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# Gabriela Vasquez

## Essential Standard/Common Core Objective:

5.MD.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
Date submitted: 3/30/17 Date taught: 3/21/17
conversions in solving multi-step, real world
problems.

Daily Lesson Objective: Students will be able to individually solve multi-step word problems, by applying what they
know about length conversions. Students should receive 6 out of 9 points.

21st Century Skills: Problem Solving students are Academic Language Demand (Language Function and
solving familiar problems, but with different Vocabulary): Apply, solve
measurement units
Prior Knowledge: multiplying, dividing, US Customary Length units

## Activity Description of Activities and Setting Time

Start by playing the video: Inches, Feet and Yards Song Measurement by 10 min
NUMBEROCK

After watching the video, ask the students what conversions they can recall
from the video.
Let students know that they will be working with length conversions today.
1. Focus and Review
Ask the students to get out their math notebooks. Have them write the
following conversions in their math notebooks:
1 ft = 12 in
1 yd = 3ft or 36 in
1 mile = 1760 yd or 5280 ft

2. Statement of Objective Today you will be solving word problems where you will need to make length
for Student measurement conversions.
3. Teacher Input 5-10 min
Review the BSM (Best Soccer Mom) and SBD (Silly Babies Dance) strategies
for converting units:
BSM = bigger unit smaller unit = MULTIPLY
SBD = smaller unit bigger unit = DIVIDE

Let students know that they can use this same strategy to do length
conversions.

## Go over the patterns for specific length conversions:

1ft = 12in 12in = 1ft
2ft = 24 in 24in = 2ft
__ft = __ft x 12 __in = __in 12
1yd = 3ft 3ft = 1yd
2yd = 6ft 6ft = 2yd
__yd = __yd x 3 __ft = __ft 3
Gabriela Vasquez
Before giving students the answer, make sure to ask them if they see the
patterns.
Handout a worksheet with two multi-step word problems that involve making 10 min
unit conversions.
In this example, there are two questions:
1. Victors pet snake is 5 feet long. Kristens snake is 54 inches long.
Whose pet snake is longer? How much longer is it, in inches?
2. Rachel built a fence that was 28 yards long over 4 days. She built the
same length of fence each day. How many inches of fence did Rachel
build each day?
(worksheet below)

4. Guided Practice

For this part, guide the students through the first problem.
Ask them to point out key words, and what the problem is actually
Ask whether they should convert 5 feet to inches, or 54 inches to feet.
(this should be 5 feet to inches).
Work through the conversion.
They should determine which snake is longer (Victors).
Lastly, they need to determine how much longer it is, in inches. (6
inches)
10 min
Read over the second question. Remind students to underline key words, and
to look for what the problem is asking them to solve. (If needed, this part can
be done together as a class again)
Then give the students time to complete the second question, by following
5. Independent Practice
similar steps to the first problem.
Take this time to walk around the classroom and answer individual questions.
Observe and look for proof of understanding or misunderstanding.

## (Possible solutions to both problems below)

Gabriela Vasquez

Formative: Listen for proof of understanding through their answers to questions. Observe
them while they work independently.

Summative: The worksheet from the guided and independent practice will be collected.
6. Assessment Methods of 1. Grading: 9 total points
all objectives/skills: 2. 3 points conceptual understanding
3. 3 points procedural understanding
4. 3 points - reasoning
5. Students are expected to get at least 6 out of 9 points.

Take a few minutes to go over the second problem, using the same procedure 5-10 min
as before. Ask the students about their procedure. Take this time to clarify any
7. Closure misunderstandings.

## Proficient (7-9 pts) 11

8. Assessment Results of Developing (4-6 pts) 11
all objectives/skills: Beginner (1-3 pts) 0

## Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Provide visual supports, to give students a better Higher Performing students: try problems with larger units,
understanding of the concepts. fractions, or decimals.
Lower Performing students: Continue using whole numbers
Gabriela Vasquez
and review the patterns for the smaller units.

Reflection on lesson:

After, observing a similar lesson the day before, I noticed some concepts that the students were not
understanding. In the Teacher Input section, I went over the patterns that students should notice. The students
were already introduced to the BSM and SMD strategies for other conversions, but they were having trouble
understanding that when you convert from one unit to the other, you will always multiply/divide by the same
number. For example, when you convert from inches to feet, you will always divide by 12; when you convert
from feet to inches, you will always multiply by 12.

I felt accomplished after going over those patterns, because the students seemed to understand them a lot better.
The teacher even said after the lesson and in her feedback, that she could see the lightbulbs going off.