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1. State the learning goal for the lesson In-Process Check for
- Identify which unit of measure should be used in a real Understanding
world scenario Group work: circulate and listen for
- Convert between liters and milliliters peer coaching and provide
encouragement (great strategy, I
- Solve multi-step real world problems involving metric unit like how you explained that…) and
capacity conversions ensure engagement
2. Hands-On Investigation Student whiteboard practice:
- Have bottles for students to explore and make observations Teacher informal assessment to
about the metric capacity of each liquid substance guide lesson and gradual release
While students are gradually
released to work on an independent
practice assignment, remediation
can continue with students needing
additional instruction and feedback
- coach through additional problems
- write list of procedural steps to
post on desk (if needed) in addition
to the poster in the room
- modify assignment length
3. Student Reflections:
Students share what they notice about the containers in regards
to their estimates, their expectations,
4. Real world metric unit capacity application
Students are given a set of images for items to measure their
liquid capacity and asked to sort into two piles based on the best
unit of measure (L or mL), then they check a partner’s piles and
discuss any items they disagreed on and try to persuade based
on their thinking
5. Independent unit of measure application
Given a list of items (1-10) students label the best unit in which
to measure them by (INFORMAL ASSESSMENT)
6. Unit Conversion- Direct instruction
Model how to convert the units from milliliters to liters.
Explain the process (same as the teacher presented yesterday-
draw the conversion chart, decide if the amount will increase or
decrease, then multiply or divide by 1,000.
7. Model unit conversion
On the front easel, model several conversion equivalents. Then
have students begin doing the conversions on their personal
whiteboards.
8. Students practice conversions on whiteboards
9. Students self-assess 1-4 for each learning goal
(shown on their hand as I point to the learning goals)
10. Students complete an independent practice assignment in
their Pearson Realize enVision Math text to complete to practice
conversions, determining units to measure, unit comparisons (if
time or for extension, problem solving)
- Remediation individual students as needed
- Provide extension with introduction of multi-step problem
solving if time
11. Correct assignments as students work (confer with individual
students and remediate if needed)
12. Exit tickets
Closure:
Exit Tickets:
Self-assess: rate yourself 1-4 for today’s learning goals on your
“student self-assessment” paper in yellow
Units of Measure
Student Self-Assessment
Rating Scale
4= I’m an expert. I can do it without mistakes and I can help others.
3= I understand it. I can do it by myself with few mistakes.
2= Sometimes I need help. I am starting to understand.
1= I can’t do it by myself. I don’t understand yet.
Units of Measure 4 3 2 1
I can convert metric units of length.
I can explain the differences between the metric and U.S. customary
measurement systems.
Date: