ED315 LESSON PLAN Lesson # ____7___ Format and Cooperating Teacher Feedback Form Name: Char Skenandore Date:

4-18-13 Content Area: Math Grade: 5

GOALS: CCSS.Math.Content.5.MD.A.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 solving multi-step, real world problems. CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. PREASSESS: Through observation of previous math lessons, I know that students have learned about decimal numbers: place values, comparing to determine greater/smaller number, and that decimals represent a part of a whole. Per observation and conversations with my CT, I know that some students work with a resource teacher during the whole class math lesson; these students are receiving additional support. No adjustments need to be made for hearing or visual impairments. OBJECTIVES: The students will explain how the units of measure relate in both types of measurement systems. The students will apply knowledge of the measurement systems to convert units of measure within each system. ASSESSMENT: Informal: I will assess the students understanding of the lesson objectives using higher-level thinking questions. To monitor individual understanding, I will use a checklist with each students name listed with the lesson objectives listed across the top. If the student can accurately explain his answer, I will put a (+), if they student tries to answer but gives an incorrect answer I will put a (-). At the end of the lesson, I will ask students to self-assess and give a thumbs up/understands, thumbs to the side/sort of understand, or thumbs down/doesnt understand; I will record the thumbs down with a checkmark on the check list and have those students join me or Ms. Jackson at the back table during independent work time for additional help/explanation. MATERIALS NEEDED: Whiteboard, dry erase markers, student math books, paper, pencil, squish ball, meterstick*, yardstick*, inches/centimeter rulers* (*if available) TOTAL TIME NEEDED: 45 minutes

PROCEDURES: Introduction (10 min): *Have students take out math book, paper, pencil, and ruler only* *Todaylearning about the units of length in the U.S. Customary System and in the Metric System. We are also going to learn how to convert units of length within each system. *To get our brains ready to learn, lets warm them up with some math exercises. I need everyone to stand up behind their desks and listen to my directions. Everyone is standing behind his desk. Teacher tosses the squish ball to one student. After the student catches the ball, the teacher gives him/her a multiplication or division question. Once the student answers it correctly, he/she tosses the ball to another standing student and then sits down. The teacher gives this student a different multiplication problem. Continue this process until all students had a chance to answer a multiplication problem and all students are sitting back in their desks.

*Now, I am going to read you a math question and I want you to solve it using mental math. Once you have your answer raise your hand and I will ask one person to share his answer. Use Power Up G questions a through h on page 479 of the book. Call on various students to share answer.

*Now, please open your books to page 479. Ill read the problem solving question and I want you to follow along. After I read the question, youll have 2 minutes to solve it. Then Ill ask for the answer and an explanation of how you solved it. Read problem aloudWaitTake answer(s). Steps for Instruction (15 min): *Now that we are warmed up, lets look at the bottom of page 479 New Concept. Today we are going to learn about the U.S. Customary System and the Metric System. Here in the U.S., we measure things using the U.S. Customary System which includes inches, feet, yards, and miles. Most other countries in the world use the metric system, which includes millimeters, centimeters, meters, and kilometers. Lets look at the chart on the next page. *This chart shows the different units of length and how they are related for each system. When you look at this chart, what do you notice about the two systems? Give 10 seconds to think, then ask for answers. (The metric uses base ten system all measurements are a unit of 10.) *To better understand the actual size of an inch, foot, yard, centimeter, and meter. Show the meter stick and yard stick side by side, and have students look at their rulers. *The bottom of the chart gives an approximation of how the yard and meter compare. It is important to understand that this is not an exact comparison, but only an approximation. *Lets look at and learn about how one unit of measurement can be converted to another unit in the same measurement system.

Read Example 1 on page 480, using a think aloud to solve. After, check for understanding with thumbs up/side/down. If you dont understand now, its okay. We will practice this in a little bit. Read Example 2 using a think aloudcheck for understanding with thumbs Read Example 3 using a think aloudcheck for understanding with thumbs Read Example 4 using a think aloudcheck for understanding with thumbs

*Now we will do some practice together to help us get a better understanding. Use the chart on page 480 to help you convert the units. Do Lesson Practice questions on page 481. Read question. Give students about 1 minute to solve. Take answer(s). Have student explain how he solved/why he thinks so. Mark responses on recording device.

Strategies for students requiring additional assistance: At the end of the lesson, I will have students show me levels of understanding with thumbs up or thumbs down. If student shows me thumbs down, I will note their name and have them meet with me or Ms. Jackson in the back of the room during independent work time to receive additional assistance. For students who showed thumbs up, they will work independently or with a partner on the odd number questions. Closure (5 min): *So today we learned about two types of measurement systems. What was one type? (U.S. Customary System) The other? (Metric System) *We also practiced converting from one unit to another in the same system. I want you to choose two customary units of length and explain how to change one of those units to the other. Choose one student to explain. *Now, think of two metric units of length and explain how to change one of those to the other. Choose one student to explain. *To keep learning and practicing, we will do the odd numbers of the written practice section. I want you to show me how comfortable you are working with these units of measure. Show me thumbs up if you think you understand it really well or thumbs down if you are still unsure. Note the name of students with thumbs down. Those with thumbs down can meet me and/or Ms. Jackson at the back table.

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