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TE 801 Unit Planning Project

Section 1: Big Ideas and Standards

Big Ideas:
o Objects have many attributes that can be measured or compared. Some attributes can
be quantified using unit amount.
o Two and three-dimensional objects with or without curved surfaces can be described,
classified, and analyzed by their attributes.

Common Core State Standards (CCSS):
o CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths
using rulers marked with halves and fourths of an inch. Show the data by making a
line plot, where the horizontal scale is marked off in appropriate units whole
numbers, halves, or quarters.
o CCSS.Math.Content.3.MD.D.8 Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different perimeters.
o CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g.,
rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and
that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples
of quadrilaterals that do not belong to any of these subcategories.
o CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement. (a) A square with side length 1 unit, called
a unit square, is said to have one square unit of area, and can be used to measure
area. (b) A plane figure which can be covered with or without gaps or overlaps by n
unit squares is said to have an area of n square units.

Standards for Mathematical Practice:
o CCSS.Math.Practice.MP4 Model with mathematics. Mathematically proficient
students can apply the mathematics they know to solve problems arising in everyday
life, society, and the workplace.
The reason why I chose this practice is to stress the importance of seeing and
using math in everyday life. During some of my interviews, some of the
students could not think of how they use math when they engage in their out of
school activities. By relating math to their lives, they will be able to connect
and make math more meaningful for themselves.
One way I will support my students work during this practice is by relating
problems to their everyday lives. In project 1, we looked into some of their
interests. I know some places and sports that my students participate in;
therefore, I can create math problems that relate to their activities to make the
mathematics more significant.



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Learning Targets/Objectives:
o SWBAT understand the need for standard units of measure by creating a unit of length
and measuring with it.
o SWBAT measure line segments to the nearest 1/2 inch, 1/4 inch, centimeter, 1/2
centimeter, and millimeter.
o SWBAT understand the U.S. Customary System by estimating and measuring lengths
to the nearest inch.
o SWBAT understand the Metric System by estimating and measuring lengths to the
nearest centimeter.
o SWBAT demonstrate understanding of 2D shapes by constructing straw polygons
using attributes and naming different 2D shapes.
o SWBAT collect, arrange, and interpret data from a Pattern-Block Toss experiment
o SWBAT compare pattern-block sizes by tiling equal areas.
o SWBAT create 1-foot squares to explore area. They will be able to explain why there
should not be ay gaps or overlays.
o SWBAT understand the concept of area by counting squares.
o SWBAT set up the multiplication number model for the area of a rectangle, but will
not be expected to use multiplication to find area.

Section 2A: Pre-Assessment Design

Learning Objectives

1. Students will compare two objects by measuring with a ruler each object to the nearest whole, half, or
quarter of a unit and discussing which object has less or more length.

2. Students will use their understanding of the metric system and measurement system to estimate and measure
lengths.

3. Students will explain their understanding of comparing objects by making a line plot.

4. Students will demonstrate understanding of 2D shapes by constructing straw polygons using attributes and
naming different 2D shapes.

5. Students will find the perimeter of straw polygon sides and of other objects by adding the sums of all sides
when given and through measurement.

6. Students will explain why there should be no gaps or overlay when using tiling with equal area shapes.

7. Students will use centimeter cubes to show at least 2 different combinations to cover 4 square centimeters so
that the centimeters are connected on at least one side. (There are 5 possible configurations).

8. Students will demonstrate their understanding of area by counting square unit squares to calculate the area.

9. Students will set up the multiplication number model for the area of a rectangle, but will not be expected to
use multiplication to find area.



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3
rd
Grade Pre-Assessment
Everyday Mathematics Curriculum

1. Measure and label each side of each shape with a ruler to the nearest cm. Show your work to
find the perimeter.

































Perimeter = ____________________ Perimeter = ____________________









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2. Estimate the length of the caterpillar in millimeters, centimeters, and inches.








Millimeters: _____________________ Centimeters: _____________________


Inches: _________________________



3. Make a ballpark estimate for each problem. Write the number model.


a) 340 115 = ______________


Ballpark estimate number model:


__________________________________


b) 289 + 37 = ______________


Ballpark estimate number model:


__________________________________


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4. Using only the four cubes, draw at least 2 different patterns you could make with these cubes.


















5. Measure each line segment to the nearest inch


______________________________________ __________ in.



___________________________ __________ in.



6. Find the area of the rectangle below (in unit squares):


Area = _____________ square units


Number Model: _________ x _________ = __________







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8. Draw a line from the shape to its correct name.

Rhombus


Square


Rectangle


Parallelogram


Trapezoid








9. Write one thing you are certain will happen today.


_________________________________________________________________________________




10. Write one thing you are certain will not happen today.


_________________________________________________________________________________



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Section 2B: Pre-Assessment Results

Problem 1: 12 of the students did not show their work or label the sides. Of those 12, 5 did not come
close to the correct answer. This tells me that those students do not know how to measure to find the
perimeter of polygons. The other 7 of the 12 either found the correct answer or were close. All of
the 13 that showed their work and labeled the sides either found the correct answer or were close.
This tells me that when students follow directions and show their work, they will most likely come to
the correct answer more so than the students that did not show their work.

Problem 2: The majority of the students, 13, understood how to find inches and centimeters, but did
not know how to find millimeters. 7 of those students recognized that millimeters and centimeters
were measured on the same side of the ruler, but did not know how to find the millimeters. Those 7
students just put down the same measurements as centimeters. 6 of the 13 students that knew how to
find inches and centimeters had different answers for millimeters and centimeters. Perhaps they
knew the measurement had to be different, but still did not know how to find it. 3 of the 6 just did
not put an answer for millimeters. Out of the 25 students, only 4 knew how to find inches. 7 out of
25 students did not find the correct answer for any of the measurements. Only one student came very
close to finding all of the correct measurements. This student said the caterpillar was 75 mm, 7 cm,
and 2 2/3 in. What all of this information tells me is that there is a huge range of what students know
about measuring with a ruler. During my instruction I will need to for sure spend a lot of my
teaching showing students how to find millimeters. A majority of my students know how to find
inches so I will not need to spend a lot of time on that. I think for centimeters, some of the students
were confused with the difference between centimeters and millimeters so once I explain millimeters
I think they will understand centimeters better.

Problem 3: I am unsure if the students have heard ballpark estimate before, but this is something
they will be working on. 19 of the students did not make estimates. They either did the math
completely wrong, or they solved the problem as it was instead of making an estimate of the numbers
first. 6 of my students made some sort of estimation first, then solved. What this tells me is that they
have not had a lot of practice with estimating numbers. When they will have to make estimates in
their work, I will have to spend some time going over this with them.

Problem 4: This problem was not explained very well. I wanted them to explore the concept of area
using cubes. Many of them told me they didnt understand so I explained to them if they had four
small cubes, what kind of different arrangements they can make. Of my 25 students, 12 of them did
not come close to what I was looking for. I think the main problem was my explanation and perhaps
some of these students did not ask for help on this question. The other 13 made some sort of different
drawing than the one I provided using the 4 cubes. Some of them kept the spacing together while
some drew the cubes spaced far apart. This tells me that when I explain area, I will need to focus
some time using those cubes to explore how you can make different shapes and still have the same
area.

