Math Lesson #20

Date
Teacher Name Miss Jackle (13/12/2017)
(DD/MM/YYYY)
Subject Area Math Grade 3
Topic Estimation and Measuring Time 30mins
General Learner
Outcome(s) Develop number sense.
Taken from Alberta
Program of Studies
Specific Learner
Outcome(s) 4. Estimate quantities less than 1000, using referents.
Taken from Alberta
Program of Studies
Learning Students will be able to:
Objectives 1) Recognize how to use a referent.
What do you want your 2) Recognize that estimation is an approximation.
students to learn? 3) Measure using a ruler.
Assessment 1. Check worksheets from centers.
How will you know your
2. Check workbooks for formative assessment.
students have learned?
 PowerPoint.
 20 Mitten Sheets.
 23 Mitten Worksheets.
Materials  23 Sand Work Sheets.
What resources will you
 2 Print Cut outs of the Sand Objects
need?
 23 Sheets of drawing your own animals then estimating/measuring.
 Rulers.
 Students math booklets.
- Have a student lead conversation about estimation, measuring and referents. “Who can tell me
Introduction what a referent is and how we have used it so far?” “What have we been using as a referent for a
(5-8mins) centimeter?” “What have we been using as a referent for a meter?” “What do we use to
measure things accurately?” “What am I measuring when I say length?... width?... height?”
Centers Learning Activity Title - Centers
(20-25mins) - Teacher Actions
o Instructional Sequence – Have slide 2 on the board with the centers and the groups. Explain
each centers to the students. Center #1 explanation: Students will be using the cut outs of
mittens to measure themselves. Students will get into partners within their groups or groups
of 3. They will lay down on the carpet and a partner will place mittens from their feet up to
their head and count how many mittens tall they are. When they are finished measuring
themselves they will help their partner measure themselves too. They will write on their
worksheet how many mittens it took to measure themselves. Then they will be draw a picture
of themselves getting measured with mittens, if there is enough time they can colour it.
o Center #2 explanation: Students will be using the animal drawing worksheet to measure and
draw an animal. They will say what animal they are going to draw then say if they are going to
measure the width, “What does it mean if we are measuring width?” or length, “What does it
mean if we are measuring length?” Have a picture of an animal drawn and draw a line to show
width and length. After they draw their animal they will estimate the centimeters of their
drawn animal by using their finger to measure, then they will use a ruler to measure the actual
length. If there is enough time they can colour their animal.
o Center #3 explanation: Students will be using the beach cut outs to estimate how many
centimeters the objects are, “what should we be using to estimate how many centimeters the
objects are?” Then the students will be using rulers to measure the actual length of the ruler.
o Center #4 explanation: Students will be working in their math book three booklets with me at
the front table. We will use rulers and estimations to measure the objects in the book. Work
 through the next page in the booklet with the students. (Should be on page 4/5 at this point.)
o Tell the students they will have about 10-12mins at each center and when I say 1,2,3 eyes on
me and switch the students will clean up their centers and move to the next center. They need
to have their names on their sheets and if they have a worksheet they can hand it in to the
front before moving to the next center.
o Go through the centers on the board with the students getting them to retell the instructions.
Pick one students from each center to explain their center. “What are you doing for your
center, where will you be going?” “What do you do when I say switch?”
o Are there any questions?
o Can I see a thumbs up from each student before we start?
o Have the students go to their centers and walk around briefly to make sure students have their
worksheets or cut outs or rulers they need to work on their center.
o Go to the front table with center #4 and work on the math booklet.
o Allocate 10-12mins for each center the students will switch once this class.
o When there are a couple mins left in the class have everyone clean up their centers and put
the materials on my desk.
o Considerations – Make sure the students know where they are going and what they are doing.
Make sure the students have their materials they need. Make sure the students are on task
and getting along at each center. Make sure the students at the mittens center have partners
or are helping one another measure each other with mittens. When the students at the front
are working and on task take a moment to walk around to make sure that each other center is
on task.
o Check for Understanding – Get students to retell center instructions. Get students to say
where they are going. Get students to give a thumbs up if they understand what they are
doing.
- Student Actions
o Students will be listening to instructions about centers and retelling instructions.
o Students will be working on their centers at their appropriate workspaces.
- Assessment Evidence
o Take in students worksheets and workbooks for formative assessment.
- Transition Details
o “Okay grade 3s please clean up your centers and hand your worksheets in.”
Closure  “How many mittens did it take to measure you?” “How close were your centimeter estimations
(consolidation of and actual measurements?” “What kind of animals did you draw?” “How long or wide were
learning) they?”