DEVELOPMENT Ask students what other things they could measure with. Have them come up with ideas of what to measure with and let them explore the classroom with these unconventional measuring tools. Now is a good time to introduce a standardized unit of measurement. Toothpicks are a fun unit to start with. As part of your presentation of toothpicks, encourage students to consider why these toothpicks might be more useful than the candy bars or the other units they may have been using around the classroom. Display a group of candy bars and a group of toothpicks. Ask the following questions: What is different about these two groups? If everyone needed to measure in the same way, which group would be better to use and why? What is helpful …show more content…
What else in the classroom could you use for measuring? b. Why did you choose this “unit” of measurement? c. If you had to measure the length of this classroom, would your unit be an easy or difficult one to use? Why? d. What if you had to measure the length of a pencil? What would be a good unit to use? These summarizing activities help students reflect upon: 1) why it is helpful to use standardized units of measurement; 2) how using whole units and parts of units (whole numbers and fractions) help describe an object; 3) how estimation can help describe an object’s measurement to somebody else, even when you do not have a measuring tool available. EXTENSIONS By using question #7 on the Measuring with Toothpicks student sheet as a class problem, students can practice their estimation skills. Have students work with a partner in a role-play. One student can pretend to be the book-cover maker and the other student can be the owner of the book. With no actual toothpicks available, the owner should describe (estimate) the length and width of the book to the book-cover maker. You can use this exercise as a short role-play or have the book-cover makers actually cut paper according to her/his understanding of the owner’s description. The idea is to help students begin to see that using the same unit of measurement allows us to estimate, and estimation helps us give information to another
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The time will be converted into seconds. I will repeat this twenty times for each brand. I will take the average of each brand and create a bar graph. The seconds will be one the y-axis and the brand one the x-axis. For each brand, I will create a bar graph to show the results, with seconds on the y-axis and trial on the
Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.
Cover up the vocabulary word with sticky notes, read the definition and ask the class to name the correct vocabulary word. Step 6: Connect • Ask students to think of something that can be divided into three equal groups. Tell students to think of a time that they had to split a certain number of items with their friends. Maybe they had to split a packet of stickers, Pokémon cards, gel-pens, smelly erasers, a bag of cookies, a box of beads.
For the math trial my group and I decided to take on this project at Mira Costa College. At Mira Costa College, we specifically focused on an object that is seen quite often in schools and in Mira Costa too. The object is a water fountain, which is very common to see and have at any kind of school. The water fountain we focused on was the one located very close to our classroom near the restrooms and vending machines.
We will compute the number of students seen on a daily, weekly, monthly, and yearly basis. We will review topics chosen for classroom guidance lessons, group topics, scores from student tests and assessments, and notes from professional and nonprofessional meetings teachers and administration. These sources will help us to calculate a valid score for this section of the
Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. The math tool playing cards will enhance student learning by providing a physical tool to manipulate with easy to read numbers. Cards have numbers and sets of objects to represent the number, to help students count. Using the playing cards students will easily create addition and subtraction problems then solve. E. Explain how your lesson plan incorporates each of the following components: 1.
c. Adrian can also test their sight word recognition to see how far along each of his students are with their sight words. This test will let him see how much progress each of his students have made, and which words they still need to work on. 3. How should Adrian determine which children should be placed together in guided reading groups? Is there more than one way to group the
Ofsted’s 2012 report ‘Made to Measure’ states that even though manipulatives are being utilized in schools, they aren’t being used as effectively as they should be in order to support the teaching and learning of mathematical concepts. Black, J (2013) suggests this is because manipulatives are being applied to certain concepts of mathematics which teachers believe best aid in the understanding of a concept. Therefore, students may not be able to make sense of the manipulatives according to their own understanding of the relation between the manipulative and concept. Whilst both Black, J (2013) and Drews, D (2007) support the contention that student’s need to understand the connections between the practical apparatus and the concept, Drews,
1. What are the two critical elements to keep in mind when using instructional scaffolding? Modeling and Practice are the two critical elements to keep in mind when using instructional scaffolding. Modeling is when the teacher demonstrates or models each step in a task or strategy multiple times, so that through repetition and modeling the students understand both how to perform each step and why. Practice is when the students are allowed to either work individually or in groups with the teacher to practice a task or strategy.
How many corners does it have?” Wait for all students to respond) 5. Show students two things that have the shape of a square and rectangle around the room and model how they can come in different sizes and orientations. 6. Ask, “What other things can you think of have these
TAT2 Task 1: Integration Design This unit is a seven day introductory mathematics unit on the International System of Units (SI), also known as the metric system. This unit of instruction is geared for fifth grade students. Please see the various sections below for more details on my unit. Instructional Goal Fifth grade students will be able to utilize appropriate tools and labeling units when measuring for metric length, mass, and volume.
Dental Care is very expensive for some people in the world. People are not able to afford to get their teeth fixed like the celebrities or the high class. That’s why the lower classes have medicaid and medicare or they pay monthly payments. “For every adult without health insurance, an estimated three lack dental insurance, according to the Kaiser Family Foundation. ”(Wendell)
The do estimation where there is jar up at the board with various small toys in it and different students get a chance to guess how many items are in the jar. At the end of the week they will find out the exact amount in the jar. They also are learning about place value by counting how many days
The endless world of geometry can be scary- it’s full of lines, planes, theorems, shapes, dimensions, and who knows what else? Understanding these topics may seem scarier and even overwhelming. Fortunately, there are solutions for problems like these. To solve this issue, you need to have self-management points to improve upon and ensure your own future success in a geometry class.