Problem 5: Out of my 15 students, only 2 got this problem wrong. This tells me that these students
really know how to measure lines. The two that did find the right answer were way off. I am unsure
if these students measured or just guessed. Also what is interesting with these two is that they both
said the smaller line had the greatest measurement. This does not make any sense so I think they
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guessed. Because there was some misconception, I will need to monitor these two students during
the unit to make sure they use their rulers and are getting the correct answers.

Problem 6: For this problem, they needed to find the area using cubes. They also had to write the
multiplication number model. 15 of my students found the correct answer and wrote the correct
number model. 5 of my students were very close; either missing a factor or their product was a little
off. The last 5 students missed it completely. They have not been taught multiplication yet so I was
not sure if they would know how to write the number model, but the students could have just counted
the squares if they did not know what to do. This tells me that I will need to make sure the students
know how to find area by way of multiplication as well as repeated addition.

Problem 7: (I numbered the problems wrong and there is no number 7)

Problem 8: 11 of my students matched all of the names with its correct shape. What I found that was
interesting was that 9 of my students said the parallelogram was either the rectangle or the rhombus.
I put a check mark on those because they were not incorrect, but by doing that they made a mistake
labeling other polygons. This tells me that when I teach about the different polygons I will need to
point out that parallelograms can also be squares, rectangles, and rhombuses.

Problem 9 and 10: The students have spent a lot of time doing these types of problems. 14 of the
students wrote answers that I would deem correct. 5 students did not write anything for these two
problems. Because they have had a lot of practice with these, I am unsure why they would leave
them blank. 6 students wrote answers that possibly could or could not happen. For this I would
maybe read off some of the answers with the class and ask them if there was a possibility that the
answer could not happen (for number 9) or that it could happen (for number 10).

Section 2C: Formative and Summative Assessments

Formative Assessment:
White Boards:
o My classroom has many small white boards along with dry erase markers that the
students can use. During instruction, I can use these boards to check understanding. I
can put up examples on the board and have the students show their work to find the
answer on the white boards. I can then have them all show me at the same time to
check to see which students understand and which students do not. By already seeing
how the students performed, I can call on certain students to show the rest of the class.
For example, if I see a lot of the same misconceptions, I can have one of those
students show their work for the whole class to see. We could go over the problem as
a class to show where the student went wrong in order to correct the misconception. I
can then ask a student who answered the problem correctly to show the rest of the
class for them to see how to correctly solve it. I can also use this strategy to show
multiple representations of how students came to find the answer. Another way to use
the white boards is in groups. The students could work together on a number of
problems by writing them out on white boards.
o In order to keep track of individual growth, I will walk around while students are using
the white boards in groups and make note of who struggled with problems and who
did not.
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Ongoing Assessment in Student Journals:
o Throughout the unit, the teachers book has a recommendation for teachers to use for
ongoing assessment. For example, in lesson 1 the ongoing assessment is on page 55,
problem 2. This says it is for assessing childrens understanding of the need for
standard units of measure. Children are making adequate progress if they include in
their answers the idea that measures taken at different times with the same unit are the
same regardless of who measures. This assessment does not take very long to check.
o To keep track of individual growth, I will have a grade book/document that keeps track
of each student and if they got the selected answer correct or not. If they get the
selected answer correct, it shows me that they are on track and understanding the
content I am teaching. If they do not get the answer correct, it will mean that I need to
adjust some form of my teaching.

Summative Assessment:
The summative assessment is the end of the unit test. The test has a self-assessment component
as well as a written component. The teachers book copy of this will be attached.
o Explain/show how your summative assessment is connected to the specific learning
targets for your unit
Problems 3-6 Measure line segments to the nearest inch and centimeter: LT
compare two objects by measuring with a ruler each object to the nearest
whole, half, or quarter of a unit and discuss which object has less or more
length.
Problem 7 Find the perimeter: LT Find the perimeter of straw polygon sides and
of other objects by adding the sums of all sides when given and through
measurement.
Problem 12 Draw a rectangle with a given area: LT Demonstrate understanding
of area by counting unit squares to calculate the area.
Problem 13 Compare units of length: LT Compare two objects by measuring
with a ruler each object to the nearest whole, half, or quarter of a unit and
discuss which object has less or more length.
Problem 16 Create a line plot: LT Explain their understanding of comparing
objects by making a line plot.
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Section 3: Differentiation Strategies

Choose three or four different strategies that you will use throughout the unit to differentiate
instruction and/or learning (based on your on-going use of formative assessment). Describe
the strategies and how you will use them with your students.
o Addition Top-It
Players keep one addend constant for example, one addend is always 5. Each
player only turns over one card, finding the sum of 5 plus the number on their
card. This can help children with addition facts with one addend in common
and compare sums.
Players could also use one 0 card for each turn and then draw three more cards
to make two 2-digit addends (one of the numbers should be a multiple of 10),
or players can draw four cards and make two 2-digit addends. This can help
children with addition with 2-digit numbers and compare sums.

o Subtraction Top-It
Players choose a constant subtrahend. They draw one card and subtract their
constant from the number on their card. For example, 2 is the constant
subtrahend. They draw an 8. The problem is 8 2 = ? This can help children
with subtraction facts with a constant subtrahend.
Players could also draw 3 cards. They make one 2-digit number and subtract the
remaining digit from their 2-digit number. This can help children solve multi-
digit problems.

o Math Boxes:
Modify the range of the numbers or ask children to record measurements to a
more-precise or less-precise degree of accuracy to focus on a different level of
a concept or skill. For example, for students who can add and subtract 3-digit
numbers easily, I could add another digit to make it a four-digit addition or
subtraction problem. Or, for students who really struggle with 3-digit addition
and subtraction, I could take away one of the digits.
Use manipulatives, such as straw polygons and pattern blocks, to provide
concrete concepts and skills. These manipulatives can be used to help them
solve worksheets.

o Marking a ruler with red crayon:
For lesson 2, some students may have difficulties knowing where to start a
measurement with a ruler. To help them, I can demonstrate how to mark the
zero with a red crayon to help them remember where to start.

o Cutting strips of paper to act as standard unit of measure:
For lesson 3, students will be measuring objects around the room. It might be
easy for the students who have inch, foot, and centimeter. But for the other
students that have yard, decimeter, and meter, they may find it challenging. To
help all students with this, I will cut strips of paper to match those lengths.


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Explain how you will use the other adults in your room (mentor teacher, para-professionals,
resource teachers, parent volunteers, etc.) to maximize student learning.
o Mrs. Klauka: I will use Mrs. Klauka as a resource for helping students. Just as I usually
walk around the room to help students with questions, I will use her the same. If there
are students who made need further instruction or students who need more of a
challenging task, she can take them to differentiate the lesson.
o Para: My para will be with Zeke, who will need assistance with measuring activities.
Also, with the card games, the para sits with Zeke and flips cards for him.

