36 visualizações

Enviado por api-241424416

- Approval Standard for Explosion Venting Systems
- Fire Pit Building Document
- SW Metrology
- Greenfield Decimal Equivalents
- BRM-3.ppt
- Measurement Theory
- Catch-weight and Customizations
- Stevie Pink Ryder 2013
- Excel Formulas
- Unreal Engine Physics Essentials - Sample Chapter
- potentialmarket
- 01 Lecture
- Generic 850 Mapping Document
- SAP WM - - Unit of Measure
- API2000 Tank Calcs Xls
- tmp2DEF.tmp
- termo (1)
- Chapter9-TreatingExperimentalData
- Fixing Misconceptions
- art final

Você está na página 1de 19

Instructional Unit EED415 Anthony DeSantis February, 28 2013 EED415 Brant Winn

UNITS OF MEASUREMENT

Grade: 4 Subject: Math Time: 5 Days Unit Objectives:

Day 1: POLYWORLD Students will be able to convert units of measurements by completing preset formulas with 80% accuracy. Day 2: GO THE DISTANCE Student will be able to solve word problems about distance using the four operational symbols with 90% accuracy Day 3: METRIC MANIA Students will be able to determine relative sizes between units of measurement using the metric system with 80% accuracy Day 4-5: MY BEAUTIFUL BEDROOM Students will be able to perform the process of finding the area and perimeter of rectangular objects by using formulas with 90% accuracy

Unit Standards:

CCSS.Math.Content.4.MD.A.1!Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.!For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... CCSS.Math.Content.4.MD.A.2!Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.Math.Content.4.MD.A.3!Apply the area and perimeter formulas for rectangles in real world and mathematical problems.!For example, nd the width of a rectangular room given the area of

the ooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

SUMMARY:

Students will be focusing on the units of measurement by performing hands on tasks. Each lesson will cover a different form of studying measurement and will include a traditional or authentic formative assessment. The main goal of the unit is to take the idea of understanding different unit of measurement and make it applicable to real life situations. Integration of multiple subjects will be used to reinforce the understanding of measurement.

Day 1

FOOTBALL MATH

Grade: 4-5 Subject: Math Time: 60 Minutes

Objective: Students will be able to convert units of measurements by completing preset formulas with 80% accuracy. Standards: Common Core. 4th Grade:

CCSS.Math.Content.4.MD.A.1!Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table.!For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... CCSS.Math.Content.4.MD.A.3!Apply the area and perimeter formulas for rectangles in real world and mathematical problems.!For example, nd the width of a rectangular room given the area of the ooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Materials: Pencils Scratch Paper Score Card Over head projector/ Smart board

Summary: Students will be engaged in playing an imaginary football game, converting units of measurements to gain yards. The small groups will all contribute points to reach a common goal. Anticipatory Set: Ask the students why they think it is important to know how to convert units of measurement. Depending on the audience, go more in depth with the conversation and talk about professions that may use unit conversions more often. Start talking about what the students know about football. Talk about the rules and the math involved with keeping score. Sequence:

Instructional Unit: EED415 PREGAME: Start by dividing the class into small groups of about 4 to 5. Try and group students according to math ability and /or by behavior. Hand out a score card to each student and have them write their name on it. This will be used for assessment. After administering the scorecard then hand out brightly colored piece of paper to one of the members of the group. Explain that the student with the paper has the job of being the recorder. Note that the game (starting at the very moment), to finish, is not only based on the correct answers, but their behaviors as well. Talk about common behaviors that may arise and how that will affect the progression of their team. HAVE PREPARED: Write 6 different team names on pieces of paper for the groups to, pick out of a hat The person sitting on the left of the recorder will choose a name from the hat. Assign a dry erase color marker to each team for your recording purposes. Write the name of each team in the matching color on the white board. GAME TIME: Explain to the students that they will be working together as individuals to find the answers. A final answer to advance in the game will come from a collaborative decision based on the answers they got individually. The groups will get 1 MINUTE of work time to come up with an answer on their own. 1 MINUTE to conference and share a team answer. Each correct answer will count for 10-20 yards down the field (each 10 counts for a first down). Good behavior will count as an additional 5 yards. If the teams display poor behavior they simply do not gain the extra yards. If the team displays excellent behavior such as teamwork and self control then keep it in mind for an extra point after a touchdown (example: field goal or 2 point conversion). HAVE PREPARED: Find an image of a football field with the yards in tens and the tick marks along the side. Write a class goal of 500 yards on the top of the image. HOW TO PLAY: Before the start of the game explain that a conversion problem will be written on the board. The format on everyones score sheet will match up with the problem on the board. Go over the time limitations with them and model it with one of the teams or other adults if they are available. Briefly go over the point system as well and place another reminder that behavior will justify extra yards. Write the first problem on the board. Example:

The students fill out the known information on their score card and have 1 minute to solve the problem on their own. Then say conference. The students have 1 minute to talk about the problem in their groups. The recorder writes down a final answer on a piece of scratch paper. At the end of the minute say, Pencils down, answers up! If a group holds up the correct answer then draw a dot on the 0 yard line and then draw an arc over to the 20 yard line and say, first down! If the team exhibits good team work and appears to on task then award the team an additional 5 yards. All four teams play at the same time. If the teams answer is not correct they stay at the location they are currently in. Once the scores are reviewed, add the total number of yards the class has gained all together and total

Instructional Unit: EED415 them in a corner. Remind them that the class is working toward a common goal of 56 points (2 touchdowns with extra point per team 4 GROUPS). 70 points (5 GROUPS). Phrases to use for NOT gaining any yards: Pass interference Missed catch Fumble END OF THE GAME: Total each of the team points individually and determine which team has the most points. If there is a tie, point wise, then the team that has gain the most yards will be determined the winner. If the whole group reaches the goal then a small reward can be given to the class. In the case that the group falls behind in points then ask a bonus question to catch the teams up. QUESTIONS TO USE: __48__ oz = 3 lbs __32__ oz = 2 lbs __80__ oz = 5 lbs __160_ oz = 10 lbs 12 in = 1 ft __72__ in = 6 ft _120__ in = 10 ft __96__ in = 8 ft 1yd = 3 ft ___7__ yd = 21 ft __10__ yd = 30 ft __16__ yd = 48 ft 4 qt = 1 gal __40__ qt = 10 gal __48__ qt = 12 gal __24__ qt = 6 gal __12__ qt = 3 gal 1 pt = 2 cups ___8__ pt = 16 cups ___4__ pt = 8 cups __15__ pt = 30 cups 1 ft = 12 in ___5__ ft = 60 in ___4__ ft = 48 in ___6__ ft = 72 in ___2__ ft = 24 in 1 lb = 16 oz __ 3__ lbs = 48 oz ___4__ lbs = 64 oz 3 ft = 1 yd __48__ ft = 16 yd BONUS Question: Have the student find the perimeter of the football field using: Length: 100yards and Width: 25yards. 16 oz = 1 lb

Directions: Fill in the blanks to find the correct conversion of measurement. Follow teacher directions to complete the table below. Measurement 1

Round 1 Round 2 Round 3 Round 4 Round 5 Round 6 Round 7 Round 8 Round 9 Round 10 Round 11 Round 12 Round 13 Round 14 Round 15

Bonus

= = = = = = = = = = = = = = = = =

Measurement 2

YARDS

Points

Day 2

GO THE DISTANCE

Grade: 4 Subject: Math Time: 60 Minutes

Objective: Student will be able to solve word problems about distance using the four operational symbols with 90% accuracy. Standards: Common Core. 4th Grade:

CCSS.Math.Content.4.MD.A.2!Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Materials: Graph paper Yard Sticks Rulers Markers Pencils Summary: Students will be given premade word problems about objects and spaces to solve. In small groups, the students will move throughout the classroom and outside measuring distances to complete the open ended worksheets. The integration of language arts will help guide the students form a more detailed description of how they found a solution to the problems. The lesson will be performed using standard units of measurement including: Miles, Yards, Feet, and Inches. Anticipatory Set: Ask the students if they ever think about the space around them. Have them think about the distance from where they are to their house. How far away do you think it is? How far away do you think it is from here to the sun? Take the students outside and have them estimate distances to playground equipment compared to the distance of the clouds. Then have the students think about distances on a smaller scale. Talk about the perception while looking at objects up close and very far away.

