Elementary Math Methods Lesson Plan PDF

Preview

Summary

ASSESSMENT...

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: Measuring Objects with Accuracy Subject(s): Math Grade/Level/Setting: 2nd Grade Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?

Students will already have prior number knowledge including counting, addition and subtraction, as well as measuring knowledge on a smaller scale.

Standards and Objectives State/National Academic Standard(s): 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/OLS-Graphic-Sections/LearningStandards/Grade-2-Standards.pdf.aspx?lang=en-US

Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).

Students will be able to estimate the length of an object using the appropriate language of inches, feet, centimeters and meters with 100% accuracy Students will be able to measure to determine the difference between two objects using standard unit length with 100% accuracy

Materials

Technology

Pencil

How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.)

Ruler Paper Graphic Organizer

Teacher will use a virtual ruler displayed on the smartboard to give a demonstration to the while

class of what is to be done.

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.

Students will identify what measurement an object needs. Students will measure an object and identify correct number of inches Students will tell the difference in measurement between two objects and be able to explain their reasoning.

Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

Inch, foot, centimeter, meter, difference, ruler, half, measure, estimation, compare

Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

Students will use rulers to measure objects and record the measurements.

Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.

Students will be given example of how to measure. Students will then receive ruler and measure objects and record the measurements on a worksheet. Students will have access to the teacher if more direction is needed.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

Students will be directed to their seats, teacher will pass out work sheets and rulers to be used.

Students will be seated waiting for materials.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

Teacher will present on the smartboard what the day will encompass as well as an example of measuring with a ruler on the smartboard and what will be recorded on their graphic organizers.

Students will pay attention to teacher and ask questions if needed.

Guided Practice: Activity Description/Teacher Teacher will direct students to measure their pencils while sitting at their desks to ensure they understand use of ruler and recording measurement. Teacher will walk around classroom to make sure they understand.

Student Actions Students will measure their pencil while sitting at desk to ensure they understand measuring with a ruler. Question will be asked if needed.

Independent Student Practice: Activity Description/Teacher Teacher will rotate the room while students complete activity helping students if needed.

Student Actions Students will go around classroom and record 10 objects on a graphic organizer, measuring 4. Students will return to their seats and find the difference between the 4 measured objects. With the remaining 6 objects written down, they will estimate what unit of measurement would be used to measure the objects.

Culminating or Closing Procedure/Activity: Activity Description/Teacher Teacher will hold class discussion of what occurred and answer any questions about the activity. After which teacher will collect the graphic organizers and grade them.

Student Actions Students will pay attention, answer or ask any questions as needed.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Gifted and talented students may be asked to measure to the nearest 8th or 10th dependent upon abilities.

EL: These students may be given instruction of certain terms in their native language, they may also be given extra time if needed.

Students with Other Special Needs: Students with special needs may be given more time to complete task as well as more access to the teacher. They may also be provided with a ruler with larger numbers so it is easier to read.

Assessment Formative Describe how you will monitor, support, and extend student thinking.

Teacher will rotate the classroom and check in with each student to ensure understanding during the lesson. After the lesson when students complete the task, the teacher will review the findings. During review the teacher will conduct a classroom quiz from the smartboard where it will be easily measured if the students are grasping the concepts and assist those who are still struggling.

Summative (Quizzes, Tests, products)

After further review of the lesson, students will be given a test in the form of a graphic organizer. This test will consist of estimating the unit of measurement that would used to measure the objects they see in the picture. If will also consist of pictures of objects the students are to measure with a ruler and find the difference between. Students will be expected to complete this with at least 100% accuracy. It will be similar to the sheets below....