Explain how you will provide the scaffolding and support needed for students with IEPs and
other special needs.
o Zeke: He does not need any special explanation, but he will need a para to assist him
with any manipulatives he may need.
o Ryan: Speech IEP this does not affect his learning in math.

Explain how you are using what you learned in Project One to plan:
o I learned that some students struggle with language so I will make sure I explain
concepts in multiple ways and give students multiple exposures to concepts.
o I also learned that some students are advanced and finish activities before other
students. To aide these students, I will plan activities or something for them to do
while other students finish.

Section 4: Projected Sequence of Lessons

Lesson One: 3.1

Date: Monday, October 28, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT understand the need for standard units of measure by
creating a unit of length and measuring with it.

Rationale: It is important that students understand the need for a standard unit of measurement
because without a standard unit, measurements would be unequal. They will need to learn how to do
this because next year they will establish personal references for customary and metric units of
length.

Brief description/overview of lesson:
I will read, How Big is a Foot? by Rolf Myller during the read-to, not during math time. We will
discuss the need to standard units of measurement and how we will be looking more into that during
math later in the day. During math, we will again briefly talk about why we need standard units of
measurement. We will choose four names out of a paper bag to have them walk heel-to-toe along a
wall in the classroom. We will record the childs name and total number of steps on the board in a
chart. Before we choose names, we will talk briefly about probability. I will bring up the question
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on the pretest about what will for sure happen and what will not happen. I will ask for students to
give me some examples. We will then look at the Student Reference Book p. 132 to look at ways
people used to measure before standard units. Then we will choose the 4 students and do the activity.
After the activity we will find a median class shoe length. To save time we will choose 12 students
and measure their shoes on adding-machine tape. After we measure all of their shoes, we will fold it
so it is divided into 12 equal parts. Each grouping will have a piece of measuring tape that will be
their unit of measure. Then they use Math Journal p. 55 and measure different objects around the
room. We will come together to answer number two on that page to wrap up the lesson.

Materials:
How Big is a Foot?
Math Journal p. 55
Student Reference Book p. 132 and 133
Paper bag and slips of paper
Adding-machine tape
Masking tape
Scissors
Class data pad


Plans for Formative Assessment: I will walk around the room to make sure they are working
together and filling out the worksheet. The worksheet will be the assessment. Math Masters p. 64
will be the homework for Monday night.

Daily Reflection:

What I did: I first talked about probability and the likelihood of choosing sticks from students in a
class as well as students not in class. Then we talked about the need for using the same unit of
measure, looking at page 132 in the reference book. I created strips of paper that were about the size
of a ruler and handed them out to each student. I explained that this was their standard unit so
everyone would use the same unit of length. The students then went around and measured objects in
the classroom.

What went well: I was worried about students not staying on task for this math journal page, but
most of them stayed on task and got all of their measurements done.

What did not go well: I had a few students measure the length of the doorway to save time and the
measurement ended up being the same as everyone else because everyones shoe length was pretty
similar. I explained that the reason everyone ended up with the same measurement is because
everyones shoe size is about the same, even my shoe size. But everyone is different and I think they
understood that we all have different size body parts.

What I would do if I did the lesson again: I would find something else to measure besides the
doorway. I feel like this did not explain the need for standard units as well as I wanted it to. If I had
more time, I would have the whole class measure the length of a wall. I feel like this would have
proved to be a better example.


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Lesson Two: 3.2

Date: Tuesday, October 29, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT measure line segments to the nearest inch, inch,
centimeter, centimeter, and millimeter.

Rationale: It is important for students to be able to measure line segments to the nearest inch,
inch, etc. because not all objects are an exact measure. They will continue to apply this to real-world
situations in fourth grade.

Brief description/overview of lesson:
Explain that today we will be looking at rulers and understanding how to use them. Math Message:
Talk about seeding spitting competition. If I wanted to measure the distance of my seed, what unit
would be best to measure? Ask them what other kinds of units of length students know (foot, yard,
mile, meter, kilometer, etc.). Ask why they think larger units would not be as appropriate to use.
With larger units, it is harder to get precise measurements of shorter distances. We will then go into
exploring the rulers. The rulers are in Math Masters p. 413. They will cut out the rulers. When they
are finished they will complete Math Journal p. 58. We will do this as a class to save time. Students
can pull out their Student Reference Books p. 144 to review.

Materials:
Scissors
Sheets of paper (of rulers)
Student Reference Book p. 144
Student Journals p. 58

Plans for Formative Assessment:
I will look at their journal page 58, problem 1 to assess their progress with measuring line segments.
Morning work: Math Journal p. 59

Daily Reflection:

What I did: I first talked about a seed-spitting contest and what we could use to measure the seed.
We discussed the need for the right unit because we wouldnt want to measure in miles because that
would be too big. We also wouldnt want to use centimeters to measure because it would take a
really long time. We then cut out the rulers, then I went over how to measure on the math masters
page, then they filled out math journal page 58.

What went well: The students that did pay attention and follow along did understand the measuring
to the nearest inch or cm and inch or cm.

What did not go well: The cutting out of the rulers took way too long. We have done activities
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similar to this where they needed to cut paper, but this day it did not go well. We already did not
have a lot of time for this lesson and the cutting took a lot of the time. The lesson had me print off
math masters p. 65 to show them how to measure. I should have printed enough off for everyone, or
just skipped this page and did the math journal page together. Another problem was that they were
playing with the rulers instead of paying attention to the workbook page.

What I would do if I did the lesson again: I would definitely have them either cut out the rulers
before hand or I would cut them out for them to save time. I would also talk more about how if they
are just playing with the rulers and not paying attention, they will not understand the information. I
would also either skip the math masters page or print out enough for everyone so they could follow
along with me.

Lesson Three: 3.3

Date: Wednesday, October 30, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT understand the U.S. Customary System by estimating
and measuring lengths to the nearest inch.

Rationale: It is important to understand the U.S. Customary System because it is what we mainly
use. They have learned this in 1
st
and 2
nd
grades and will continue to make comparisons throughout
4
th
grade.

Brief description/overview of lesson:
Have students look at tape measures. Review how they knew which side is the inch side. Look at the
Student Reference Book p. 146. Explain the U.S. Customary System and Metric System. Explain we
will be starting our personal references. Have students do scavenger hunt of objects that are about 1
inch, 1 foot, 1 yard, 1 centimeter, 1 decimeter, and 1 meter long. Students can do this in pairs. At the
end, come together to share findings.

Materials:
Math Journal p. 60
Student Reference Book p. 146
Tape measures
Ruler
Meter stick
Half-sheets of paper
Paper strips or string

Plans for Formative Assessment:
Math Journal p. 60: Look over questions and assess students based on how many they got correct.



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Daily Reflection:

What I did: I first asked the class how many inches were in a foot, then how many feet were in one
yard, then how many inches were in one yard. We then reviewed the U.S. Customary System in the
student reference book p. 146 and talked about feet, inches, centimeters, and yards. The students then
went around the classroom and found personal references for inches, feet, yards, and centimeters.

What went well: I was nervous about having the students go around the class, looking for their
personal references. However, it went really well and some of my students that finished helped out
the struggling students. The finishers were really excited to be able to help.