Instructional Unit: EED415 Sequence: After arriving back in the classroom from the anticipatory set have the students split into small groups. Each student in the group will pick up a worksheet. Modification: Gifted students may receive an altered worksheet which allows them to create their own distance word problems. Assign each group a different problem to start with. With the worksheet guiding the work, make sure that station has the appropriate materials needed to figure out the problem. Allow 5 minutes per station for the student to collect their data and work on the problem. Tell the students to focus on gathering the information needed first. If students are in need of additional time, it will be provided at the end of the period. Modification: LD/ED students may be allowed to focus on identifying the unit of measurement and be evaluated on how they gathered it. After the students have rounded to each station have them continue to work on unfinished problems in their groups. If individual students are not able to finish then give them the option to finish it during free work time or take it home for homework. Closure: Review the content of the worksheet and talk about how it applies to science, language arts, and how it relates to real world events. Integration: Language Arts: Each of the problems will ask the students write sentences on how they came to their conclusions. Science: The problem about the distance to the moon can be discussed within the group. Relative distances can invoke questioning about distances in space compared to distances on earth. Technology: Students will be using the internet to do research about the distance to the moon.

GO THE DISTANCE

Name: _______________________

Directions: Read each word problem and determine what unit of measurement you would use to measure the distance. After determining the distance write a brief description about how you figured out the problems. __________________________________________________________________ 1. THE ANT IN THE GRASS. To an ant a far distance is different than a far distance to a human being. Have a classmate lay in the grass outside. How long do you think it would take for an ant to travel the length of your classmate?

... What unit of measurement would you use? _________ What measurement tool would you use? _________ How long is your classmate? _________ Estimate how long it would take for the ant to walk? __________ Summary: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2.) TO THE MOON Talk to your team members about how far you think the moon is from the earth. Record your predictions on the table below and answer the questions. Team Member Distance Unit of Measurement

HOW FAR is the moon from the earth? ________________ How did you find your answer? __________________________________________________________________

3.) 100 WINDOWS! Find a window around the classroom and answer the questions.

What unit of measurement would you use to measure the length? ____________ What is the length of the window? _____________ How long would 100 windows be if they were side by side? ________________ BONUS: What other unit of measurement could you use to measure 100 windows? ____________________ How long would they be? _____________________

4.) AROUND THE ROOM... As a team select the appropriate measurement tool you would need to measure the perimeter of the classroom. What unit of measurement did your team use? ___________________ What is the length of the classroom? _______________________ What is the width of the classroom? ________________________ What is the perimeter of the classroom? ____________________________ 5.) 4 FOOTBALL FIELDS... Solve for the missing unit of measurement.

A Football field is 100 yards long. How many feet is it? _______________ How many yards would 4 football fields be? _________________ How many feet would 4 football fields by? _________________

Day 3

METRIC MANIA

Grade: 4 Subject: Math Time: 45 minutes

Objective: Students will be able to determine relative sizes between units of measurement using the metric system with 80% accuracy. Standards:

CCSS.Math.Content.4.MD.A.1!Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table.!For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

Materials: Colored construction paper Pen Tape Metric measuring tape Meter Stick Summary: Students will construct a model showing the comparison of the metric units of measurement. Anticipatory Set: By integrating social studies and science, introduce the metric system by means of people from different parts of the world and different professions using the metric system in their everyday life. Give examples from europeans, medical professionals, and scientists. Sequence: Have pre-cutouts of a millimeter, centimeter, decimeter, and meter and show them to the students as a visual representation of size. Focus on the four units for the lesson so that creating the model will be attainable. Explain to the students that they are to be creative and create a visual that represents the relation of the 4 units of metric system using the materials that are available. Each student will then have the remainder of the class period to complete their presentation.

