Content Rationale: Math

            The content I am teaching is measurement. I created my lesson plans based on the second grade standards 2.3.1 “determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps”, 2.3.2 “apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C)”, 2.3.3 “demonstrate an understanding that using different measurement units will result in different numerical measurements for the same object”, 2.3.4 “explain the need for equal length units and the use of standard units of measure”, 2.3.5 use rulers and other measurement tools to estimate and measure length in common units (e.g., centimeter and inch)”, and 2.3.6 “use the measurement process: choose an appropriate measurement unit, compare that unit to the object, and report the number of units”.  The students will learn all of these things by watching me model how to make estimates and measure with different tools, and then by practicing estimating and measuring with different tools.

            I believe learning about measurement is important in elementary school because children know that their foot fits in their show, their dog’s tail is short, their head is a circle, etc. I think it is important that they learn how to measure these things because children are very curious and can use their measurements to compare to other measurements.

            Students should have the opportunity to learn the different tools to measure (ruler, meter stick, etc.) and the different units to measure by (centimeters, inches, feet, etc.), so they are able to choose the best method when measuring something. This may help students see the differences in length and distances. As students get older they can use this background knowledge to find the distance between their house and school, how far they rode their bike, or how long their family road trip will take them.

            I think that learning about measurement can be very fun and exciting for students because they get the opportunity practice the physical act of measuring and comparing lengths, such as their height to their friend’s height. Measurement also allows for collaboration, where one student can move the ruler while the other student holds their finger where the ruler needs to go. This incorporates cooperative learning and scaffolding to take place.

           The activities I have planned are based off of a research based math curriculum called Bridges. The lessons I have chosen to implement have been modified to address my particular students’ needs. My students learn best from hands-on activities, so I will have them do a lot of the measuring on their own. I also have English Language Learners in my classroom, so I will do a lot of modeling for them before they go out and measure. I will also use many visual aids in my lessons, as well group/partner work for scaffolding. I will adapt my activities for all different learning styles. I have provided many hands-on activities for the kinesthetic learners, many pictures and visual aids for the visual learners, and opportunities for writing, speaking, and listening to children’s books for the auditory learners. The students will have different partners each lesson, but I have paired up my students who need help with math, with my higher academic students who will help them. I also paired up my ELL students with students who are patient and sensitive, but willing to help.

Standards, Goals, Essential Questions, Objectives

Standards:

·         2.3.1 Determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps.

·         2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C).

·         2.3.3 Demonstrate an understanding that using different measurement units will result in different numerical measurements for the same object.

·         2.3.4 Explain the need for equal length units and the use of standard units of measure.

·         2.3.5 Use rulers and other measurement tools to estimate and measure length in common units (e.g., centimeter and inch).

·         2.3.6 Use the measurement process: choose an appropriate measurement unit, compare that unit to the object, and report the number of units.

Goals:

·         Students will use appropriate measuring tools to measure specific objects around the classroom.

·         Students will make estimations and comparisons with different measuring tools

Essential questions

·         How do you make an accurate estimate?

·         Why is estimating before measuring important?

·         Why are there different measuring tools?

·         Why do we use standard units of measure?

Objectives:

·         LP 1

The students will be able to estimate and measure an object using three different measuring tools while explaining why each measuring tool gives them a different answer.

Domains: Affective, Cognitive (Application, Comprehension, Knowledge), Psychomotor

·         LP2

The students will be able to discuss the need for a standard unit of measure by measuring the width of the classroom with their feet, and then comparing their measurements.

Domains: Psychomotor,  Affective (working in partners), Cognitive (application, analysis, Evaluation, comprehension)

·         LP 3

 The students will be able to apply concepts of partitioning and transitivity by measuring various objects around the room with home-made “giant feet”.

Domains:Cognitive (application, evaluation), Affective, psychomotor

·         LP 4

The students will be able to estimate and measure the circumference of their head by using string to wrap around their head and measure.

Domains: Cognitive (application, analysis, evaluation), psychomotor, affective

·         LP 5

The students will be able to recognize objects that represent standard units, recognize inches and feet, and identify that there are 12 inches in a foot.

Domains: Cognitive (Comprehension, knowledge, evaluation), Affective, Psychomotor

·         LP 6

The students will be able to estimate length in inches and measure length to the nearest inch.

Domains: Psychomotor, Cognitive (Analysis, Knowledge, comprehension), Affective, Psychomotor

·         LP 7

The students will be able to estimate length in feet and yards by using their inchworm rulers to measure length in feet, and then use home-made yard sticks to measure in yards.

Domains: Psychomotor, affective, cognitive (application, evaluation)

·         LP 8

The students will be able to estimate and measure various objects around the room in yards by using their yard strings from LP 7.

Domains: Psychomotor, Affective, Cognitive (Comprehension, Application, Evaluation)

·         LP 9

The students will be able to measure length to the nearest centimeter by identifying objects that represent standard units and using them to measure.

Domains: Cognitive (knowledge, Comprehension, Application, Analysis), Affective, Psychomotor.

·         LP 10

The students will be able to estimate length in centimeters and measure objects to the nearest centimeter.

Domains: Psychomotor, Affective, Cognitive (Comprehension, Application, Evaluation)

·         LP 11

The students will be able to identify objects that represent standard units and use them to measure length to the nearest meter.

Domains: Psychomotor, Affective, Cognitive (Knowledge, Comprehension, Analysis)