What did not go well: We did not do decimeters and meters because my MT said they would not
need to know it; however, I kept having students be confused about it. I also did not feel like all of
my students knew how many inches were in a foot, how many feet were in a yard, and how many
inches were in a yard. They needed to know this for part B of their assessment (which was not
graded) and I did not feel like they all knew it.

What I would do if I did the lesson again: I would spend more time on making sure students
understand that there are 12 inches in a foot, 24 inches in 2 feet, 3 feet in a yard, and 36 inches in a
yard.

Lesson Four: 3.3

Date: Thursday, October 31, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT understand the Metric System by estimating and
measuring lengths to the nearest centimeter.

Rationale: It is important to understand the Metric System because it is what the rest of the world
mainly uses. Students have learned this in 1
st
and 2
nd
grades and will continue to make comparisons
throughout 4
th
grade.

Brief description/overview of lesson:
Today will be an extension of yesterdays lesson. After completing the personal reference page, they
will then complete Math Journal p. 61 using their personal references from yesterday. They will
work in pairs to find the different measurements. They will then choose four objects of their own
choosing to estimate its measure. At the end we will share what the students found. After sharing,
we will look at the Student Reference book p. 148. We will discuss how a centimeter is a unit of
length in the Metric System. We will then look at the Student Reference Book p. 134 and 135 to
explore the Metric System and its units of length. We will discuss millimeters and centimeters. I
will ask conversion questions (What is another name for 10 millimeters?).


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Materials:
Math Journal p. 61
Student Reference Book p. 134, 135, 148
Tape measures
Ruler
Meter stick
Half-sheets of paper
Paper strips or string

Plans for Formative Assessment:
Math Journal p. 61: Assess based on how many they get correct.

Daily Reflection:

What I did: I explained that this lesson was an extension of the previous days lesson. We looked at
some of their personal references from the day before. Then they filled out math journal p. 61 with
partners.

What went well: Again, most of my groups stayed on task. When they were finished, they were
excited to be able to help the other groups.

What did not go well: Some of my groups had a difficult time. Most of the students got the first half
of the page done, but did not do the second half. They had enough time to do this, but many groups
chose not to try. I also dont think they understood that they could use their personal references to
make their measurements.

What I would do if I did the lesson again: We never got to the conversion questions. I feel like
these are difficult for children to understand because they take one look and said, I dont get it. I
really wish we spent some time with these kinds of questions. I feel like it would benefit them;
however, we just did not have enough time.

Lesson Five: 3.4

Date: Friday, November 1, 2013

CCSS(s):

CCSS.Math.Content.3.MD.D.8 Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and different
perimeters n 3.4

CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
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Learning Target(s)/Objective(s): SWBAT demonstrate understanding of 2D shapes by constructing
straw polygons using attributes and naming different 2D shapes.

Rationale: It is important for students to learn the names of different 2D shapes because they will
need to apply it in the real world and also in higher level geometry.

Brief description/overview of lesson:
First explain how to connect straws with twist ties. Give students a few minutes to explore. Students
will then construct straw shapes. Have students pull out Student Reference Book p. 107 and 109.
These pages review polygons. First have students make a triangle and have them explain the
characteristics of triangles. Ask how some triangles are different (Different side lengths, angles may
not be the same, different areas. Then have students make a square and have them explain its
characteristics. Direct them to pull on one pair of opposite corners to explore the shape they made
(Rhombus or parallelogram). Ask how the rhombus is like a square. Then have students have a
rectangle and explain its characteristics. Ask how the parallelogram and square are similar. Ask how
they are different. Then have students make a trapezoid. Ask how the trapezoid is similar to a
rectangle and how it is different. Have students then complete Math Journal p. 63.

Materials:
Math Journal p. 63
Student Reference Book p. 107, 109, 150, 151
Straws
Twist Ties
Tape Measure

Plans for Formative Assessment:
Math Journal p. 63: Assess based on how many questions students get correct.

Daily Reflection:

What I did: This was the day of my discussion. I first explained that we will be making polygons
with straws and asked what polygons were. I had both the para and my MT help pass out materials
so that process could go as quickly as possible. I then asked them to make different shapes and asked
them to make observations about those shapes. This took most of the time and we had only about 15
minutes for math journal p. 63. However, by looking at the students work on p. 63, the few students
that did get the whole page done showed me that it was possible.

What went well: Passing materials out went really well. I was unsure how to go about passing out
materials, but since I had two other adults in the room, it worked out that they could help pass out
materials so I could begin as soon as possible.

What did not go well: I did have a couple students who played with the straws inappropriately.
They had to then set them down and not participate.

What I would do if I did the lesson again: I would spend a little less time on the discussion and a
little more time on the work page.
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Lesson Six: 3.5

Date: Monday, November 4, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT collect, arrange, and interpret data from a Pattern-Block
Toss experiment.

Rationale: It is important for students to know how to gather data because they will be doing this for
the rest of their lives. In fourth grade they will need to use data to create charts, tables, graphs, line
plots, and line graphs.

Brief description/overview of lesson:
Explain how we will be doing an experiment with pattern blocks. Show the different shapes. Review
probability. Have students vote on which shape they think is the most likely to land on an edge.
Tally their votes. Have students help plan the experiment. Explain that the more times we do it the
more reliable the experiment will be. Ask if we should toss the blocks the same number of times for
the double-thick blocks. Ask how we will divide the work. If we are going to toss the blocks 50
times and we have 5 in a group, what do they think will be fair. Then come up with a way to toss the
blocks. Explain how we want everyone to toss them the same way to be reliable. Then do
experiment. They will first do experiment with the single blocks. In groups of 5, have each student
toss the block ten times. All students record data (tallies will need to be small). Then do same
experiment with the double-thick blocks. They will predict if the double thickness will change the
chance of the blocks landing on an edge. When all groups are done, discuss results and record data
on board or note pad. Then rank the blocks according to how many number of times the block landed
on an edge. Then review the prediction. Ask if doubling the thickness changes its chance of landing
on an edge.

Materials:
Math Masters p. 70
Pattern Blocks: triangle, square, trapezoid
Tape

Plans for Formative Assessment:
Go around the room and assess students to see how well they do the experiment and how well they
work together. See if they know how to collect the data correctly.

Daily Reflection:

What I did: I explained that we would be doing an experiment with blocks. They then voted on
which block would most likely land on an edge. We then talked about how to conduct the
experiment, discussing techniques for dropping the block, how many times each student would toss
the block, and how to mark the tallies. Then they got in their A-B partners and performed the
experiment. We did not have time to go over the results.
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What went well: We had a great discussion before about the point of experiments and how to
conduct them to obtain reliable results. Most of my groups worked well together and obtained good
results.

What did not go well: A couple of my groups did not work well together. There was arguing and
the students were not getting very far. I also saw there was some misunderstanding of how to record
the data.

What I would do if I did the lesson again: I actually did do this lesson again the next day. I wanted
to emphasize that its okay to do experiments more than once. I also wanted to show the class how to
record the data again so there would be no misunderstandings.

