Question: Can we measure with items like a paper clip, cube, or tile? Context for Learning: Damascus Elementary; First Grade; 14 males & 11 females 3 students on speech IEPs 7 Title 1 students 1 occupational therapy 1 student with Aspergers

Function of the Lesson (check all that apply): Introduce New Skill or Content Content Standards: 1. MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of 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. Learning Objectives: Students will be able to record the nonstandard lengths of two objects using paper clips, cubes, and tiles in small groups. Students will demonstrate that you can measure any solid object with various manipulatives as long as they are the variable of measurement is the same. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the words measure and nonstandard while discussing their data and working in small groups. Instructional Materials and Support: Student Activity book: Unit Five Page 3 Student Activity book: Unit Five Page 7 Pencil Paper Clips Unifix Cubes One Inch Tiles Choice to measure: Student Desk, Teacher Desk, Classroom Chair, Floor Tile, X-board, Tissue Box SMARTboard Prior Knowledge: The students have recorded data before however, measurement has not been covered in the classroom. Prior knowledge will come from personal experiences.

Assessments: Pre-Assessment for the unit: Pre-assessment was given on Friday Non-standard and Standard (Formal) Assessment(s) during the lesson: Participation during the lesson, in small groups, and following directions (Informal) Assessment(s) at the end of the lesson: Completion of activity pages 3 and 7 during class Post-Assessment for the unit: Post-assessment will be given on Thursday Non-standard and Standard (Formal) Strategies & Learning Tasks Introduction: I will have a class discussion on measuring and introduce vocabulary. I will ask how we measure, why we measure, when we measure, and if students have ever measured anything before. Students will discuss things around the room that we could measure and share with the whole class. Presentation/Explicit Instruction: We will complete student activity page seven Measuring with a Paper Clip. I will explain how to find the length of an object and show students how to use the same object (paper clips) to find the length of each item (Key, Picture Frame, Scissors, Tennis Ball, and Necklace). I will complete the first example and show them how I found my answer. On numbers two through five, students will work with me in completing each answer. Structured Practice/Exploration: If there are any questions, I will answer them as we go along so each student draws their own conclusions in nonstandard measuring. Then I will show them other items around the room that the students can measure with (Unifix Cubes, One Inch Tiles, and Paper Clips). I will explain that each item must touch one another in order to have a complete and accurate measurement (no spaces between items). Guided Practice/Specific Feedback: I will divide the class into three groups; each group will receive a nonstandard unit to measure two items around the room (Unifix cubes, Tiles, and Paper Clips). Each group will have two objects to measure with the designated manipulatives (Unifix cubes, Tiles, and Paper Clips) to measure in their center. Students will find the length of any two items: a student desk, student chair, tissue box, room floor tile, or X-board and record their findings on student activity page three. Independent Practice/Application: Students will come up to the SMARTboard and record their data with me. They will tell me the item they measured, how long it was, and what manipulative they used to find their data. Closure: We will have a class discussion on the collected data and why our numbers came out differently when using various units. Differentiation, Individualized Instruction, and Assessment: Giving Bobby and Karisma oral directions if needed. Karisma will be assisted when placing manipulatives end to end with guidance from the teacher and her small group. Working in small groups will allow the students to learn from their peers and build confidence in themselves. Research and Theory: I modeled my lesson around Lev Vygotsky. Children need to construct their own knowledge through interactions and experience. Hands on learning, with manipulatives and peers, allows a social connection to help to grow in not only measuring but everyday life. When they can see, hear, and touch the items they are learning, it builds their schematic knowledge. Learners use social interaction as tools to mediate their mental cognition, which develops into knowledge that we can continue to build upon. John Dewey also, supports this through his Social Activism theory. He believes students must first experience the content, review what was learned through communication and reflection, then create conclusions, and apply the knowledge to new experiences. I simply want to provide an environment that is constantly growing, moving, and changing for the understanding and confidence of each student in my classroom.

Lesson Plan 2

2013-2014 UMU Lesson Plan Template Name: Olivia Stoffer Date: 2/11/14 Grade Level: First grade Class Period: Math Block Subject: Math Lesson # & Title: Standard Measurement Big Idea/Lesson Focus: Students will learn to measure with a ruler. Essential Question: Can we measure with items in inches? Context for Learning: Damascus Elementary; First Grade; 14 males & 11 females 3 students on speech IEPs 7 Title 1 students 1 occupational therapy 1 student with Aspergers Function of the Lesson (check all that apply): Introduce New Skill or Content Content Standards: 1. MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of 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. Learning Objectives: Students will be able to record the standard lengths of two objects using a ruler in small groups and record it on the Measure It Yourself activity page 19. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the words measure, inches, and standard while discussing their data and working in small groups. Instructional Materials and Support: Teachers Helper: Measure It Yourself pg 19 Pencil Ruler Choice to measure: Student Desk, Teacher Desk, Classroom Chair, Floor Tile, X-board, Tissue Box, Line of Tape Prior Knowledge: The students have recorded data before and began nonstandard measurement on Monday, however, measurement in a standard form has not been introduced. Assessments: Pre-Assessment for the unit: Pre-assessment was given on Friday Non-standard and Standard (Formal) Assessment(s) during the lesson: Participation during the lesson, in small groups, and following directions (Informal) Assessment(s) at the end of the lesson: Completion of Teachers Helper pg 19 Measure It Yourself! Post-Assessment for the unit: Post-assessment will be given on Thursday Non-standard and Standard (Formal)

