Professional Documents
Culture Documents
Standard
MDE grade level or CCSS or Essential Elements
Students will be given the choice to solve one of the two problems
provided. The problems provided require different levels of math
skills. It is assumed that with a time limit, students will choose the
easier problem to solve. Students will be asked which problem
they chose and why. It will be explained that each problem gives us
the same result, yet one problem is much easier to solve than the
other. This will introduce the use and concept of the measurement
of tons.
The teacher will review the idea of a pound and how many pounds
are needed to make up a ton.
The teacher will also need to review how ounces are needed to
make up a pound when beginning the second portion of the lesson.
Chelsea Chritz
Introduction: Creating Excitement and Focus
for the Lesson Target
Task analysis:
What information does the learner need? If
needed how will it be provided?
How is the lesson scaffolded?
Step by step procedures
Depth of Knowledge: identify levels included
Recall/Reproduction
Skill/Concept
Strategic Thinking
Extended Thinking
The learner will need to be familiar with pounds and ounces. They
will need to know what type of items weigh 1 pound so they may
base their decisions off of that when discussing tons.
The students will need to be provided with how many pounds are
needed to make up one ton as this concept has not been covered
yet.
The lesson will begin by the teacher providing examples of items
that would be best measured in tons. By the end of the lesson,
students will be asked to work with a partner to decide which
measurement option would be best for the specific item.
Accommodations: differentiating to meet student The teacher will provide the two math problems to solve. The
students will have some time to work on this. The teacher will show
needs
the students that the two numbers found both provide information
Intervention/ Remediation
on how much the semi-truck weighs as they are equivalent. It will
Extension/enrichment
be explained that tons are used to simplify the measurement of
Engaged learning (VAKT)
The teacher will pose questions in regards to the objects being best
measured in tons or pounds.
The teacher and students will work through the worksheet, Ton p.
69.
Once students have completed this worksheet, the teacher will
implement back in ounces with pounds and tons as ounces has
been studied in the past. Students will be asked to work with a
partner to make a decision on what the best measurement would be
for specific items. They will write their answer on the whiteboard
and hold it up for the teacher to see.
Recall/Reproduction: Students will identify how many pounds make
up a ton.
Skill/Concept: Students will identify patterns in that very large,
Modeling: I Do
HOW/WHAT (Questioning and redirecting)
The teacher will show the students examples of items that should
not be measured in tons and some items that should be measured
in tons. The teacher will ask questions or redirect students when
understanding is not being reflected.
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility
accomplished?
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Chelsea Chritz
Assessment
What evidence supports that the objective(s)
were met?
What do my students know, understand and are
able to do?
What formative assessments will be used to
inform
instruction?
The students will be able to orally recite how many ounces make up
one pound and how many pounds make up a ton. They will also be
aware that ounces best measure small, light items when tons
measure large, heavy items.
Tomorrow, the students will be taking an assessment over these
three measurement concepts.