Lesson Six: 3.5

Date: Tuesday, November 5, 2013

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT collect, arrange, and interpret data from a Pattern-Block
Toss experiment.

Rationale: It is important for students to know how to gather data because they will be doing this for
the rest of their lives. In fourth grade they will need to use data to create charts, tables, graphs, line
plots, and line graphs.

Brief description/overview of lesson:
Same as previous day since it did not go as expected: Explain how we will be doing the same
experiment as the day before and that is okay because experiments need to be reliable so we do them
over and over again. Show the different shapes. Have students vote again on which shape they think
is the most likely to land on an edge. Tally their votes. Review how we will toss the blocks as well
as how many times each student will toss the block (each students tosses it ten times). Then do
experiment. All students record data (tallies will need to be small). When all groups are done,
discuss results and record data on board or note pad. Then rank the blocks according to how many
number of times the block landed on an edge. Then review the prediction. Ask if doubling the
thickness changes its chance of landing on an edge.

Materials:
Math Masters p. 70
Pattern Blocks: triangle, square, trapezoid
Tape

Plans for Formative Assessment: Walk around groups, making sure they are collecting data
correctly. At the end, I will ask someone from each group to tell me their findings. I then put the
data into a chart to make sure it makes sense.
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Daily Reflection:

What I did: I explained that we would be doing the experiment again. We took another vote on
which block would most likely land on an edge. I explained that its okay to do experiments again,
and that we are doing it to make sure we get reliable results. Then they got into their groups and
performed the experiment. We had time at the end to put their results in a table and discuss the
results.

What went well: The experiment went way better than the day before. All of the groups worked
well together and there was no confusion as to how to collect data and how to perform the
experiment.

What did not go well: Not much did not go well since we talked about what we needed to work on
and everyone did a great job.

What I would do if I did the lesson again: Doing the lesson one more time would be beneficial in
order to compare and contrast the results, so I would just do it again the same way we did it this day.


Lesson Seven: 3.6

Date: Wednesday, November 6, 2013

CCSS(s): CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement. (a) A square with side length 1 unit, called a unit square,
is said to have one square unit of area, and can be used to measure area. (b) A plane figure which
can be covered with or without gaps or overlaps by n unit squares is said to have an area of n square
units.

Learning Target(s)/Objective(s): SWBAT compare pattern-block sizes by tiling equal areas.

Rationale: It is important for students to learn how to find perimeter because they will need to
continue to apply this knowledge throughout higher geometry classes.

Brief description/overview of lesson:
Do exploration B. Students will work in groups of 5. They will complete Math Journal p. 68 and 69.
Read directions 1-6 p. 68 for students. They will then get into their groups to do p. 69. Materials will
be passed out to them. When they are finished making their patterns, they will go back to p. 68 and
complete number 7 and 8. When they are finished we will review answers.

Materials:
Math Journal p. 68 and 69
Pattern Blocks
Crayons/Colored Pencils


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Plans for Formative Assessment: Math Journal p. 68 and 69. Check to see if students completed
the pages and answered the questions.

Daily Reflection:

What I did: I read the directions aloud to the students. Then I showed them a couple different
strategies for tracing the blocks after they were put on their paper. Then they got into their groups to
complete the work pages. We did not have time to go over their results.

What went well: A lot of my students got right to work

What did not go well: This was a little difficult for the students because they had trouble tracing the
blocks while they were all on their page. Some became frustrated and said, This is so hard! Some
also did not finish. Because many students did finish, I had the ones who did not finish during their
indoor recess; however, some still did not finish.

What I would do if I did the lesson again: I felt like they definitely needed longer to work on this.
While many did finish, I would have liked to go over their work. Instead, I had to go over the results
the next day.

Lesson Eight: 3.7

Date: Thursday, November 7, 2013

CCSS(s): CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement. (a) A square with side length 1 unit, called a unit square,
is said to have one square unit of area, and can be used to measure area. (b) A plane figure which
can be covered with or without gaps or overlaps by n unit squares is said to have an area of n square
units.

Learning Target(s)/Objective(s): SWBAT understand the concept of area by counting squares.

Rationale: It is important for students to learn how to find area because they will eventually need to
know the process without having to actually count the squares. In fourth grade they will need to
expand this knowledge to find fractions of unit squares inside a figure.

Brief description/overview of lesson:
Have students pull out the Student Journal p. 68 and 69 again. Ask students to remember how they
used pattern blocks to measure the area of the rectangles. Introduce the word area and write
definition on the board. Go over the follow up questions if I didnt get to them on Tuesday. Ask
students how they estimated the spaces that were not covered. Ask what pattern blocks were the
easiest to use. Discuss advantages of using square shapes for measuring area. Then explain that area
can be measured in square units which are squares that are 1 inch on each side. Others include:
square feet, square yards, square centimeters, and square meters. Pull out the Student Reference
Book p. 155 to review these concepts. Then do p. 72 in the Student Journals. They can do this
individually, and then go over answers as a class. If there is still time at the end of class, play
Subtraction Top-It
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Materials:
Student Reference Book p. 155
Math Journal p. 72
Elmo
Centimeter cubes
Centimeter grid paper

Plans for Formative Assessment:
Math Journal p. 72: see how many questions students answer correctly.

Daily Reflection:

What I did: I reviewed the tiling lesson and we discussed the area of each individual blocks to get
ready for the days lesson. We then defined what area is. They took out their reference books and
we went over the page to discuss further about area. Then I used centimeter cubes on the Elmo to
have the students tell me the area of shapes that I made. I also called on a couple students to make
their own shapes and had them call on students to tell the class the area of those shapes. They had
centimeter grid paper so they could practice along with me. After the practice, students did p. 72 in
their Math Journals. When they finished I went over the answers.

What went well: I thought the students were really engaged during the discussion and while I was
showing them examples. When I looked at their Math Journal page, I felt really good about their
work. I felt they were confident in knowing area.

What did not go well: Some students finished before others. I did not really have anything those
students could do while we waited for the other students to finish. Usually my MT lets them work
while she puts the answers up. However, I did not want to do that because I did not want some
students to just look up at the answers. So I am unsure what would be a better way of doing this.

What I would do if I did the lesson again: If I did this lesson again, I would have to figure out a
different way of having the students do the journal page. I did not want to rush those students who
still needed more time. Maybe I would have the students share their page with a neighbor when they
finished so they could compare answers.

Lesson Ten: 3.8

Date: Friday, November 8, 2013

CCSS(s): CCSS.Math.Content.3.MD.D.8 Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown
side length, and exhibiting rectangles with the same perimeter and different areas or with the same
area and different perimeters n 3.4

Learning Target(s)/Objective(s): SWBAT set up the multiplication number model for the area of a
rectangle, but will not be expected to use multiplication to find area.

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Rationale: It is important for students to know how to calculate area because they will need to
eventually develop and use formulas for finding area.