Instructional Unit: EED415 USE THE TABLE AS A GUIDE TO MODEL THE EXAMPLE

EXAMPLE: Use small strips of paper to represent the smaller units and then measure longer strips of paper to represent up to a meter by cutting and taping. Millimeter: Centimeter: __________ Decimeter: _____________________________________________________________________________ Meter: ________________________________________________________________(fold - tape) ___ ________________________________________________________________(fold - tape) ___ ________________________________________________________________(fold - tape) ___ ________________________________________________________________......

Day 4 - 5

MY BEAUTIFUL ROOM

Grade: 4 Subject: Math Time: 60 minutes per day (x2)

Objective: Students will be able to perform the process of finding the area and perimeter of rectangular objects by using formulas with 90% accuracy. Standards:

CCSS.Math.Content.4.MD.A.3!Apply the area and perimeter formulas for rectangles in real world and mathematical problems.!For example, nd the width of a rectangular room given the area of the ooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Summary: Students will demonstrate their ability to figure out the perimeter and area of a room by creating a dream bedroom. Each space and piece of furniture will be measured and labeled on a piece of graph paper. Anticipatory Set: Ask the students, If you could design your own bedroom what would it look like? What would you include in it? Have the students close their eyes and draw a picture in their mind. Remind them that no idea is too crazy or limited. Let the students use their imagination. Sequence: DAY 1: After the students are done picturing their dream room in their mind hand them the brainstorming worksheet to start writing down their ideas. When the student are finished with writing down their ideas them hand out a blank sheet of paper and have them draw out their rough drafts. Remind the students to think about the scale and size of their objects to make sure everything will fit. Have them measure out items in the classroom to gage the scale of space they will need. During the planning stage, move around the room to review each of the students ideas. Modification: Higher level students can be encouraged to think about window measurements and doorways. Configure the room to fit the needs of the items. Modification: Lower level students can focus more on what objects are in a bedroom? Have those students limit themselves to a few items so that the following day will not contain so many formulas.

Instructional Unit: EED415 DAY 2: When the students review their rough drafts have them start thinking about units of measurement. Show them examples of blue prints and go over different professions that may require the knowledge of perimeter and area. Using direct instruction and examples on the white board, show the students how to label their items (length x width = area). Also review how to figure the perimeter of the rooms. For the final draft of the room hand each student a piece of graph paper. Let them know that each square represents a square foot. Modification: Higher level students may use a different scale for their designs. Modification: Lower level students may use a pre-made graphing paper prepared by the teacher. A larger scale piece of paper. Each design has to contain the perimeter and area inside the rectangles. If the rectangles are too small, have the students label the measurements outside of it with an arrow pointing to it. Let the class work individually but use neighbors as a resource if they need help with figuring out a dimension. See the worksheets below for additional help.

DREAM ROOM

BRAINSTORMING

Name: __________________________

WISH LIST: 1 _________________________________ 2 _________________________________ 3 _________________________________ 4 _________________________________ 5 _________________________________ 6 _________________________________ 7 _________________________________ 8 _________________________________ 9 _________________________________ 10 ________________________________

Rough Draft

- Approval Standard for Explosion Venting SystemsEnviado porrafael1978
- Fire Pit Building DocumentEnviado porjcape55
- SW MetrologyEnviado porsamirssa2003
- Greenfield Decimal EquivalentsEnviado porAnonymous 2w5NuXDFHa
- BRM-3.pptEnviado porPranav Kumar
- Measurement TheoryEnviado pornaega nugu
- Catch-weight and CustomizationsEnviado porDucTranTan
- Stevie Pink Ryder 2013Enviado porlev g
- Excel FormulasEnviado porHenry Bastian
- Unreal Engine Physics Essentials - Sample ChapterEnviado porPackt Publishing
- potentialmarketEnviado porapi-295098018
- 01 LectureEnviado porDon Viovicente
- Generic 850 Mapping DocumentEnviado porAg Sri
- SAP WM - - Unit of MeasureEnviado porHarish Kumar
- API2000 Tank Calcs XlsEnviado porHuzefaFD
- tmp2DEF.tmpEnviado porFrontiers
- termo (1)Enviado porantony aguirre
- Chapter9-TreatingExperimentalDataEnviado poryasser3999
- Fixing MisconceptionsEnviado porTf Chung
- art finalEnviado porapi-250019941
- Notice: Applications, hearings, determinations, etc.: TKD Industries, Inc.; cosmetic kit manufacturing facilityEnviado porJustia.com
- Basic Measurement and UncertaintyEnviado porNurfAdilah Marsyam
- Transducer EngineeringEnviado porrameshsme
- Macros Spreedsheet FCC 1Enviado porFrenzyPanda
- bil hotalEnviado porpuneetnagar
- Ups At5 At6 At7 At8 v2 UkEnviado porJoe Verghese
- Measurement StandardsEnviado porJahanzeb
- 9702_nos_ps_5.pdfEnviado porDe Nim
- Uncertainty EvaluationEnviado porAndrei Taranu
- Indian Clubs 00 Jen k GoogEnviado porAB

