1. Measuring Sense Kathleen Coogan Hillery Park Elementary #27 Buffalo School District Mrs. Merzacco’s 4th Grade Spring 2008

2. Background Information • This lesson was created for a general education class of 24 students. • The class was made up of 14 boys and 10 girls. • There are no students in the class with an IEP; however 1 student receives direct instruction during literacy.

3. Purpose • To evaluate the students’ understanding of the use of measurement units and tools to measure specified objects.

4. Time Frame • This lesson takes one 50 minute class period. • Students who finish early are given the opportunity to complete one of two activities. • The students who require extended time can finish their measurements during math.

5. Objectives • 1.0 The students will show measurement conversions in writing with the standard units. • 2.0 The students will be able to verbally state the order of objects according to the length. • 3.0 The students will be able to record the accurate measurement of different objects using the proper standard unit.

6. Essential Question • What would it be like if we only used one unit of measurement?

7. Enduring Understanding • Using appropriate units of measurement allows us to better express and communicate an objects size. • Using the appropriate tool for measurement is the easiest form of measurement (football field measured with a yard/meter stick, height with a ruler (feet), and length of book with a ruler).

8. Guiding Questions • Why do you think there is more than one unit of measurement? • What are objects that I could measure using each standard unit? • What is the relationship of inches to feet? • What unit would you rather use to measure a football field? • How would you measure the distance from your house to school?

9. Student Tasks • Differentiate and use the proper unit of measurement for different items • Match the proper unit of measurement when given an object to measure • Record the accurate measurement and label with the proper unit

10. NYS Learning Standard • Level: ElementaryGrade Level: 4New York State Learning Standard: MSTStandard Area: MathematicsStandard: Standard 3-MathematicsContent Strand: Measurement Strand: Students will determine what can be measured and how, using appropriate methods and formulas.Band: Units of Measurement

11. Performance Indicator 4.M.1 Select tools and units (customary) appropriate for the length measured Pg. 28

12. Assessment Tools • The students were assessed based on a four point rubric • A student friendly rubric was also given to each student

13. Measurement Rubric

17. Teacher Exemplar Smallest---------------------------------------------------------------------------------------------Largest 5 ½ in - 7 in - 12 in(1 foot) -2 ½ feet- 6 feet -(2 yards) -15 yd -30 yd

18. Student Work-Distinguished

19. Rubric

20. Student Work-Proficient

21. Rubric

22. Student Work -Developing

23. Rubric

24. Evt/Mng Modifications • Overview of rules/Student Groups • Students are aware of expectations and demonstrate responsibility for own actions • Students work with members of the class based on seating groups

25. Instructional/Materials Mod • Students repeat the directions to the teacher before beginning the independent work • The students will understand the task by restating it in their own words

26. Content/Materials • Use different tools to measure • Different Size Rulers • Different tools (yard stick/ruler) • Students become familiar with standard units

27. Reflection Thanks to my peer review group I learned I could.. 1. Let students choose their own objects 2. Add children's books on measurement 3. Add more differentiation Lesson Learned: Never assume the students know anything

28. Thank you to my peer review group; Jill, Shannon, Kelly, Sean, Val and Mr. Arnold for your help creating this learning experience!