Brief description/overview of lesson:
Start off class with math message discussion. Ask class: if we were to order new carpet for the
classroom, how would we find how many square yards to order? Discuss different ways to possibly
do this. Some suggestions may include tiling the entire floor with 1-yard squares. This lesson will
focus on finding areas of rectangles. We will use a 10 x 10 grid paper (Math Masters p. 417). They
will draw a 10 x 9 rectangle. Tell the class this represents the room that we wanted to order new
carpet for. Each square represents 1 square yard. Ask the class: how many squares are there in the
row, how many equal rows of squares are there inside the rectangle, and how many squares there are
in total. The number model is 10 x 9 = 90. Then ask the class how much carpet we should order (90
square yards). Have Student Reference Book p. 156 out for students to follow. Practice finding other
rectangles before having students move onto Math Journal p. 74. Tell students this will be sort of
like a quiz to see if they can do it (numbers 1-3). If there is time, have students play a math game,
such as subtraction top-it.

Materials:
Math Journal p. 74
Student Reference Book p. 156
Math Masters p. 417
Elmo

Plans for Formative Assessment:
The assessment will be numbers 1-3 in their Math Journals p. 74

Daily Reflection:

What I did: They all had grid paper to practice making number models. I first did a couple for them,
drawing rectangles and writing the number model. Then I drew more, having the students tell me the
number model, explaining that it did not matter which number came first. Once I felt they had
enough practice with this, I told them I wanted them to do p. 74 in their Math Journals. I told them it
was individual, kind of like a quiz to see how they did on 1-3. While they did this page, the para and
myself went around and starred their pages and corrected ones they did not get correct.

What went well: I felt very comfortable with the students knowing area. We had a good discussion
and the students seemed very engaged and understood the concept of area.

What did not go well: Since I was up at the Elmo, I could not go around and see if the students were
following along during the discussion before the Math Journal page. While I felt like I had a lot of
engagement and participation, I could not physically see if they were doing what I was doing up at
the Elmo.

What I would do if I did the lesson again: This lesson went very well. Perhaps having the students
use the centimeter cubes along with me could have been beneficial, but I did not want to take the time
to pass the materials out. If I had a longer math time, this would have been a good idea.
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Section 5: Detailed Lesson Plans for the First Three Lessons


Date: Monday, October 28, 2013

Overall lesson topic/title: Lesson 3.1 A Class Shoe Unit of Length

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT understand the need for standard units of measure by
creating a unit of length and measuring with it.

Rationale: It is important that students understand the need for a standard unit of measurement
because without a standard unit, measurements would be unequal. They will need to learn how to
do this because next year they will establish personal references for customary and metric units of
length.

Materials: (Include a copy of any handouts you will be using):
Math Journal p. 55
Student Reference Book p. 132 and 133
Classroom sticks
Adding-machine tape
Scissors
Chart Paper or Smart Board

Procedures and approximate time allocated for each event

LAUNCH: Introduction to the Lesson (5 minutes)

Today we are going to discuss the reason why we need a standard unit of measure. But first, what
is the meaning of chance? If I had a number on one of the classroom sticks, what would be my
chance of having my number drawn? Would I have the same chance as anyone else to have my
number drawn? Would I have a better chance if there were fewer numbers in the jar? What would
be the likelihood of drawing a number higher than 26 (the highest number in the jar)?

EXPLORE: Outline of Key Events During the lesson (30 minutes)

Establishing the need for standard units: Have students pull out their Student Reference Books
to page 132 and 133 and read through the pages. Discuss how everyones bodies are different so
someone created standard units in order to measure objects correctly. To demonstrate this, we will
do a small experiment.

I will pull just 4 sticks. Whoevers number I call will come up and walk heel-to-toe along this wall
(I will demonstrate first). We will help you count your steps. After they have finished, I will record
the data on the Smart Board or chart paper. We will also think of what unit we would call it (ex
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______s Shoes). Have the other 3 students record their data. Then I will do the experiment. Why
arent all the measurements the same (we all have different shoe lengths)? What could we do in
order to make sure we have the same length to measure (need to agree on the same unit)? Explain
that when we agree on the same unit, its called a Standard Unit.

Creating a Standard Unit of Length: So now we are going to do just that. We are going to draw
12 sticks. When I call your number, you will come up to this machine tape and place your shoe on
it. Then I will call another number and they will come up and place their heel of their shoe to the
previous toe. We will continue this until all 12 of you are up here. After the students do this, I will
cut the machine tape at the end. Then I will fold the tape into four fold so there are 12 equal parts.
I will cut along the creases and give one to each partnership. This is going to be our standard unit
of measure. Now, with your A-B partner, you will take one of these strips to measure different
objects around the room.

Estimating and Measuring Lengths in Class Shoes: Turn to page 55 in your Math Journals. You
and your partner will go around the room to measure different objects. You will first estimate how
many class shoes the object is, then you will measure it.

SUMMARIZE: Closing Summary for the Lesson (7 minutes)

Go over students work in their Math Journals. I will have them share out some of the objects they
measured and what the measurement was. I will then ask if anyone else measured that object to see
if they came up with the same measurement (they should since all paper strips are the same length).
I will encourage students to listen to each other in order to see if they got the same measurement for
any objects they measured also. I will wrap up the lesson by asking again why we would need a
standard unit like the paper strip to measure objects.

Description of Formative Assessment
The assessment will be Math Journal p. 55 number 2 to assess understanding on the need for
standard units of measure. They will show understanding if they include the idea that measures
taken at different times with the same unit will be the same measure, no matter who measures the
object.




Date: Tuesday, October 29, 2013

Overall lesson topic/title: Lesson 3.2 Measuring with a Ruler

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT measure line segments to the nearest 1/2 inch, 1/4 inch,
centimeter, 1/2 centimeter, and millimeter.

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Rationale: It is important for students to be able to measure line segments to the nearest inch,
inch, etc. because not all objects are an exact measure. They will continue to apply this to real-
world situations in fourth grade.

Materials: (Include a copy of any handouts you will be using):
Math Journal p. 58
Student Reference Book p. 144
Math Masters p. 413
Math Masters p. 65
Scissors
Red Crayon
Classroom Sticks

Procedures and approximate time allocated for each event

LAUNCH: Introduction to the Lesson (10 minutes)

Lets say I joined a cherry pit spitting competition. I used to do this all the time when I was
younger because I lived in a place where they grow a lot of cherry trees. So what would you use to
measure the distance of the seed (ruler)? What unit of length would you use (inch, cm, etc)? What
other units of length do you know about (foot, yard, mile, etc.)? Why would, lets say a mile, not be
a good unit to measure the distance of the seed (because the unit is too big and we wouldnt be able
to get a precise measure)?

