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math field lessons

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24 vizualizări11 paginimath field lessons

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2nd Grade

Karli Feaster

Total Time: 45 minutes

I. TOPIC: Students will learn how to use a ruler and practice measuring objects of

different

lengths and solve word problems relating to measurement.

II. OBJECTIVES/STANDARDS

Objective: Given instruction, examples, and practice activity, the students

will be able to accurately use rulers to measure objects of various lengths to

the nearest 1/4 and solve word problems relating to units of measure.

Standards:

M02.D-M.1.2.3 Use a ruler to measure to the nearest 1/2 and 1/4 inch.

Estimate lengths in standard units using appropriate tools.

M02.D-M.1.2.2 Add and subtract one step word problems involving

length and

volume using same units.

III. VOCABULARY

-Length

-Inch

-Fourth

-Foot

-Yard

-Ruler

-Yardstick

-Measuring Tape

IV. TEACHING PROCEDURES

Anticipatory Set (5 minutes)

- Teacher will introduce that the students will be learning about length

today as their 3rd kind of measurement. Teacher will read Twelve Snails to

One Lizard as a brief review of length concepts and vocabulary. Teacher

will then go through the sections of the measurement chart and ask for

answers from the class for each section (book should have helped remind

students of these answers). Each the measurement chart will be already

filled out but covered with strips of butcher paper that will be taken away

one at a time.

Development (15 minutes)

- Once the final section of the measurement chart is displayed

(measurement tools) move into development. Ask questions about tools:

Would you want to measure the height of a playground with a ruler (put 1

finger up) or measuring tape (2 fingers up)? Would you want to measure

the length of a caterpillar with a ruler (put 1 finger up) or yardstick (put 2

fingers up)? Would you want to measure the height of your desk with

measuring tape (put 1 finger up) or a yardstick (put 2 fingers up)?

- Ask students if theyve used rulers, yardsticks, or tape measures to

measure things before maybe with their parents or at least in the

classroom with their plants. Ask why being able to measure things with

rulers, yardsticks, and measuring tape is important & take ideas from

students.

with a ruler. Sometimes, objects arent exactly a certain number of inches

though. Like my caterpillar here (on the How to Read a Ruler Chart) is

more than 1 inch but less than 2. It is one full inch and part of the second

inch.. Does anyone have any ideas about how we measure it? (take ideas)

Today we are going to learn how to read a ruler to the nearest 1 fourth

inch.

- Ask students if they can think of any important things to remember when

using a ruler. Take suggestions from students. (lining the object up with

the 0 & not the end, etc.)

- Introduce the steps of measuring (on poster and in their measurement

books). Use an example with the SMART board on

http://www.abcya.com/measuring.htm to talk through and teach the steps.

- Step 1: Place the 0 on the end of the ruler with one end of the

object

- Step 2: Find the line the other end of the object lines up with

- Step 3: Touch the whole number before that line

- Step 4: Write down the whole number (They should already have a

basic understanding up to this point)

- Between these steps talk about how a ruler splits up each inch into

four equal parts called fourths (have them say fourths) When we

read a ruler to the nearest one fourth, we look at how many of the

four equal parts of the inch lines up with. We simply are counting

the fourths of the inch (show example). 2/4 is the same things as

because two fourths of the inch are half of the inch.

- Step 5: Find the line halfway between the whole number your finger

is on and the next whole number

- That line is 1/2 (or 2/4)

- If the line is before the 1/2, it is 1/4

- If the line is after the 1/2, it is 3/4

- Use SMART Board to practice lining objects up with a ruler and have

students come up to the board and measure the length of various objects

(at least 3 examples but more if necessary).

- Explain that measurement is used in word problems sometimes. Give

example word problem (projected on the SMART board), solving aloud with

students:

- Miss Winters likes to play baseball. Miss Feaster likes to golf. Miss

Winters baseball bat is 33 inches long. Miss Feasters golf club is 26

inches long. How much longer is the baseball bat than that golf

club?

Guided Practice 1 (15 minutes)

- Introduce the worksheet, and briefly explain the instructions (mostly about

reading a ruler with a few word problems at the end). Remind students

that they have the steps for how to read a ruler in the back of their

measurement books. Have students head back to their seats to work on

measuring worksheet (Alissa & Abby will have placed the worksheets on

the desk while I teach). Tell students when they are finished to raise their

hand to get it checked. Teacher will remind students that PSSA testing is

going on so we need to be very quiet. There is really no need to talk to

each other, so if you have a question, you need to raise your hand for a

teacher.

- Teachers will circulate and guide students as needed.

