5 Es Lesson Plan for Measurement Lab

Teacher: Borlik Lesson Title / CCS Essential Question Objective for Students Measurement Lab / Grade Level: 5 3 MD 4.MD 5. MD Dates: 11/14/13

What is measurement? What units do you use when measuring and why are units so important when measuring? Students will experience measurement by performing and critically thinking about 7 unique tasks. The goal is for students to realize that we measure all sorts of things in life, and that we use specific standard units for each type of measurement. They are also expected to refresh their memory and experience with such concepts as area, perimeter, and the circle/angle connection. In the transition to Common Core Standards, a critical area for 5 graders to know and understand is the measurement of volume. In order to fully grasp this concept, however, I believe it is imperative to transition them appropriately, and to review the concepts that were critical to measurement and rd th rd th geometry in 3 and 4 grade (3 grade being area and perimeter and 4 grade being conversion of large to small units). The measurement and geometry standards are very different from the old standards, and as such, a detailed reteach of these will help set up the learning of volume. All students need a clipboard and a Measurement Lab Recording Sheet (attached) to write on. Task 1 table: Tub of square shapes, Task 2 table: box of straws, Task 3 table: Nothing, Task 4 table: nothing, Task 5 table: dictionaries, Task 6 table: 3-D shape containers (cylinder, square prism, cone) and marbles, Task 7 table: world bean bag, chapter book, scratch paper, Task 8: Butcher Paper and markers. Each student was given a clipboard with a sticker of an animal on it. Students knew which lab team they would be in depending on their sticker. Grading: Each solution fully addressed would get 5 points each, and each student that showed active and respectful participation would get 10 points possiblefor a total possible of 50 points. Instruct the students that today they will be rotating through 8 stations of a Measurement Lab. At each station, they have to read the instructions for that station, perform the task, then debrief their solution and reasoning on their lab record. During their activities, I will walk around the room and Elicit varied responses to such questions as: Task 1: Explain what you did and why you did this. How do you know area is length x width? Why does that work? Task 2: Was anybody not exactly a whole # of straws tall? How did you figure out the height then? How reliable do you think this method of finding height is? Task 3: Is there any other way to cut a circle out of the table? Is there anyway to cut that circle so that you waste less wood? Task 4: (Many kids combine units) How could your answer be hard to recreate if I wanted to find the perimeter using (their answer of hands)? How would I know whos hands to use? Is there a faster way to find the perimeter then counting units all around the table? How do you know this way works? Task 5: Is the backpack that holds the most the best backpack? Why or why not? If you used both sized dictionaries how did you distinguish between those units in your answer? How reliable do you think this method of testing backpacks is? Task 6: Are the containers full? Explain why or why not? How many cone containers would you need to equal one square prism? Task 7: How reliable do you think the measurement of Revolution is? Task 8: What type of measurement do you see going on at a ______________________? Debrief the labs. We will classify the different types of measurement that was explored at the labs. (Using a tree map ) What was the most challenging part of the measurement lab? (looking for the fact that I had them come up with weird units for measuring things) Is it possible to measure with anything? (write possible things we measure on thinking map) Why are their standard units to measure things? What are these standard units? (write them on thinking map) Why is it valuable to know how to measure things? Homework: Pick a room in your house and list all the things in that room that someone has had to measure at some point. Next to each item write how you think they measured it. On Wednesdays warm-up of the day in students Interactive Student Notebook (Writing Wednesday), students were asked to write a response to one of the following questions.
th

NOTE

Materials/Set-up

Engage 7 minutes.

Explore 80 minutes

Explain 20 minutes

Extend Date: Evaluate

Below is a Sample of the Measurement Lab Recording Sheet: Measurement Lab 11/14/13 Name: Group name: Task 1: Rainbow Squares How many Rainbow Squares would cover this table? *Disclaimer: You probably wont have enough rainbow squares to cover itSo you should think about a short-cut. Answer: _____________rainbow squares. Explain what you did below:

Task 2: Youre HOW TALL? Using the objects in this box, measure your height. My height is __________________________ What is the difference between the tallest and shortest team members height?___________________

Task 3: Architecture Conjecture? For this activity you need to imagine your table has sharp corners. What polygons can your table be classified as? There may be more than one! Defend why it is each polygon!

