Walzel and Wander 1

Classroom Video Project

Kara Walzel and Kim Wander
Feb. 14, 2011
Dr. Dillihunt
EDC 311

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Classroom Background:

Mrs. Underwood and Mr. Brandon

5th grade
13 students (accommodations for students will be noted later in lesson plan)
Mathematics
Teacher 1 (T1) Kara Walzel
Teacher 2 (T2) Kim Wander

Abstract:
The goal of this lesson plan is for students to discover how to apply simple
mathematical facts to calculate the units in the metric system from one place value
to the next.
Timeframe
30-45 Minutes.
State Standards:

Measurement and Data

Convert like measurement units within a given measurement
system.
18.) Convert among different-sized standard measurement units within a given
Mathematics
measurement system (e.g., convert 5 cm to 0.05 m), and use these

(2010)
Grade(s): 5
Web

conversions in solving multistep, real-world problems. [5-MD1]

Resources 0
:
Lesson
Plans:

Learning Objectives:

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1. Students will be able to recognize and convert units by different metric
lengths.
2. They will develop strategies to construct a mnemonic device that illustrates
the metric system to help them with the converting process.
Instructional Model: STAD
The Student Teams- Achievement Divisions (STAD) model is a cooperative
learning strategy that provides multi-ability teams with practice in learning concepts
and skills (Eggen & Kauchak 2012, P. 104). The learning teams are heterogeneous in
the sense that students are paired according to mixed ability, culture, gender, and
ethnicity. Students will work on a basic skill presented by collaborating candidate
teachers where they will accrue improvement points according to their performance
level at the beginning, and then again at the end of the lesson via homework. This
model is the best strategy for our lesson, because we are introducing a broad basic
skill to our students.
Pre-Planning:
Materials

Materials needed by students:

o Textbook
o Paper
o Pencils
Materials needed by collaborating teachers:
o Powerpoint (T2)
o Visual aids Mnemonic Device (T1)
o
o
o
o

King Henry Died Unexpectedly Drinking Chocolate Milk

Quizzes/Answer key (T2)
Homework Assignment/Answer key (T2)
Textbook (Mrs. Underwood)
Writing Utensils

Engagement and Hook:

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Teachers will ask students to volunteer in a class presentation where students
will be given signs with the mnemonic devices. They will then line up in front of the
class in order of the metric system. Students will be asked to read their sign aloud,
and teachers will open a discussion on what the students think the phrase means.
After having a few minutes of open discussion teachers will then uncover the
meaning of the phrase, and explain the mathematical significance of the mnemonic
device.
Procedures
Teacher and Student procedure:

Before class teachers will prepare lesson accordingly by setting up the

Powerpoint presentation via the Smartboard. (T2)

They will also draw on the whiteboard the mnemonic device so students will

always have a reference point during the lecture. (T2)

Once students have arrived teachers will present their hook, and then

present the Powerpoint. (T1 and T2)

During the Powerpoint students will be prompted with examples, and asked
to solve them with assistance from the teachers. After the presentation
students will be given math problems to solve alonethis is where students

will earn their first set of points. (T1 and T2)

Teachers will monitor the students progress, and give help/scaffolding when

needed. (T1 and T2)

Now that students have attempted the skill on their own they will now work
with their learning group that the teacher has pre-assigned. Students will
then reteach to their peers the metric conversion skills which the teachers
just presented in their lesson. Teachers will continue to monitor students
progress. (T1 and T2)

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After the majority of the class gets done with the examples teachers will
check work, and then assign homework to be turned in the following day
this where students will earn their improvement points. (T1)

Accommodations for students:

Students with exceptionalities:

Student S in special education (gifted) (T1)
Student J high-performance autism (T2)
Student A, B, H, and P ADHD (T1 and T2)

Accommodations for students during the lesson follow in accordance with the
IEPs that Mrs. Underwood has already adopted within the regular classroom
setting.

Student S will receive less number of problems, but same level

of difficulty. (T1)
Student J will receive less number of problems, but same level

of difficulty with more teacher assistance. (T2)

Student A, B, H, and P will be paired with other classmates who
are more patient and are more inclined in mathematics. (T1 and
T2)

Technology used:

Powerpoint
Smartboard

Assessment
Assessment is evaluated through the students ability to recognize and
convert units by different metric lengths from their practice problems in class and
their homework. Improvement points will come from difference between their
practice problems in class to their homework. During the monitoring phase of the
lesson, collaborating teachers will have a checklist to reference that will help them

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accurately monitor each students individual success with the objective. Students
will be able to illustrate the metric system through a mnemonic device by the use of
a matrix.
Reference:
"ALEX - Alabama Learning Exchange." Web. 07 Feb. 2012.
<http://alex.state.al.us/index.php>.
Eggen, Paul D., Donald P. Kauchak, and Paul D. Eggen. Strategies and Models for
Teachers: Teaching Content and Thinking Skills. Boston: Pearson/Allyn and
Bacon, 2006. Print.