Lesson Pl Estimate And Measure Distances
Monday Lesson Plan
10.1 Review: Length
Rationale
This lesson is important to teach in third grade because learning the U.S. customary system is an essential life skill and used throughout grade levels.
Objectives
Academic Standards *To provide a review of units, tools, and measuring length in U.S. customary and systems.
3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter- inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.
Materials to Collect and Preparation
Before Teaching Teaching the Lesson
• Math Journal pages 240 and 243
Ongoing Learning and Practice
• Math worksheet
• Posters
• Rulers
• Masking Tape
• Yardstick …show more content…
Differentiation *Readiness- To provide experience with measures of lengths, have children complete a story by filling in measurement units. They read the story and decide if it is silly or sensible. If it is silly (most likely), children change the measurement units or numbers to make sense.
*Enrichment- To offer children more experience with estimation skills for measurement, have them find examples of items in the classroom that are close to given measurements. Post 12- inch line segments for children to use as references.
Teaching Procedures Anticipatory Set:
* Mental Math and Reflexes
Have students solve problems like the following:
1. 4x5 = 20 40x5 = 200 40x50 =2,000
2. 6x7= 42 6x70=420 600x70= 42,000
*Math Message
The inch is a unit of length. On your white board list as many other units of length you can think of.
Procedures:
*Math Message Follow up
• Call on a few students and hear some of their ideas of units of length. Have a students each share one way so others can speak as well.
Teaching the Lesson
Today we are focusing on length and ways that we can measure length “Who can give me an example of what we can use to measure length? SA: A ruler
Explain in the United States everything that can be measured, such as length, is done with our own form. This is different from the rest of the world. In the United States we use the U.S. Customary Units. The rest of the world uses different forms of what is called Metric Units. In our system we measure length in miles, yards, feet, and inches.
1 mile (mi) = 1,760 yards (yd) or 5,280 feet (ft)
1 yard (yd) = 3 feet (ft) or 36 inches (in)
1 foot (ft) = 12 inches
Explain that these (mi, yd, ft, and in) are abbreviations for the names of lengths in units.
For example with money we label our unit with $.
When we use length we label the amount with (mi, yd, ft, and in).
I will reference this poster to compare the size of each unit when talking about distance.
Discussing tools Used to Measure Distances
• *Ask children to name tools for measuring distances. SA: Rulers, yardsticks, and tape measures.
Show class these tools that were brought in.
Ask the class these questions about tools used to measure:
Would it make sense to measure the distance between Terre Haute and Indianapolis with a yardstick? SA: No
How could you measure the distance around a jar of a lid? SA: With a tape measurer
All of these measure units of distance but there are different tools that work better for different lengths.
Guided Practice:
I will pass out a worksheet to the class. I will use the Elmo to project the worksheet onto the screen. This worksheet will have different types of lengths and conversions. We will work together on a few problems and then the class will be responsible for completing questions on their own. When students have finished completing the problem independently we will collectively go over the answers and our work.
* I will watch for children who need support with reading a ruler and with
conversions.
I will explain the rules for the partner activity. I will demonstrate an example of how to complete the partner work with measurement and conversions. I will then split the students into partners.
Independent Practice:
Students will be assigned to work with a partner and find what each of their height is in yards, feet and inches. The students will use the masking tape that is already set on the wall and mark their height. Each pair of students will have a strip of tape to share. After marking their height they will have to use their ruler to determine how many yards, feet and inches they are.
Closure:
Have students pair and share one thing that they learned in today’s lesson about lengths with the person across from them.
Assessment of Student Outcomes
Formative Use Math boxes 10.1 on page 243, problem 2, 4, and 5 to assess students’ progress with using measurements. This sheet will check to see how well students area understanding the material that has been taught in today’s lesson over length.
10.1 Review: Length
Rationale
This lesson is important to teach in third grade because learning the U.S. customary system is an essential life skill and used throughout grade levels.
Objectives
Academic Standards *To provide a review of units, tools, and measuring length in U.S. customary and systems.
3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter- inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.
Materials to Collect and Preparation
Before Teaching Teaching the Lesson
• Math Journal pages 240 and 243
Ongoing Learning and Practice
• Math worksheet
• Posters
• Rulers
• Masking Tape
• Yardstick …show more content…
Differentiation *Readiness- To provide experience with measures of lengths, have children complete a story by filling in measurement units. They read the story and decide if it is silly or sensible. If it is silly (most likely), children change the measurement units or numbers to make sense.
*Enrichment- To offer children more experience with estimation skills for measurement, have them find examples of items in the classroom that are close to given measurements. Post 12- inch line segments for children to use as references.
Teaching Procedures Anticipatory Set:
* Mental Math and Reflexes
Have students solve problems like the following:
1. 4x5 = 20 40x5 = 200 40x50 =2,000
2. 6x7= 42 6x70=420 600x70= 42,000
*Math Message
The inch is a unit of length. On your white board list as many other units of length you can think of.
Procedures:
*Math Message Follow up
• Call on a few students and hear some of their ideas of units of length. Have a students each share one way so others can speak as well.
Teaching the Lesson
Today we are focusing on length and ways that we can measure length “Who can give me an example of what we can use to measure length? SA: A ruler
Explain in the United States everything that can be measured, such as length, is done with our own form. This is different from the rest of the world. In the United States we use the U.S. Customary Units. The rest of the world uses different forms of what is called Metric Units. In our system we measure length in miles, yards, feet, and inches.
1 mile (mi) = 1,760 yards (yd) or 5,280 feet (ft)
1 yard (yd) = 3 feet (ft) or 36 inches (in)
1 foot (ft) = 12 inches
Explain that these (mi, yd, ft, and in) are abbreviations for the names of lengths in units.
For example with money we label our unit with $.
When we use length we label the amount with (mi, yd, ft, and in).
I will reference this poster to compare the size of each unit when talking about distance.
Discussing tools Used to Measure Distances
• *Ask children to name tools for measuring distances. SA: Rulers, yardsticks, and tape measures.
Show class these tools that were brought in.
Ask the class these questions about tools used to measure:
Would it make sense to measure the distance between Terre Haute and Indianapolis with a yardstick? SA: No
How could you measure the distance around a jar of a lid? SA: With a tape measurer
All of these measure units of distance but there are different tools that work better for different lengths.
Guided Practice:
I will pass out a worksheet to the class. I will use the Elmo to project the worksheet onto the screen. This worksheet will have different types of lengths and conversions. We will work together on a few problems and then the class will be responsible for completing questions on their own. When students have finished completing the problem independently we will collectively go over the answers and our work.
* I will watch for children who need support with reading a ruler and with
conversions.
I will explain the rules for the partner activity. I will demonstrate an example of how to complete the partner work with measurement and conversions. I will then split the students into partners.
Independent Practice:
Students will be assigned to work with a partner and find what each of their height is in yards, feet and inches. The students will use the masking tape that is already set on the wall and mark their height. Each pair of students will have a strip of tape to share. After marking their height they will have to use their ruler to determine how many yards, feet and inches they are.
Closure:
Have students pair and share one thing that they learned in today’s lesson about lengths with the person across from them.
Assessment of Student Outcomes
Formative Use Math boxes 10.1 on page 243, problem 2, 4, and 5 to assess students’ progress with using measurements. This sheet will check to see how well students area understanding the material that has been taught in today’s lesson over length.