- When students finish, one of the teachers will check their worksheet.

Independent Practice 1 (5 minutes)

- As students finish the worksheet, they may work on the Length section of

their Measurement books. They may use the measurement chart for

reference, but should try to fill it out on their own. They will have more

time to work on this tomorrow, so it is okay if they dont finish.

Closure (5 minutes)

- Teacher will thank students for their hard work today. She will introduce

the exit slip and pass it out with the other teachers. Students will

complete the exit slip (2-3 minutes to complete) and the teachers will

collect it. Teacher will tell students she looks forward to seeing them

tomorrow!

V. MATERIALS

Twelve Snails to One Lizard

Measurement Chart

Using a Ruler Chart

rulers

measuring tape (for reference?)

yardstick (for reference?)

SMART Board (Gynzy and http://www.abcya.com/measuring.htm activities)

nametags

Reading a Ruler worksheets (from Linear Measurement pdf) with Word

Problems Worksheet from below attached

http://www.ashleigh-educationjourney.com/2015/02/linearmeasuremen.html

Measure It! Worksheet (from Linear Measurement pdf)

http://www.ashleigh-educationjourney.com/2015/02/linearmeasuremen.html

measurement books

tickets out the door

VI. ADAPTATIONS/PLAN MODIFICATIONS

- If there is not enough time, independent practice will be dropped.

- If there is too much time, students will can work on the Measure It!/Find a

Length Activity.

- Students who are struggling can get one on one help from a teacher during

guided practice.

- Students who are ahead and finish early may work on the Measure It!/Find a

Length worksheet.

VII. EVALUATION

Formative: activate prior knowledge, check for understanding, Using a Ruler

worksheet, measurement book

Summative: N/A

VIII. REFLECTION

Student Reflection

- Were the students engaged in the lesson?

- Did the students understand and correctly solve the word problems?

Teacher Reflection

- Was I well planned and prepared for this lesson?

- Was I able to make the lesson and concept relatable to the students?

- Did we pace our lesson well so that the students understood?

- What changes would we make if we were to teach this lesson again?

Name: _________________________

Solve the problems, show your work, and circle you answer.

1. Leo is 48 inches tall. Leos dad is 72 inches tall. How much taller is

Leos dad than Leo is?

____________ inches

2. Lexi drew a 7 foot long hopscotch on her driveway. Her brother, Jack,

added 3 more feet of hopscotch to it. How long is the hopscotch now?

____________ feet

3. A dragonfly is 4 inches long. A grasshopper is 2 inches shorter in

length than a dragonfly. How long is a grasshopper?

____________ inches

4. Frogs can jump much longer and higher than toads. A toad jumps 5

inches. From the same starting point, a frog jumps and lands 19

inches farther away from where the toad landed. How long was the

frogs jump?

____________ inches

Name: _________________________

Write down one thing you learned today.

Write down one question you have about what we learned today.

Name: _________________________

Write down one thing you learned today.

Write down one question you have about what we learned today.

Name: _________________________

Write down one thing you learned today.

Write down one question you have about what we learned today.

2nd Grade

Alissa Winters and Karli Feaster

Total Time: 45 minutes

I. TOPIC: Students will review how to use a ruler and practice measuring objects of

different

lengths and solve word problems relating to measurement.

II. OBJECTIVES/STANDARDS

Objective: Given instruction, examples, and practice activity, the students

will be able to

accurately use rulers to measure objects of various length and

solve word problems

relating to units of measure.

Standards:

M02.D-M.1.2.3 Use a ruler to measure to the nearest 1/2 and 1/4 inch.

Estimate lengths in standard units using appropriate tools.

M02.D-M.1.2.2 Add and subtract one step word problems involving

length and

volume using same units.

III. TEACHING PROCEDURES

Anticipatory Set

- Review previous days lessons by asking what type of measurement they

would use for various things. Include a motion for each answer.

- Liquid: model pouring a drink

- Weight: make a muscle

- Length: finger inch worm

Development (10 minutes)

- Karli will have an object and a ruler on the SMART board (using

http://www.abcya.com/measuring.htm). She will tell the students that she

is going to have Miss Winters measure the object for us. Then she will

have Miss Winters close her ears and tell the students that we have to

make sure that Miss Winters is measuring the right way (I am not really

sure if Miss Winters remembers how to measure the right way), so if

they see her do anything wrong, they should raise their hands right away

and tell her how to fix it. Alissa will purposefully make a few mistakes, and

as students raise their hands, Karli will call on them to explain what is

wrong and how Miss Winters should fix it.