EXPLORE: Outline of Key Events During the lesson (40 minutes)

Reading a Ruler: We will use the rulers in Math Masters o. 413 for this lesson. Students will only
cut out rulers A, B, and C. Look at ruler A. How is the ruler divided (in halves)? This ruler is
going to help us round to the nearest inch. I will have Math Masters p. 65 under the Elmo. I will
do number 1 for the students, asking them what the measure would be. I will do this by pulling
sticks. I will also show students that it is tempting to want to start the measurement from the
beginning of the ruler, but we need to remember to start it at the 0. In order to help them
remember, I will show them they can color the 0 line with red to highlight (differentiation). I will
do the same thing but with Ruler B and with number 2 on Math Masters p. 65. Now lets look at
Ruler B. How is this ruler divided? Make note of the inch and the other marks. Write the
between every inch. I will model this by doing it under the Elmo for them to know where to mark
the inch. How many equal parts does an inch have (4)? This helps us when we measure to the
nearest inch. Then I will do the same thing but with Ruler C and with number 3 on Math
Masters p. 65. Now this ruler looks like the rulers in your desks, with all of the markings. Find the
on Ruler C. I will show them where it is on the sheet under the Elmo. Lets read all of these
fractions on the ruler. What is the distance between each labeled mark (1/4 inch)?

Math Journal p. 58: Students will then complete p. 58 in their Math Journals. After each
problem, I will ask the students, by pulling sticks, what their answers are. All answers should be
the same because we are all using the same rulers. I want to do this problem by problem to make
sure all students understand.

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SUMMARIZE: Closing Summary for the Lesson (5 minutes)

To summarize the lesson, we will look at Student Reference Book p. 144 to show them they can
always look here if they need more help in understanding. We will read the page to sum up the
lesson. I will ask the students if they have any other questions. The students would have done
Math Journal p. 59 for morning work. After math they will leave their Math Journals open to p. 59
for me to check.

Description of Formative Assessment
The assessment will be problem number 1 on p. 58 of the Math Journals. This is to assess
progress with measuring line segments to the nearest inch.




Date: Wednesday, October 30, 2013

Overall lesson topic/title: Lesson 3.3 Standard Linear Measures

CCSS(s): CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.

Learning Target(s)/Objective(s): SWBAT understand the U.S. Customary System by estimating
and measuring lengths to the nearest inch.

Rationale: It is important to understand the U.S. Customary System because it is what we mainly
use. They have learned this in 1
st
and 2
nd
grades and will continue to make comparisons throughout
4
th
grade.

Materials: (Include a copy of any handouts you will be using):
Math Journal p. 60
Student Reference Book p. 146
Tape measures
Ruler
Meter stick
Half-sheets of paper
Paper strips or string

Procedures and approximate time allocated for each event

LAUNCH: Introduction to the Lesson (10 minutes)

The following questions are provided to help you think about what you might include:
What will I say to help children understand the purpose of the lesson? How will I help them make
connections to prior lessons or experiences in and out of school? How will I motivate them to
become engaged in the lesson and understand its real world purpose? How will I launch the
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problem? How will I establish clear expectations for how they will be working and what products I
expect? When and how will I distribute materials and supplies?)

Today we are going to be learning more about standard measurements. Lets first look at a tape
measure. What do you notice about this tape measure? Lets look at both sides of the tape measure.
How do you know which side is the inch side? What do you notice about the 12 in and 36 in marks
(theres a star)? How many inches are in a foot (12in)? How many inches are in 1 yard (36in)?
How many feet are in 1 yard (3ft)? How many inches are in this tape measure (60in)? How many
feet is that (5ft)?

EXPLORE: Outline of Key Events During the lesson (30 minutes)

Review U.S. Customary Units: Please open your Student Reference Books to p. 146. Here we are
going to learn more about the different units people use around the world. Read this page with the
students and explain that while we use the U.S. Customary System, most of the world uses the
Metric System. Read this to see how the units compare to each other.

Recording Personal Measurement References: Now please open to p. 148 in your Student
Reference Books. Read this page and explain that personal references are objects or body parts that
are approximately the distance of a unit of measurement. We are going to find our own personal
references. We are going to split into 6 groups of 4. I will have two sets of A-B partners in each
group. You will then complete p. 60 in your Math Journals. Each group will have one of the
sections, for example, one group with be finding objects that are about 1 inch long. You will only
be finding objects that are this length. To help you out, I cut some pieces of string that are the
same size as your unit (differentiation). After students have completed their personal references,
we will come together as a class and fill out the rest of the page. I will call on students to tell the
class what their reference was. All students must fill out the rest of the sections.

SUMMARIZE: Closing Summary for the Lesson (5 minutes)

Explain that they now have this reference page for them to come back to as needed. Ask the class
how they could use this page? One way is to use it as a resource. So lets say they had an
estimation worksheet and needed to find lengths. They could use one of their references to find the
measurement. This is a two-day lesson so then I will explain that tomorrow we will learn more
about the Metric System and the units of measurement it consists.

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Description of Formative Assessment
The formative assessment will be to make sure all students write down all answers for each section
and not just their own.












































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Section 6: Family Involvement and Communication

Dear Parents/Guardians,

As a part of my internship requirement for Math, I am required to teach a unit. The unit I will be
teaching is Unit 3: Linear Measures and Area. In Unit 3, your child will begin to develop mastery in
measurement by measuring lengths with standard units, which will be both the U.S. customary
system and the metric system. The U.S. customary system includes units of length by inch, foot,
and yard. The metric system includes units of length by meter, centimeter, and millimeter.

During this unit, students will practice using rulers, measuring to the nearest inch, inch, inch,
and centimeter. They will practice measuring parts of their bodies, such as their feet, hands, wrists,
necks, and heights. Using everyday objects, they will have to estimate measurements of other
objects. For example, a piece of paper that is about 1 foot long can help students estimate the length
of Mrs. Klaukas desk.

We will also be covering the concept of perimeter during the unit. They will be building different
polygons, or 2-dimensional figures with connected sides, using straws and twist-ties. After making
various polygons, students will then have to find the perimeter of those polygons.

Students will also determine the meaning of area. In order to find area of shapes, I will use a variety
of techniques in order to differentiate lessons based on your childs needs. One way to do this is with
grid paper. By counting the squares in the polygon, students will be able to figure out the area. I
will also be using a technique called tiling. This is when students place small cubes inside a
rectangle. They find the area by counting the squares.

Vocabulary:
Unit: An agreed-upon unit of measure, for example foot, pound, gallon, meter, kilogram, liter.

Length: The distance between two points.

U.S. Customary System: The measurement system used in the United States. For example, inches,
feet, yards, and miles are used to measure length.

Metric System of Measurement: A measurement system based on the base-ten numeration system.
It is used in most countries around the world. For example, millimeters, centimeters, meters, and
kilometers are used to measure length.

Benchmark: A well-known count or measure that can be used to check whether other counts,
measures, or estimates make sense. For examples, a benchmark for land area is that a football field is
about one acre. A benchmark for length is that the width of a mans thumb is about one inch.
Benchmarks are also called personal-measurement references.

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Perimeter: The distance around the boundary of a 2-dimensional shape. The perimeter of a circle is
called its circumference. A formula for the perimeter P of a rectangle with length l and width w is P
= 2 x (l + w).

Polygon: A 2-dimensional figure formed by 3 or more line segments (sides) that meet only at their
endpoints (vertices) to make a closed path. The line segments of a polygon may not cross.





Tiling: The covering of a surface with shapes so that there are no gaps or overlays.

Area: The amount of surface inside a 2-dimensional figure. Area is measured in square units, such as
square inches or square centimeters.

