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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: Finished Instructional Plan.doc)

 

Names of group members:  Stephanie Summers, Karen Baum, and Debra Printz

 

Topic/Theme:  Measurement / Centimeters

 

Level:  3rd Grade

 

Time Element:  2 Class Periods

 

NCTM Standards Addressed:

  • Compute fluently and make reasonable estimates                               
  • Understand measurable attributes of objects and the units, systems, and processes of measurement
  • Apply appropriate techniques, tools, and formulas to determine measurements
  • Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

 

PA Math Standards Addressed:

  • Use estimation skills to arrive at conclusions
  • Compare measurable characteristics of different objects on the same dimensions
  • Estimate and verify measurements
  • Gather, organize, and display data using pictures, tallies, charts, bar graphs, and pictographs
  • Formulate and answer questions based on data shown on graphs

 

Math Assessment Anchors Addressed:

  • M3.B.1.2 – Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems, and processes of measurements
  • M3.B.2 – Apply appropriate techniques, tools, and formulas to determine measurements
  • M3.E.1 – Formulate or answer questions that can be addressed with data and/or organize, display, interpret or analyze data

 

Reading Assessment Anchors Addressed:

  • R3.A.1 – Demonstrate the ability to understand and interpret fiction texts appropriate to grade level

 

 

Objectives:   To measure to the nearest centimeter and to estimate length

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

  • The teacher will begin the lesson by reading to students the book entitled Jim and the Beanstalk 
  • Teacher and students will share in a discussion, by making a graphic organizer/web that focuses on the math vocabulary used in the story
  • Introduce the vocabulary words:  centimeter, estimation, and centimeter tape
  • Have the students find 3 objects in their desk and estimate the length in centimeters (e.g.  new pencil, crayon, and eraser)
  • Students check and compare their estimations to actual measurements using a centimeter ruler
  • Students will work in partners to estimate and later make actual measurements of body parts
  • Data will be recorded on a worksheet
  • Using students’ data from actual foot measurements, a class bar graph will be created on the computer using “Create a Graph”
  • Using bar graph data, students will develop questions and answers

 

 

Materials/Resources:  Trade book – Jim and the Beanstalk, centimeter

            ruler, centimeter tape, My Body in Centimeters handout, Centimeter

           handout, construction paper, crayons/markers, string, labels,

            scissors, tape, and computers

 

 

Interdisciplinary Connections:

·         Reading – Literature  Jim and the Beanstalk

 

 

·         Technology –“Create a Graph” www.nces.ed.gov/ncekids/graphing/

 

 

·         Other – Writing –“Centimeters Handout”

                   Art –Student created illustration of body

 

Assessment Strategies:

·         Informative Evaluation – Teacher will circulate within the classroom and check student understanding during the lesson

·         Formal Evaluation –

Step 1 - Students will draw a picture of their body on

construction paper

Step 2 – Students will cut out pieces of string using their

actual measurements for their head, ear, arm, waist, leg,

and foot

Step 3 – Students will label the string with the body part

and measurement

Step 4 – Students will tape labeled strings on their body

picture

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

 - Teacher will check length of string and chart measurements

 

 

Correctives/Remediation:

·         Small group instruction to review unit of measurement

 

Extensions/Enrichment:

·         Tell students to find something in the classroom that is 5, 10, or 30 centimeters in length

·         Students can use centimeter tapes to estimate and measure other classroom objects

·         Use arm measurements to create a pictograph

 

 

 

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

- Thomas receives Emotional Support (ES) Services in a Part time Learning and Emotional Support classroom.   His IEP includes annual goals to develop reading skills to build reading fluency and comprehension, to develop math skills in the four basic processes (he is two grade levels behind in the district math curriculum), and to improve social skills by acquiring conversational skills, recognizing and expressing feelings, and solving problems in conflict situations.  Through an informal Functional Behavior Assessment (FBA) the Team has ascertained that Thomas engages in noncompliant behaviors such as arguing, talking out, and destruction of learning materials as a means to escape completing his assigned school work, especially in his regular (inclusion) classes.  Incidence of these challenging behaviors occur at least three times a week in his regular math class, although his teacher reports that it appears he is motivated to be in the class (Thomas will ask her for help when other children are not present).

 

 

·          Accommodations to use with this student:

o       Establish signal for private conference with teacher (if additional assistance is needed)

o       Student may work with a partner

o       Provide manipulatives and visual aids as needed

o       Modify worksheet by providing picture cues for key words

o       Pre-teach vocabulary words with E.S. teacher

o       Provide optional work areas that have fewer distractions and a close proximity to teacher

o       Praise when on task

o       Provide a sample of finished product before beginning activity

o       Provide a check list

o       Assessment will be a collaborative effort with E.S. teacher

 

 

 

 

 

 

 

Name: _________________

 

 

                                     

 

                    MY BODY IN CENTIMETERS

 

Body Part

Estimate

Actual

Head (go around)

_____cm

_____cm

Ear

_____cm

_____cm

Arm (shoulder to fingertip)

_____cm

_____cm

Waist (above your bellybutton)

_____cm

_____cm

Leg (top of knee to the floor)

_____cm

_____cm

Foot

_____cm

_____cm

________    (you select)

_____cm

_____cm

 

Using the data you collected about your body, circle the answer in the parentheses to make each statement correct:

 

My head is _____cm.  My arm is _____cm.  My leg is ____ cm.  Therefore my head is (greater than, less than, or equal to) my arm.

 

My leg is ___cm.  My foot is ____ cm.  My ear is _____cm.  Therefore my foot is (greater than, less than, or equal to)  my ear.

 

My arm is _____cm.  My leg is _____cm.  My ear is _____cm. 

Therefore my  ear is (greater than, less than, or equal to) my leg.

 

 

Name: _________________

 

                        CENTIMETER HANDOUT

 

 

Using the data you collected about your body, discuss which body measurement surprised you the most.  Why?

 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

Example for Formal Evaluation

(Students will draw their body on construction paper)

 

 

Measure Me

 

 

Leg ___cm
 

Waist ___cm
 

Head ____cm
 

Arm ___cm
 
                                                          

 

 

 

 

 

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