*Math Lesson Plan #1
- 1. TEAC 308 Lesson Plan 1 (5E Model) Teacher: Amanda Hilton Date: February 16, 2016 Topic / grade level: Measurements/ 1st Grade Materials/Technology: Lesson plan, overhead projector, students math workbooks, stair steps, paperclips, beads to measure, bag of materials to measure (crayon, pencil, pencil eraser, marker) Nebraska Math Standards/LPS Math Standards: MA 1.3.3.c Measure objects by using a shorter object end-to-end and know that the length of the object is the amount of same-size objects that span it lined up end-to-end. Lesson objective(s): 1. Introduce the inch, measure with Stair Steps 2. Measure with an inch ruler and compare lengths. Differentiation strategies to meet diverse learner needs (Gear up/Gear down problems should be included here): Gear Up: Does each number on the ruler mark an inch? Yes How many inches are there on a ruler? 12 inches How do you know that the yellow ribbon is the longest ribbon? Has the most inches How much longer is the yellow ribbon than the blue ribbon? 3 inches longer Which bracelet is longer? Orange and yellow How much longer? 2 inches What could we do to make the bracelets be the same length? Add 2 inches to shorter one or take off 2 from longer one Gear down: What do numbers on a ruler mean? They stand for inches Show a row of 6 stair steps. How many inches long is this stair step row? 6 inches Hold up your one-inch stair step. ENGAGEMENT • Describe how the teacher will capture students’ interest. • What kind of questions should the students ask themselves after the engagement? I will capture the students’ interest by asking a lot of questions to keep them engaged and always thinking. I will also use a lot of praise to make sure they know that it is ok to express their ideas and answers to the class. I will also split them into groups to have them practice measuring items they use every day in class such as crayons, pencils, erasers, and markers. If they are doing the best that they can. If they are providing well thought out answers to the class. If they are willing to participate and raise their hands to volunteer their ideas. If they are completing the work I tell them to throughout the lesson. EXPLORATION • Describe what hands-on/minds-on activities students will be doing. • List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration The students will be participating in a measuring hunt. They will measure things they use everyday in the classroom and then compare their results with each other/ a partner. This gets them up and moving out of their seats having them be active while also thinking and using the skills I just taught them. How many inches is each object they measure and compare the objects with how much more or less inches each is. This also incorporates what they learned last unit. Also making sure they start measuring at 0 on the ruler. Some students want to start measuring at the 1-inch. How do they know that the yellow ribbon is the longest ribbon? Because it has the most inches. 1
- 2. TEAC 308 Lesson Plan 1 (5E Model) EXPLANATION • Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? • List higher order thinking questions, which teachers will use to solicit student explanations and help them to justify their explanations. I will ask the students to tell me what they know about measurement. We will talk about different ways to measure things before I introduce the inch and how to measure using the standard unit of measure, inches. I will also let them explain what they know about rulers, how they are used, and why it is beneficial to use them when we measure. I will have them examine ways to measure the length of a math book using 2 different sized paper clips (a nonstandard unit of measure). Why is it difficult to measure without using a standard unit of measure? Because we could measure with different sized objects and get different measurement answers. Why is measuring with a ruler good? Accurate, easy, etc. What does it mean to find the length of something? When we find the length of something we find out how long it is. What do we say as the unit for more than 1-inch? Inches ELABORATION • Describe how students will develop a more sophisticated understanding of the concept. • What vocabulary will be introduced and how will it connect to students’ observations? • How is this knowledge applied in our daily lives? They will have a deeper meaning as to why it is important to measure with a standard unit of measurement, and why it is important to measure using a ruler. They will know what inches are and how to measure using them. They will also be able to compare lengths of objects that they measured. They will know the terms inches, length, unit, ruler, and measurement. This will connect because they will need to understand this in order to complete the activities in the lesson. This knowledge is applied to our daily lives because we measure things frequently in the future. You need to know how to measure in future which is why it is important to teach the children this at a young age. EVALUATION/ASSESSMENT • How will students demonstrate that they have achieved the lesson objective? • This should be embedded throughout the lesson as well as at the end of the lesson The students will demonstrate this by completing homework. Also by showing us what they know when they are put into small groups to do activities. They will also show when they achieved the lesson when they go on the measurement hunt as a class. I also know by telling the students to give me a thumbs up if they understand, a thumbs sideways if they are unsure, or a thumbs down if they have no idea. I will ask them to do this twice throughout the lesson to make sure they are on track and are achieving what it is I am teaching them. To close the lesson I will ask them to recap what they learned today looking for key points and if they aren’t said I will restate them. RESOURCES • Properly cite all outside resources that are referenced or used in your lesson plan. I used the math textbook to help plan my lesson. My teacher gave this to me. Everything else I did on my own. Lesson Plan Prompts: 1. I will ask the students to explain why they think it is difficult to measure objects without a standard unit of measurement (ruler). Possible responses: They might say because they don’t know what to measure with. They could say they don’t know what a standard unit of measurement is. They might say they don’t always have a ruler on them so they have to use something, which makes it difficult 2. I will ask the students to explain how they know that the yellow ribbon is the longest ribbon. Possible responses: They might say because the yellow goes the farthest to the right. They might say because it has the biggest amount of inches (biggest number). They might say because they know the other 3 colors aren’t the longest. 3. I will ask the students to explain what they think it means to find the length of something. Possible responses: They might say it means how wide something is. They might say it means how long something is. They might say it means the measurement or how many inches it is. 2