Strategies & Learning Tasks

Introduction: I will have a class discussion on measuring with a ruler and introduce vocabulary. I will ask students how we measured yesterday, why we measure, when we measure, and if students have ever measured anything with a ruler before. Presentation/Explicit Instruction: We will complete student activity page nineteen Measure It Yourself. I will explain how to find the length of an object with a ruler and show students how to line the ruler straight with each envelope on the page. I will complete the first example, while talking/thinking aloud, and show them how to find the answer. On numbers two through four, students will work with me in completing each answer. Structured Practice/Exploration: If there are any questions, I will answer them as we go along so each student draws their own conclusions in standard measuring. Then I will show them how to line up their rulers on an object around the rom. I will explain that each item must be in a straight line in order to have a complete and accurate measurement. Guided Practice/Specific Feedback: I will divide the class into three groups. Each group will have two objects to measure with a ruler to measure at their center. Students will find the length of any two items: a student desk, student chair, tissue box, room floor tile, or X-board and record their findings on the back of page nineteen. (Make a T-chart: Name of object and how long it was in inches) Independent Practice/Application: Students will come up to the SMARTboard and record their data with me. They will tell me the item they measured and how long it was in inches. Closure: We will have a class discussion on the collected data and compare our data from the day before in nonstandard units. I will ask the students the similarities and differences of measuring standard and nonstandard units. Differentiation, Individualized Instruction, and Assessment: Giving Bobby and Karisma oral directions if needed. Karisma will reminded to line up her ruler with the object from the teacher and her small group. Working in small groups will allow the students to learn from their peers and build confidence in themselves. Research and Theory: I modeled my lesson around Lev Vygotsky. Children need to construct their own knowledge through interactions and experience. Hands on learning, with manipulatives and peers, allows a social connection to help to grow in not only measuring but everyday life. When they can see, hear, and touch the items they are learning, it builds their schematic knowledge. Learners use social interaction as tools to mediate their mental cognition, which develops into knowledge that we can continue to build upon. John Dewey also, supports this through his Social Activism theory. He believes students must first experience the content, review what was learned through communication and reflection, then create conclusions, and apply the knowledge to new experiences. I simply want to provide an environment that is constantly growing, moving, and changing for the understanding and confidence of each student in my classroom. .

Lesson Plan 3

2013-2014 UMU Lesson Plan Template Name: Olivia Stoffer Grade Level: First grade Subject: Math Date: 2/12/14 Class Period: Math Block Lesson # & Title: Non Standard/Standard Measurement Big Idea/Lesson Focus: Students will learn to measure the same length of an adult using nonstandard and standard units. Essential Question: Can we measure the same adult with standard and nonstandard units? What will happen? Context for Learning: Damascus Elementary; First Grade; 14 males & 11 females 3 students on speech IEPs 7 Title 1 students 1 occupational therapy 1 student with Aspergers Function of the Lesson (check all that apply): Review Practice Content Standards: 1. MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of 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. Learning Objectives: Students will be able to record the nonstandard and standard unit lengths of an adult (the teacher) using paper clips and a ruler separately, on Measure Your Teacher activity page, and create conclusions of the similarities and differences of nonstandard and standard measuring through discussion. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the words measure, ruler, inches, standard, and nonstandard while discussing their data and working in small groups. Instructional Materials and Support: Measure Your Teacher activity page Measure It book by Gloria Bancroft Pencil Paper Clips Ruler Prior Knowledge: The students have recorded data before and they have been introduced to standard and nonstandard measurement, however, they have not combined the two ideas at the same time. Assessments: Pre-Assessment for the unit: Pre-assessment was given on Monday Non-standard and Standard (Formal) Assessment(s) during the lesson: Participation and following directions Assessment(s) at the end of the lesson: Measure Your Teacher

Post-Assessment for the unit: Post-assessment will be given on Friday Non-standard and Standard (Formal)

Strategies & Learning Tasks Introduction: I will have a class discussion on Lesson One and Lesson Twos activities; we will discus s the similarities and differences between nonstandard measurements: Paper Clips, One Inch Tiles, and Unifix Cubes and standard measurement with rulers using inches. Presentation/Explicit Instruction: I will discuss how we will complete Measure Your Teacher. Students will be given either a ruler (six children) or a series of paper clips (nineteen children) to measure how tall I am. The helpers for the day will also, assist and use masking tape to tape a straight line (with the assistance of Mrs. Lydic) to the length of my body. Then students will count and record how many paper clips long I am and how many inches long I am. Structured Practice/Exploration: I will pass out materials to each student and have them come up to the carpet. The helpers will tape down a straight line to match the length of my body. Each group will line up their units to the tape line. I will supervise to make sure none of the items are overlapping. Guided Practice/Specific Feedback: Students will count together how many inches tall I am. Then students will record how many paper clips tall I am. This will be done aloud as I touch each unit and/or inch. Independent Practice/Application: The students will record their data and discuss the similarities and differences of measuring with a ruler and a paper clip with a neighbor. Closure: We will read Measure It by Gloria Bancroft and learn about solids and liquids we can measure. This will introduce liquid measurement in the following unit and give them a story to keep at home as a resource. Differentiation, Individualized Instruction, and Assessment: Giving Bobby and Karisma oral directions if needed. Karisma will have assistance in counting the large number of units and adding the rulers together by the teacher. Research and Theory: Research and Theory: I modeled my lesson around Lev Vygotsky. Children need to construct their own knowledge through interactions and experience. Hands on learning, with manipulatives and peers, allows a social connection to help to grow in not only measuring but everyday life. When they can see, hear, and touch the items they are learning, it builds their schematic knowledge. Learners use social interaction as tools to mediate their mental cognition, which develops into knowledge that we can continue to build upon. John Dewey also, supports this through his Social Activism theory. He believes students must first experience the content, review what was learned through communication and reflection, then create conclusions, and apply the knowledge to new experiences. I simply want to provide an environment that is constantly growing, moving, and changing for the understanding and confidence of each student in my classroom.