- a desantis resumeEnviado porapi-241424416
- tws standard 7 adesantisEnviado porapi-241424416
- tws standard 4 adesantisEnviado porapi-241424416
- tws standard 3 adesantisEnviado porapi-241424416
- integratedunit rgd 410 adesantisEnviado porapi-241424416
- tws standard 6 afdesantisEnviado porapi-241424416
- tws standard 2 adesantisEnviado porapi-241424416
- tws standard 5final adesantisEnviado porapi-241424416
- standard1desantisEnviado porapi-241424416
- assessmentpresentationEnviado porapi-241424416
- infantdevelopmentEnviado porapi-241424416
- lab bag worksheet adesantisEnviado porapi-241424416
- sciencesafetyposterEnviado porapi-241424416
- measureup worksheetEnviado porapi-241424416
- readingprotocol poster red bridgeEnviado porapi-241424416
- managementbrouchure adesantisEnviado porapi-241424416
- backup of edu320team a handoutEnviado porapi-241424416

- shrm_hr_competency_model.pdfEnviado porMin Chan Myae
- SMU Marketing Research Ch-3 Nidhi SharmaEnviado pornidhi140286
- survey of adult skills usEnviado porapi-236750551
- eScholarship UC Item 4mw4r5dsEnviado porkfir36
- Becoming a Better Teacher.pdfEnviado pormrwa13
- Full Text 01Enviado poryaser naji
- ICU.SPCL.GOLDSMITH.pdfEnviado porMark Goforth
- beyond the physical a synthesis of science and occulsism in light of fractals, chaos and quantum theoryEnviado porBasti
- Animal Metaphor TestEnviado porroberthertz
- llbh_sylEnviado porjiaorrahman
- EE313 Communication Systems Organization Information Aug2017Enviado porShubham Bhargava
- Notice Transitional ArrangementEnviado porSajid Ali
- statue of liberty lpEnviado porapi-271869316
- Cover Report Lab Report 2013Enviado porKerol Kerol Kerol
- Understanding SLAEnviado portqvinhkg
- POS 100 1st Sem 2015-16 Course DesginEnviado porLaurenOrtega
- schooldisciplinerulesofprocedureEnviado porLexter Jimenez Resullar
- research brief pdfEnviado porapi-231708897
- Semiotics for BeginnersEnviado pornandini
- CertEnviado porArjun Mallik
- chapter 3 theories and concepts of lawEnviado porapi-241505258
- Neet Ss 2018Enviado porrajvolga
- IITJammu 01 2017(Direct Rectt.) SLA&SM TECHCADRE 806 With AttchmentEnviado porAvtar Kotwal
- The End of the Product Life CycleEnviado porGanya Saluja
- SI-22-MeToo -Danny Gray Parts Unknown -UC DavisEnviado porJaroslaw Jerry Waszczuk
- I wanna Take me a pictureEnviado portontasoloyo
- DB - NenasaEnviado porKishor Hameed
- science lesson plan copyEnviado porapi-295843914
- 43f61CULTUREEnviado porPhilip Atkinson
- Q ManualEnviado porHasna Hena Prianka