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USF Elementary Education Lesson Plan Template Name: Abby Davis

Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

Lesson Content
What Standards (national
or state) relate to this MACC.5.MD.1.1- Convert among different-sized standard measurement units within a
lesson? given measurement system and use these conversions in solving multi-step, real world
(You should include ALL problems
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding How can you compare and convert customary units of capacity.
(What is the big idea or
essential question that you For example, when we finish this lesson, students will be able to understand that a cup is
want students to come away the smallest unit of measure for capacity and that two cups make a pint. Knowing this
with? In other words, what, conversion, students will be able to answer world problems involving cups to pints or
aside from the standard and pints to cups.
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you


teaching?
(Student-centered: What will The student will be able to compare, contrast, and convert customary units of capacity.
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

future tense D: with no errors


in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this objective so that students know how to convert measurements when
questions: faced in a real life situation.
Why are you teaching this This lesson fits within a larger plan in which we are working on multi-step problems and
objective? how to make it come alive.
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will Formative assessment: I will be circulating the room at all times and monitoring their
you know students have work. I will also use the thumbs up when students are clear, and this helps me see
mastered your objectives? whos got it and who needs more help. During the share and show part of the lesson,
students will be sharing what they did and showing the class how they did the problem.
Address the following: At this time the students will be having conversations and asking questions. I will use this
What formative evidence as a formative assessment because I can then see who is needing more help and who
will you use to document can use enrichment. I will make sure to make note of those students who have it and
student learning during those who dont on my note pad.
this lesson?
What summative evidence Summative Assessment: I will have them do on your own problems, where I will be
will you collect, either circulating the room for support when needed.
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

What Content Knowledge


is necessary for a teacher
to teach this material? It is important for teachers to know what operation to use when going from greater to
lesser units and visa versa. Also the customary units of measure and the vocabulary that
comes with it: weight, liquid volume, mass, capacity.

What background Vocabulary, conversions, operations, customary units


knowledge is necessary for
a student to successfully To ensure students have previous knowledge of capacity I will begin by asking them if
meet these objectives? they know what capacity is and allowing a few students to answer and then depending
on their answers I will either confirm or I will explain what capacity is. The day before
How will you ensure they are converting units of length so they do know what converting is and how it relates
students have this to what we are doing today. I always make sure to address how todays lesson relates to
previous knowledge? yesterdays lesson.
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about Which measurement is larger than others, how one measurement can be converted to
this content? another and be equal to each other. Larger units can be converted to smaller units.
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

Lesson Implementation
Teaching Methods Student-centered, questioning, modeling, hands on, discussion based.
(What teaching method(s) will
you use during this lesson? Being that students will physically be pouring water into containers, this makes the
Examples include guided lesson engaging and student-centered. I am focusing on misconceptions they may have
release, 5 Es, direct with which units are larger/smaller and how the conversions actually make sense. I am
instruction, lecture, going deeper into the lesson than just simply teaching the conversions. I also question
demonstration, partner word, the students throughout the lesson so that it becomes more discussion based and to
etc.) make them think critically on how this makes sense mathematically as well as always
explaining their thinking.

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to 3 min


address the following: Teacher I will start off by going over the essential question. This will then
What Higher Order lead to our vocabulary word: capacity. We will discuss what capacity
Thinking (H.O.T.) questions is which will lead into my materials: cups, pints, quarts, and gallons.
will you ask? Select students for each measurement to bring outside.
How will materials be
distributed? Transition outside
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

Who will work together in


groups and how will you Student will model 1 cup with the measuring cup. Explain this is a
determine the grouping? unit of measurement, not the same as a plastic cup. Show the
How will students students that this is equal to 8 fl ounces and I will place the 1 cup
transition between and 8 fl ounces label on the cup.
activities? Student with the cup will pour this into the already half filled pint.
What will you as the Explain this is larger than a cup. Review that 2 cups=1 pint. Label.
teacher do? H.O.T How many fl ounces? Label 16 fl ounces.
What will the students do? Students with the 2 pints will then pour both into the empty quart to
What student data will be demonstrate that 2 pints= 1 quart. Label.
collected during each H.O.T- If there are 2 cups in a pint, how many cups are in a quart?
phase? Label 4 cups. H.O.T How many fl ounces? Label 32 fl ounces.
What are other adults in The 4 students with the quarts will then pour each into the gallon to
the room doing? How are demonstrate that 4 quarts=1 gallon. Label. H.O.T. How many pints
they supporting students in a gallon? Label 8 pints. H.O.T How many cups? Label 16 cups.
learning? H.O.T How many fl ounces? 128
What model of co-teaching
Transition back to classroom
are you using?
Have students take out foldable.
Review conversions with this anchor chart, and fill out foldable.

Teacher
and
students
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

Transition to workbook

Read the first word problem then ask, what does this mean in your
own words? Have student dissect the question. What are we
looking for? What steps will we have to take? Class discussion. Have
student come to the board and class will work out the problem
together, as well as on their individual whiteboards, using the hands
on models when necessary.

Do this for another question to see how well the students grasp this
lesson.
Student If they are comfortable they will get questions to work on
individually, if not we will continue as a class if time permits.
Teacher/
Student

What will you do if a student struggles with the content?

I will bring back the models and play the question out. The student will be able
to see the question come alive and see how the conversions are happening.

I will bring out the King Gallon anchor chart to have a different visual. This may
reach these learners needs by showing the information in a different way.

What will you do if a student masters the content quickly?


USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

I will assign them enrichment questions.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners

If applicable, how does this lesson connect to/reflect the local community?

I am using objects that are typically seen every day.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Ask H.O.T questions such as: convert 5 gallons into pints

How will you differentiate instruction for students who need additional
language support?

I will use visuals, models, the foldable

Accommodations (If I will include my student with ADHD into the demonstration so that he is kept busy and
needed) engaged.
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
USF Elementary Education Lesson Plan Template Name: Abby Davis
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: March 29
5th customary units of Size: 24 2016
measurement

implement for these unique


learners.)

Materials
(What materials will you use? Measuring cup, pint, quart, gallon, whiteboards, anchor chart, foldable, workbook
Why did you choose these
materials? Include any I chose to use the containers because I wanted my students to understand how the
resources you used. This can different measurements can convert into each other not just simply knowing when to
also include people!) multiply and when to divide. I wanted to go deeper and have a good understanding of the
measurements. The anchor chart is used as a review after we have demonstrated. I
picked this because I wanted to supply them with a different visual that may reach other
students. I also included the foldable because this is way the students are writing and
staying on task. They can use this to refer back to during homework and classwork.

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