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- 11. TEAC 308 Lesson Plan 1 Assignment with Answers (including assigned homework) 11
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- 16. TEAC 308 Lesson Plan 1 Feedback from 297B Supervisor or CT 1) How well did you accomplish your mathematical learning objective with all children? Why do you think this? Describe three specific examples of things you children said or did that is evidence you did or did not accomplish your math learning objective(s). After teaching my lesson, I feel like I definitely accomplished my mathematical learning objective with all the children. My learning objectives were that the children would understand inches and learn how to measure and compare objects using inches. I believe they were successful with their objective because they answered all the questions I asked them correctly. As I taught the lesson I stopped occasionally to ask questions. I also asked them the same questions but rephrased them in a different way to see if the students still understood what it was I was asking. For an example, I asked the students to show me what an inch was again halfway through the lesson. The students all showed me on a ruler one inch. This showed me they understand the concept of inches. Also in the whole class lesson I had them do two problems on their own on the workbook page and then I came back together as a class to discuss their answers. The class got both answers correct. The way I know this is because they all said the answer out loud together. I also know that the children accomplished the mathematical learning objectives I had for them because they did very well in the small groups. I split up the class into 3 groups and each teacher took a group to do an activity on what it is I taught. At the end of the activity my group did a great job. An example is in my small group I asked them to measure 3 different beaded necklaces and tell me the lengths of each. Each student got it right. 2) What is something you noticed about yourself as a teacher? What is something your peer observer or cooperating teacher or TEAC 297b teacher noticed about you as a teacher? How will you use what was noticed the next time you teach? After teaching this lesson, I learned and noticed a lot about myself as a teacher. I noticed that I am very patient. I noticed that I let my students take all the time they need to explain his or her thinking. I feel like students best learning comes from hearing each others ideas or explanations about mathematical concepts. One student in my lesson tried to explain his way of how he got his answer and he couldn’t really get out his idea. I waited a little bit to see if he could get it on his own and then I restated what he said asking him if that is what he meant by what he said. I could have easily moved on, but instead I was patient which I think really helped his situation along with everyone else because they benefited from his ideas as well. My cooperating teacher noticed that throughout the whole lesson I had a smile on my faced, used a pleasant tone of voice, and gave positive responses to students. This to me was a big compliment. I feel like because of these things that she noticed it created a comfortable learning atmosphere for the students to learn in. I think it also made the lesson enjoyable. I definitely will use this again in all of my lessons. I think showing the students that I am having fun will give them another reason to enjoy themselves also. I will use this in whole class teaching, group teaching, and one on one teaching in the classroom. 3) What is something you noticed about children or a child when you were teaching? What is something your peer observer or cooperating teacher or TEAC 297b teacher noticed about children or a child? How will use what was noticed the next time you teach? I noticed that all the children were very willing to participate in the lesson. The children were very eager to volunteer to any of the questions or tasks I asked them to do. There was never a time in my lesson where I struggled to find someone to answer one of my questions. This is something that was very awesome to see. They seemed to have a lot of fun and wanted to complete all of the activities to the best of their ability. My peer observer noticed that the students were following along very closely to what I was talking about or doing. They were very interested in what I was teaching. I think this plays a major 16
- 17. TEAC 308 Lesson Plan 1 Feedback from 297B Supervisor or CT part in why they were all willing to participate. I will make sure to keep my students engaged in my next lessons. I think keeping the students engaged not only makes the lesson more enjoyable but also will help with classroom management. They will behave more positively if they are engaged in the lesson therefore will increase their learning. 17
- 18. TEAC 308 Lesson Plan 1 Cover Sheet Amanda Hilton February 16, 2016 Math Lesson: Measure with inches and compare lengths. Recognize advantages of using a standard unit of measure. State the objectives-Yes! Pleasant voice tone-Yes! Smile-Yes! Positive responses to children’s responses-Yes! Well organized-Yes! Amanda began the lesson introducing the terms length and inches. The children watched as Amanda measured the math book using paper clips. The children joined in when counting the clips. (Suggestion: Ask the students before showing whether you would need more or less paperclips when using the different sizes. Why?) Next they used the stair steps to measure. I liked how you measured together when doing the workbook. You asked questions to keep the students actively involved. Great job comparing the lengths! Rulers were used and discussed. We then divided into small groups to measure using a ruler. Your supplies were ready to go. The lesson was well thought out. I liked your organization! The children showed an interest in measuring! I look forward to continuing with measurement tomorrow in math. Thanks for presenting the lesson today! Great job! Connie Schmidt 18
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