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Instructional Plan Template
Mathematics Governor’s Institute 2006
(Download
as Microsoft Word Document or Image: Instructional Plan, Name, Animals
- Image, Answer Sheet - Image, Bats - Image, Body Parts - Image, Crayon - Image, Item Lengths - Image, Long - Image, Long Lengths - Image, Measurement - Image, Paper Clips - Image, Tall - Image)
Names of group members: Ella Blake, Gerry Byrne, Patricia Pagnotto, Teresa Tulley
Topic/Theme:
Measurements
Key
Words: Measurement, linear units
Level:
4th Grade
Time
Element: 2 or 3 Days
NCTM
Standards Addressed:
- Measurement:
Understand measurable attributes of objects and the units, systems, and
processes of measurement.
- Select
and use standard tools to measure the size of figures which specified
accuracy.
- Understand
the need for measuring with standard units
- Estimate,
refine and verify specified measurements of objects.
- Apply
appropriate techniques, tools, and formulas to determine measurements.
- Convert
linear measurements within the same system.
PA
Math Standards Addressed:
- Compare
measurable characteristics of different objects on the same dimensions.
- Estimate
and verify measurements
- Use or
read a ruler to measure to the nearest ¼ inch.
Math
Assessment Anchors Addressed:
·
M4.B.2 Apply
appropriate techniques, tools and formulas to determine measurements.
·
R4.A.1 Demonstrate
the ability to understand and interpret fiction texts appropriate to grade
level.
Objectives:
·
To
measure the length using customary measurement to the ¼ inch.
·
Solve
problems, using skills and strategies.
Vocabulary:
·
Standard
unit of measurement
·
Linear
measurement
·
Half
inch
·
Quarter
inch
·
Length
·
Eighth
inch
·
1 foot = 12 inches
·
3 feet = 1 yard
·
36 inches = 1 yard
Instructional
Strategies and Plan:
- Begin lesson with The Problem of the Day:
Kyle has a two foot long fruit roll. He wants to divide it equally among
himself and 2 friends. How long
should each piece be?
- Warm up Activity:
- Measure
the length of your classroom by counting how many of your feet it takes
to walk across the room. Start at
one wall and walk straight across the room, putting one foot in front of
the other, touching your right heel to your left toe and your left heel
to your right toe. Record you data
on the data sheet.
- Compare
your results with a friend. Are
they the same? If not predict the
reason.
- Class
discussion. (This should conclude that there needs to be a standard unit
of measure.)
- Measure
your foot to the nearest inch.
Then multiply the inch measurement of your foot by the foot
measurement of the classroom.
- Compare
your results.
- Discussion
and Conclusion.
·
The
teacher reads Jim and the Beanstalk
by Raymond Briggs to the class.
Summary: When he reached the top of the plant, Jim saw
a castle, “I’m hungry,” he said, “I’ll ask at the castle for breakfast. I hope they have cornflakes.”
A
modern sequel to the famous pantomime tale, Jim climbs the magic beanstalk
outside his window, where upon he discovers an out-of-sort giant. Jim fixes him up with new spectacles, false teeth
and a red curly wig, only to find the giant now revitalized and keen to sup on
his favorite dish- Fried Boy!
·
After
reading the book facts are given to the student about the giant.
1. The giant is six times taller than
Jim.
2. His glasses are six times longer
than Jim’s
3.
The
coin the giant used to pay for his glasses was six times larger than Jim’s
quarter.
·
Students
are divided into small groups and are given instructions to measure and design
a pair of glasses for the giant and make the coin he gave Jim.
·
Students
will then share their projects with the class and explain how they solved their
measurement dilemmas.
Day 2: At the end of the book the giant wants to eat
fried boy for lunch. . Review the findings from day one using the
attributes of the giant to Jim. The
children will work in groups of three or four to design a candy bar for the
giant in exchange for Jim’s life.
- Each group of students
will choose one of the following candy bars: Hershey Chocolate, Kit Kat, M
& M’s, Chunky, or Mr. Good Bar.
Their job is to design a candy wrapper that will satisfy the 6
times larger factor to please the giant.
Please note: the candy bars are all rectangular in shape.
Materials/Resources:
- Trade book: Jim and the Beanstalk by Raymond
Briggs
- Rulers
- Pencils
- Rolls of craft paper
- Construction Paper
- Crayons
- Glue
Interdisciplinary
Connections:
·
·
How Tall? How Short? How Far Away? By David Adler
·
Measuring Mania by Lynette Long
·
Measuring Penny by Loreen
Leedy
·
Technology:
·
Computer
generated worksheets example: www.schoolexpress.com, http://illuminations.nctm.org, www.edhelper.com,
www.abcteach.com
·
Other:
·
Art: Student created candy bars
·
Writing: Have students write
about a real experience they have had using a ruler to measure length.
Assessment
Strategies:
·
Informative
Evaluation:
·
Teacher
will circulate within the classroom and check student understanding during the
group work
·
Formative
Evaluation:
·
Determine
if the glasses are an appropriate size.
·
Assess
the sizing of the coin.
·
Observe
the relationship of the completed candy bar wrapper to the original candy bar
wrapper.
·
Summative
Evaluation:
·
By
appropriate sizing of the finished projects.
Correctives/Remediation:
·
Measure
only to the ½ inch.
·
Offer
more hands on experience to help students gain skills using inch ruler.
·
Use
more pictorial worksheets to determine length.
Extensions/Enrichment:
·
People
have been using fingers, hands, and arms as measuring tools for thousands of
years. Give the students a worksheet to
allow them to research and explore the given measurements.
·
Digit
·
Palm
·
Span
·
Cubit
·
Hand
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected:
·
Student
will be paired with another student.
·
Use
colored coded rulers.
·
Accommodations
to use with this student:
·
Ask the resource room aide to assist in the
classroom.
·
Types
of questions students might ask:
·
How
would Jim get the glasses, etc back up the beanstalk?
·
How
big would the giant’s toothbrush be?
Teacher
responses:
·
Let’s
brainstorm, what are ways we could come up with for Jim to get the glasses up
the beanstalk?