Square Unit: A unit used to measure area; a square that measures 1 inch, 1 centimeter, 1 yard, or 1
other standard measure of length on each side.







1 square centimeter 1 square inch


At-Home Activities
I would love it if you would work with your child at home on any measurement activities. Here are a
few things you can do to help with your childs learning success:

1. Practice finding perimeters and area of objects in your home.
2. Practice measuring and estimating lengths of objects in your home.
3. Ensure that homework is being completed.
4. Play Addition Top-It (Each player turns over two cards and calls out their sum. The player
with the higher sum then takes all the cards from that round).
5. Play Subtraction Top-It (Each player turns over two cards and calls out their difference. The
player with the larger difference then takes all the cards from that round).

I really look forward to teaching your child. If you have any questions, feel free to email me.

Sincerely,

Lauren Bachi
[email protected]




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Section 7: Final Reflection and Analysis

Write about what your students did and did not learn.

Did Learn: I felt very strong about my students finding area and perimeter. I first taught lessons on
finding perimeter. During out discussion, we talked about perimeter and their definition of it. They
really understood that the perimeter was the outside of the polygon. I noticed that most of my
students answered correctly on their homework and math journal pages that dealt with perimeter.
Along with perimeter, I also felt like they really understood area. We spent a whole lesson just
making rectangles on grid paper and counting the squares to find the area. We also discussed
different strategies for finding the area of rectangles, which included doing a multiplication problem
or just counting the squares. For the lower students, they would just count the squares. For the
higher students, I encouraged them to find the area by using a multiplication problem. The Open
Response question on their unit test demonstrated this understanding. While it was looking for one
specific answer, I would say most of the class came up with a way they could make a pen with 24 ft.
of fence, creating some kind of area. 9 of my students came up with the correct answer of a 6 x 6
square. Comparing our class with the other classes, we had the most students get this answer correct.

Did Not Learn: Some of my students did not learn about ballpark estimates. They have been doing
these for a long time now, but some are still not getting it. On their unit test (summative assessment),
about 4 students did not make a ballpark estimate. Even on many of their homework assignments,
they would skip the ballpark estimate portion and just solve the problem. Another problem off the
unit test they did not learn was subtracting money. 17 students answered question number 10 wrong.
They had to subtract $3.00 - $2.25. I thought most of my students would be able to subtract from two
zeros but I was wrong. I talked with my MT after the test and asked her if they had ever learned that.
She said they do not learn the double borrow method but they have learned how to count up to find
the answer. This was a scored question that 17 out of 26 students answered incorrectly. One last
thing that many students did not learn was measuring to the nearest inch and centimeter.
Because we did not spend as much time on this as we should have, I felt they struggled. About 10
students missed at least one of the measurement problems. Because I felt a little worried about those
questions, I had gone over measuring to the nearest inch and centimeter right before the students
took the test. I feel like we definitely should have spent more time on this.

How did you use formative assessment to adjust and differentiate your instruction to maximize
student learning? How much did your daily lessons change from your original plans?

I used my formative assessments to gauge what should be retaught. For example, I noticed that
students did not completely understand how to make ballpark estimates. After noticing homework
and math journal pages not done correctly, I showed the students an example and told them they had
to make the ballpark estimate AND find the correct answer. While some still did not understand,
many got the two questions right on the unit test.

My daily lessons did not change a whole lot. I initially planned on doing way more activities than
my time allowed me, so I had to cut out some things. I also had to reteach a lesson. I initially
thought this would push me back a day, but after going over the next lessons activities, my MT cut
out some things that she did not think would be beneficial.

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What did you learn from the results of your summative assessment? Explain any adjustments
you made to the original version of your summative assessment.

I learned a lot from my summative assessment, which was the unit test. Most of my students did
really well on the test. However, many of them struggled with the measuring of the line segments. I
knew they would have difficulties with this since we did not spend much time measuring during the
unit. I was worried about this so right before I gave them the test, we practiced measuring line
segments to the nearest inch and centimeter. I asked them if I had to have a in my answer if I
was rounding to the nearest and they said no. I wanted to make this clear because in their
homework and math journals, I saw many would always put the 1/2 in there when it did not need to
be. However, some still made this mistake on their unit test. I did not make any adjustments to the
test itself because I could not, but I did go through it and explain the questions. For number 16-20,
they could use their student reference book. This portion was not graded so I gave a little more
assistance for some students. Also, for number 12 (which was also not graded), I told the students to
make a grid to help them. On the original copy, there was a grid in the rectangle, but on all of the
student copies, there was no grid. I made a grid to show them how to draw it in order to help them.

Discuss how you would modify your teaching, participation structures, and/ or tasks if you
were to teach this unit again to children of the same age.

If I were to teach this lesson again, I would have spent more time on just measuring line segments to
the nearest inch, inch, inch, centimeter, centimeter, and centimeter. I feel like they really
struggled with this. Also, I would have structured passing out of materials differently. For example,
during my discussion lesson, I had my MT as well as a para help pass out materials. However, not
enough materials were passed out so then I had to waste more time passing out more materials. I
should have explained to my adults in the room exactly what I wanted. Another thing I would have
structured differently would be my time allotment. I feel like I spent too much time doing some
activities that they did not have enough time to complete their worksheets. For example, I spent most
of the class period on the discussion of the different straw polygons that they did not have enough
time to complete their worksheet on measuring polygon side lengths.

Reflect on how you used the information you gathered in Project One to help you plan and
teach your unit.

I learned in project one that I have some students with whom language is a problem. I talked about in
project one that it would be beneficial to explain concepts in multiple ways. Because of this, I
wanted to make sure I planned activities that would benefit those students who need to be shown a
concept multiple times. The measuring lesson where the students measured objects with a piece of
paper made sure students knew how to measure objects. Then to reestablish this concept of
measuring, I had them measure objects with a ruler. This is teaching concepts in multiple ways.

Another thing I learned from project one is that I do have some really motivated students. This
information helped me when planning because when students got done with an activity, I had
something else for them to do. For example, when these students were done measuring objects, I had
them go around and help other students, which they loved. I also had students ask me if they could
do more math boxes if they finished and I had some picked out that they could do.

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Reflect on what you learned about teaching mathematics and about teaching in general.

Teaching mathematics has always been a little difficult for me. I understand mathematics in a certain
way so it is difficult to try and explain something in multiple ways and still not have a student
understand. Throughout this unit, I learned that teaching something in multiple ways can also mean
using different manipulatives to help students. We used a lot of different manipulatives like
centimeter cubes, straws, rulers, strips of paper, etc. to help the students understand topics. I also
learned how to adapt lessons if something was not working. For example, I knew the experiment was
not going well and the students were not getting it so I retaught the experiment the next day. I knew
what I did not explain well and explained it the following day. Another thing that I learned how to do
more efficiently was how to explain directions for using manipulatives. In the past, students have
gone crazy if directions were not explained and consequences were not enforced. I learned that I
needed to explain how to use the materials and if the materials were not being used appropriately then
students would not be able to use them. I enforced this when students were making straw triangles
and some were not using them correctly.