Ruishu Wang Math Lesson I Grade Level: 3rd Grade

Date Implemented: November 21, 2013 Time Anticipated: 45 minutes The Penn Alexander School

Goals/Objectives SWBAT Manipulate rulers to measure Abe Lincoln in inches in order to convert it into feet and inches and How many rulers tall is Abe Lincoln? Predict how tall they are in comparison to Abe Lincoln in order to illustrate understanding of estimation Construct a tracing of themselves in order to determine how tall they actually are in inches, feet and inches, and rulers Recollect math terms (about half, more than, less than, etc.) in order to predict how tall each other is compared to Abe Lincoln Standards CCSS.Math Content.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch Materials and Preparation 64 drawing of Abe Lincoln on bulletin paper Five pieces of 5 bulletin paper Variety pack of markers Classroom Arrangement and Management Issues The small group will be taken out into the pod area in order for this lesson to be conducted. A drawing of Abe Lincolns 64 outline will be hung on the wall prior to the start of the lesson. Supplies will also be arranged beforehand. Students will use the pod tables if necessary. Possible Management Issues: uninterested students; students who rush; students who call out or do not follow rules Before starting, I will remind my students of the following: o Working in the pod area is a privilege. Students who are disruptive and inconsiderate of other students in the area and the classrooms next door will be asked to go back inside. o If you have a question or comment, please raise your hand. o Please speak quietly. o By being polite, we are taking turns speaking and listening to the speaker. Plan Introduction [10 minutes] Students will be asked to take a look at the drawing of Abe Lincoln. They will be asked, Who is this? (tallest president of America) and predict how tall he is. While the drawing is hanging on the wall, each student will come up and label how tall they are on the drawing. After each student goes, entire small group will take a look at the markings on the drawing and predict how tall each other is compared to Abe Lincoln. They will

Ruishu Wang Math Lesson I Grade Level: 3rd Grade

Date Implemented: November 21, 2013 Time Anticipated: 45 minutes The Penn Alexander School

use previously learned math terms in order to predict the height. (Ie. John* is about half as tall as Abe Lincoln.) Measuring Abe Lincoln [10 minutes] The drawing will be taken down from the wall and students will work together as a group to measure with rulers how tall Abe Lincoln is. They should get the measurement of 76 to which they will have to convert that into 64. Students will be able to write on the drawing itself to determine Lincolns height. Afterwards, students will now predict how tall they are using numbers. (Ie. John* is about 3.) Measuring Themselves [15 minutes] Working in pairs, students will trace each other on their own bulletin paper. After tracing, they will individually measure how tall they are using rulers. On their personal drawing, they will record how tall they are in inches. Afterwards, they are to use any technique to convert how tall they are in rulers and feet and inches. If they want a challenge, they can determine how many centimeters tall they are. Presentation [10 minutes] Students will have the chance to present their findings to the group. Drawings of themselves will be labeled with their predictions and findings. As a whole group, we will discuss the various strategies in predicting height, measuring, and converting height from inches to feet and inches. Possible questions to steer discussion: What strategy did you use to determine how tall you are? How did you figure out how to change the big number of inches into feet and inches? Can we arrange ourselves from shortest to tallest based on the data from the activity? How did your comparison to Abe Lincoln help you determine how tall you were? Do you agree/disagree? So youre saying that John*, what do you think about Marys* answer? Anticipating Students Responses and Your Possible Responses Students are generally excited to work in the pod area but if a student repeatedly shows that he or she does not want to work on the activity with each other, they will be asked to return to the room. Before that, they will be encouraged to participate. Students who get stuck will be prompted these questions (depending on the stage of activity): o Where is the halfway point of Abe Lincoln? o Is there a friend you can ask to help you out? o Use myself as an example, either compared to student or Abe Lincoln. o How many inches are in one foot? o How many feet are in a ruler?

Ruishu Wang Date Implemented: November 21, 2013 Math Lesson I Time Anticipated: 45 minutes Grade Level: 3rd Grade The Penn Alexander School Assessment of the Goals/Objects Listed Above As students work together on determining Lincolns height, I will be nearby listening to their conversation of how to go about finding out how tall he is.

When students are working on their individual drawings, I will go around to each one and survey the various strategies they are using to determine how tall they are and how they are going to convert it. This assessment will serve to steer my discussion questions at the end. Formally, the students drawings will serve as an exit slip. The discussion at the conclusion of the lesson will allow me to gauge the students understandings of measurement and estimation.

Accommodations Students who finish their personal outline will have the chance to decorate or draw themselves. Students who finish early may be asked to help a classmate who is struggling. Students who need further directions or clarification will be assisted.

Ruishu Wang Math Lesson I Grade Level: 3rd Grade

Date Implemented: November 21, 2013 Time Anticipated: 45 minutes The Penn Alexander School