- Teacher will cover up important sections on the Reading a Ruler chart. She

will review the steps with the students and have the students fill in the

missing pieces. As she reviews the chart, she will measure an object step

by step on the SMART board.

- Step 1: Place the 0 on the end of the ruler with one end of the

object

- Step 2: Find the line the other end of the object lines up with

- Step 3: Touch the whole number before that line

- Step 4: Write down the whole number

Step 5: Find the line halfway between the whole number your finger

is on and the next whole number

- That line is 1/2 (or 2/4)

- If the line is before the 1/2, it is 1/4

- If the line is after the 1/2, it is 3/4

- Emphasize that each inch on the ruler is split up into equal parts

(intro to fractions)

- Explain worksheet/activity; ask riddle that will be solved through the

worksheet (see below)

- Riddle: Why are frogs so happy?

- Pass out worksheet & rulers.

- Split students into 2 groups based on shape of nametag.

- The first group will complete the scavenger hunt portion of the worksheet.

Explain that there are 8 worms to be found/measured and that no more

than 2 people should be at one worm at a time.

- The second group will work on problem solving portion of the worksheet.

(Problems adapted from McGraw-Hill My Math Student Workbook). They

can switch to the other portion once they finish.

- Once all the clues are gathered, students will work to solve the answer to

the riddle, not sharing their answer with

- Answer: They eat whatever bugs them!

Independent Practice 1 (5 minutes)

- Once students complete the scavenger hunt activity, they will work on the

Find a Length activity. If they finish that, they can finish completing

anything they have not finished in their measurement book.

Closure

- If time allows, play review game again (introduced in anticipatory set)

- Have students do Think, Pair, Share and name 3 things they learned about

measurement this week. Have some students share in large group.

- Thank them for being such wonderful students for us this week!

IV. MATERIALS

rulers

SMART Board

http://www.abcya.com/measuring.htm

nametags

worksheets

pencils

worm cutouts of different lengths

measurement books

tape

Find a Length Worksheet (in Linear Measurement pdf)

http://www.ashleigh-educationjourney.com/2015/02/linearmeasuremen.html

V. ADAPTATIONS/PLAN MODIFICATIONS

- If there is not enough time, independent practice will be dropped.

- If there is too much time, students will can work on anything they havent

finished during the week (Measurement Book, Measure It! Activity, Find a

Length activity, Using a Ruler worksheet).

- Students who are struggling can get one on one help from a teacher during

guided practice.

- Students who are ahead and finish early may work on the Find a Length

worksheet.

VI. EVALUATION

Formative: activate prior knowledge, check for understanding,

measurement scavenger hunt and worksheet, measurement book

Summative: N/A

VII. REFLECTION

Student Reflection

- Did the students demonstrate how to use a ruler appropriately?

- Were the students engaged in the lesson?

- Did the students understand and correctly solve the word problems?

Teacher Reflection

- Were we well planned and prepared for this lesson?

- Were we able to make the lesson and concept relatable to the students?

- Did we pace our lesson well so that the students understood?

- What changes would we make if we were to teach this lesson again?

Scavenger Hunt: Search the room for worms. Each worm is

labeled with a letter. Use you ruler to measure the worm

and put the length in inches next to the letter.

R. __________ inches

G. __________ inches

Y. __________ inches

H. __________ inches

M. __________ inches

U. __________ inches

A. __________ inches

V. __________ inches

Show your work and write your answers on the

lines.

W. The playground is 90 yards long. The field by my house is 80 yards

long. How much longer is the playground?

____________ yards

T. The red bike is 5 feet long. The green bike is 7 feet long. How much

longer is the green bike than the red bike?

____________ feet

S. Carter has a jump rope that is 6 feet long. Clara has a jump rope that is

7 feet long. They want to play jump rope with a group of their friends,

so they tie their jump ropes together to make one long jump rope. How

long is the long jump rope?

____________ feet

B. In Justins garden, his tomato plant was 20 inches tall. Two weeks

later, he measures the tomato plant again and sees that it has grown

16 inches. How tall is Justins tomato plant now?

____________ inches

E. On a baseball field, the distance from home plate to 1 st base is 88 feet.

The distance from home plate to the pitchers mound is 60 feet. How

much farther away is the first base from home plate than the pitchers

mound?

____________ feet

the letter of the problem on the line to solve the riddle.

Why are frogs so happy?

_____ _____ _____ _____

_____ _____ _____

2

5

28

6

28

7

2

_____ _____ _____ _____ _____ _____ _____ _____

10

5

7

2

28

8

28

2

_____ _____ _____ _____

36

4

3

13

2

5

28

9

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