LESSON PLAN TEMPLATE

Name Jeffery Upton Grade Level: 5th Grade

School: Chapman Elementary Subject(s): Metric Conversion Date: 4/16/14

1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.)

African Americans Caucasians Hispanic Gifted/Talented Music Visions Art Visions Resource Students IEP Plans Speech ELA PASS scores Math PASS scores Science PASS scores Social Studies PASS scores

2 girls, 4 boy 1 boy: AA/Cau 4 girls, 2 boys 5 girls, 5 boys 0 girls, 2 boys 2 girls, 0 boy 1 girl, 3 boys 1 boy: writing & reading 1 boys (Autism) 2 boys Exemplary= 9, Met= 6, Not Met=8 Exemplary= 9, Met= 4, Not Met=10 Exemplary=1 , Met=1 , Not Met=8 Exemplary=6 , Met= 3, Not Met=4

Mondays

Chapman Elementary is located in Spartanburg, SC in school district 07 in the Spartanburg County School District. Grades range from K5 through 5th grade. There is a 14.1 student to teacher ratio. 86.6% of the students in the school are eligible for free or reduced lunch. The breakdown of boys and girls in the school is 50/50. 2. Rationale/Purpose for Lesson: The conversion of metric units is important for students when they deal with the metric system and have to convert from the different units. This will be especially true when students deal more and more with science. 3. Standards: 5. MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in 4. Subject Integration Science Math

5. Performance Objectives written in 4-component format: Given one metric unit of measure, the student will be able to convert the given metric measurement to another metric measurement with at least 80% accuracy. 6. Materials/Resources Needed: McGraw-Hill My Math 2013 Smart board Worksheet 7. Preparation: For this lesson I will review the different units associated with the metric system. I will practice and ensure that I have the knowledge to explicitly explain when to use multiplication and division, as well explain the reasoning of sliding the decimal point and the direction in which it needs to be moved. 8. Procedures: Opening/focus/anticipatory set: Today we are going to continue working on converting different units of measurement, but we are going to be dealing with a new system called the metric system. The metric system is used throughout the world and is the units of measurement in the field of science.

Connections to previous learning and future content: If you remember the rules for converting units of measurement, you will know that first you must look to see if you are converting bigger units to smaller units or smaller units to bigger units. Who can tell me what operation we use when we convert larger units to smaller units? What if the conversion goes from smaller units to larger units? This is going to be the same process with the conversion of metric units of measure. Even though in this country we use the standard metric system. Converting metric units is information that you will need to as your progress through school. This will be especially true in the subject of science. In science the metric system is always used to measure and you will need to know how to convert between these units to be successful in science.

Teacher modeling/demonstration of learning: So now lets look at the metric system and talk about converting these units of measure. First we need to look at how metric units are put together and how their most important feature is the prefix. The prefix tells us how large or how small the base unit will be. The prefixes we will be using, going from smallest to largest is; milli-, centi-, deci-, base unit, deca-, hecta-, and kilo-. The teacher will write these on the board and have the student write them in their math notebook for future reference. These prefixes are very important because the base unit can change from meters to liters or to grams, depending on what is being measured, but the prefixes will determine the size and will be used with all three base units. So if you look at our conversion chart we will use the same process as converting the other units. So if we are going to convert: 3 g = ________ cg So if we hold true to the rules of conversion, we see that we are going from larger units to smaller so what operation will we use? Our conversion chart tells us that there are 100 centi- in the base units, so we will multiply the base unit by 100. 3x100=300 So 3 grams is equal to 300 centigrams. If we look to convert: 4 l = _________kl Again we see that we are going from smaller to larger so again what unit of measure will we use? Since there are 1000 kilo- in the base unit, we will divide the base unit by 1000. 4 / 1000 = .004 So 4 liters is equal to 4 hundredths kiloliters. So this is exactly like we would convert with standard units of measure. However, since the metric system is designed with the principle of the powers of tens, there is a very simple process we can use to convert these measurements. We can use the chart:

KiloHecto- Deca- Base Unit DeciCentiMilli1000 100 10 1 .1 .01 .001 Thousands Hundred Ten One Tenths Hundredths Thousandths

So lets say we want to convert: 40 cg = _______kg We start at the centi- on the charts and count the spaces to the kilo-, which is five. Then you take the number of centigrams which is 40.Where will the decimal be in the number 40? So what direction do me move on the chart when we go from cg to kg? How many spaces do we move? So we will move the decimal five spaces to the left. What do we put in the spaces that have no digits? So this converts to: .0004 kg This is exactly the same thing as dividing the centigrams by 100,000. If we want to convert: 4 km = _______g We again look at or chart and start at the kilo- and count the spaces to the base unit, which in this case is three. In this number where is the decimal? What direction do we move if we go from km to m on the chart? How many spaces do we move? What do we put in the spaces with no digits? So this converts to: 4000g This again is the same as taking the 4 kg and multiplying by 1000.

Check for understanding: Throughout the lesson I will ask questions to determine the level of comprehension of the students. What operation do we use when we convert bigger units to a smaller? What operation do we use when we convert smaller units to a bigger? Which unit is bigger? I will adjust my my instruction based on the feedback provided by the students. I will move throughout the classroom making sure that students comprehend the process, stopping and answering any individual or group questions as needed.

Guided practice or activity (Student performs along with teacher guidance): As a class we will work on two problems together. 20 mg = _______g 30 kl = _______cl If during this instruction the majority 80% of the class has a good grasp of this principle, then I will allow those 80% to work on an independent worksheet as I provide small group instruction to the students who are still struggling. Independent Practice (Student performs on own): The student will be given a worksheet of 15 problems. I will monitor and observe the class as they complete this activity. Once students complete these problems they will bring their work to me and I will check with a pen and ensure that at least 12 of the 15 problems are correct, 80%. If the answers are not correct I will provide an opportunity for the students to rework the problems missed, answering any questions that the student needs. Class discussion and/or group activity, etc.: Once the independent work is completed or instruction time is coming to an end, we will come back together as a class and go over the answers to the independent worksheet. Again I will provide more instruction that is needed and answer any questions. I will give the students an opportunity to come to the board and work a few of the problems. Closure of lesson that determines if goals/objectives(s) were met: As the instruction time comes to an end we will summarize the strategies that we had learned. I will ask questions of the students to ensure that objectives have been met. Providing a connection to the conversion of standard units of measure. Giving the students opportunity to demonstrate what they had learned in the lesson. 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): Interviews Observation Check Student work Ask questions Monitor

10. Differentiation/Interventions/Adaptations/Modifications for special learners: (Describe how you will incorporate differentiation in to your lesson. Also include how you accommodated for early and late finishers. If there are any earlier finishers, they will be allowed to begin the homework assignments. Homework will be metric conversions on pages 261-262, all the problems. If any students do not finish the independent work they will be allowed to finish at home along with their homework. If any student continue to struggle and need extra help, I will provide individualize instruction to meet their needs. This instructional time will be as class works on independent practice in their work books. Students with special needs are normal pulled out for individualized instruction, if they are present; they will work on any assignments that were given by their resource teacher. 11. Reflection: After implementing your lesson(s), submit both your original lesson and your revised plan and complete a typed reflection (1-2 pages) addressing the following questions: A.) Did you accomplish your objective(s)? Describe how do you know. B.) Describe the effect of your teaching by discussing how many students actually met each objective. C.) How would you present the material differently (differentiation) to those who did not meet the objective(s)? D.) What was most effective about your lesson or activity? Elaborate. E.) What improvements would you make to your lesson? F.) What did you learn about how children learn mathematics? G.) What learning theories/theorists/philosophers applied to this lesson? How?