________________________________________________________________________________ If you were an carpenter that wanted to cut the biggest circle you could out of this rectangular table, how would you do this? Remember, you want a circle, not an oval. You are also a carpenter, and you know how to connect pieces of wood. Show your cuts here, and defend your reasoning

Task 4: Ring-A-Round Find the distance around the border of your table using a unit that you have on you. Write that distance and the units you used here___________. If you moved two tables together (like yellow and green were), what would be the distance around the joined big table. Answer___________________________________________ Show your Work:

Task 5: Backpack competition. Whos backpack fits the most stuff in it? Prove your answer by using a standard unit (like dictionaries). Answer:________________________ Defense for answer:

Task 6: Fill er Up Which container holds the most marble units? Explain your answer and show your results.

Task 7: How long does it take. Sit at the table with your group. The amount of time it takes you all to pass around the world equals one REVOLUTION. Keep track of how many REVOLUTIONS it takes you to do the following: One member of your group sings their ABCs___________________ REVOLUTIONS. One member of your group writes out all their 9s and 8s times tables: __________REVOLUTIONS One member of your group to ask Ms. Borlik permission to get a clothes-pin pass and then walk to and back from the restroom: ________________REVOLUTIONS One member of your group to read aloud page 52 of the book on the table ________REVOLUTIONS

Task 8: What is measurement. Task 1: Have a discussion about measurement at your group What is measurement? What types of things are measured? Task 2: Add to the circle map brainstorming all the things we measure in this world. If you know how it is usually measured, write it in parentheses under your original answer. Do not write down any repeats!

Audio Recording Analysis of Questioning: Listed are the questions I asked at each task station as recorded on our classroom IPADs . In parenthesis is the Cognitive Demand of the questions. Key to Cognitive Demand Notes: M-Memorization, PNC- Procedures with no Connections, PC- Procedures with Connections, DM- Doing Math

Task 1: Can you explain what you are doing?(DM) You are trying to figure out how many squares cover the table, so you are figuring out how many cover the outside? How is the outside border related to how many cover the inside? (PC) Have you ever seen anything like this before? ( M) What is the measurement of the distance around something called? (M) What is the measurement of how many units cover something? (M) How are these two measurements related? (DM) Since you ran out of squaresdo you think there may be another way to find the number of squares that fit the inside? (M)

Task 4: How did you measure the outside of the table? (PNC) What is the reason that you just used his shoe as a unit and not everyones combined? (PC) How do you plan on finding the combined table perimeter? (DM) What is perimeter? (M) Can you show me what you mean by drawing a picture to see if your strategy works? (PC) Where is the perimeter of that combined figure? Show me. (M) Why cant you just multiply the perimeter of one rectangular table by 2 to find the perimeter of the combined table? (PC)

Task 2: How reliable do you think this is, as a way to measure? (PC) If you are not tall enough to make another straw length, is there anyway to figure out a fraction of the straw? ( PNC) How did you figure out that your length is 7 and straws? How do you prove that is of a straw? (PC)

Task 5: Are you using both kinds of dictionaries to find the strength of the backpacks? (nothing) IN your answer, how are you going to distinguish between the two units? (PNC) Why do you think it is important to do distinguish between the two units? (PNC)

Task 3: Do you have any defense for your statement that this is a rectangle? (M) How do you know what a rectangle looks like? (M) What is the definition of a rectangle? (M) What is the definition of a square? (M) Is any square a rectangle? Show me. (PNC) What is a way to cut the table into multiple pieces to make the biggest circle possible? (PC)

Task 6: What is your strategy here? (PC) Are you guys going to count the marble capacity, and then compare? (PNC) Why did you not use the 3 fat marbles mixed in with the small ones? (PNC)

Task 7: Do you think the bean bag world is a good way to measure how much time passes? (PC) Why not?