Transcript

Name: Allison Brown

Date: 10 April 2014
Lesson Title: Converting Metric Units
Grade/Level: 5th
Curriculum Standards
State/Common Core Curriculum Standards

Common Core:
CC.5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step real world problems.

State Standards:
SPI 0406.4.8 Convert measurements within a single system that are common in daily life (e.g. hours and minutes,
inches and feet, centimeters and meters, quarts and gallons, liters and milliliters).
Focus Questions/Big Idea/Goal (List all 3)
What question(s), big idea(s), and goals drive your instruction?

Focus Question: How do you convert from one unit of metric length to another?
Big Idea: Students will learn about converting one unit of metric length to another using multiplication and division by a
multiple of ten.
Goal: Using multiplication and division, students will convert units of metric length.
Lesson Objective(s)
Objectives are measurable.

Students convert metric units of measurement using multiplication and division.
Vocabulary/ Academic Language
List and define vocabulary. What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?

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Metric – a system of standard measurement.
o



The students will discuss measurement and participate in the classroom activities to understand what a
metric unit is.

Conversion – a change in character, form, or function.

o The students will create a conversion step ladder and math problems that will help them understand
conversions.
Materials
What do you need for this lesson?
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Meter Stick
ActivBoard
PowerPoint
White Board/dry erase markers
Construction paper (for pop-up staircase)/scissors/glue
King Henry story
Prefix cards
Quick Check Master Sheet (p.57)
Composition notebooks
Calculators
Revised Spring 2013

o

Digit cards

Assessment/Evaluation
Formative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
o
I will be observing the students to make sure that they are actively involved in the lesson, this way I will know if they understand the lesson or
not.
o
The students will also complete the metric unit pop-up staircase. If the students follow directions and are able to use the staircase correctly, I
will know that they have an understanding of metric conversions.
Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)
o
I will use the Quick Check Master sheet as a summative assessment for my students. At the close of the lesson, the students will complete the
sheet to show if they have mastered the concept.

Instruction
(Include a suggested time for each major activity)

Set/Motivator: How will you engage student interest in the content of the lesson? Use knowledge of
students’ academic, social, and cultural characteristics. (10 minutes)

1. The teacher will set the purpose of the lesson by telling the students that
they have learned about measuring objects with metric units, and today, they
will learn to convert one metric unit to another.
2. The teacher will then discuss the wingspan of birds and ask the students
what they think the biggest wingspan was of the biggest bird they have seen.
3. The teacher will then show the picture of the albatross on a PowerPoint with
the AcitvBoard, and explain that the albatross can have a wingspan of four
meters.
4. The teacher will then show the meter stick and explain that each meter
contains 100 centimeters.
5. The students will quickly discuss how many centimeters they think this is
with a partner and solve the problem in their composition notebooks.
6. The teacher will then have students explain their answers, and the class will
discuss the correct answer.
7. Next, the teacher will show a picture of a harpy eagle on the PowerPoint and
tell the students that the can have a wingspan of 200 centimeters.
8. The students will convert 200 centimeters to meters in their composition
notebooks and discuss it with a partner.
9. The class will discuss the student’s work and go over the correct answer.
10. The class will then measure the distance of four meters in meters and
decimals.
Instructional Procedures/Learning Tasks: Provide specific resources/details of lesson content and
delivery. (20 minutes)

1. The class will go over the fact that when you multiply during conversions you
are changing to a smaller unit, and when you divide during conversions you
are changing from a smaller unit to a bigger one.
2. The teacher will pass out the templates for the pop-up staircase.
3. The teacher will read the King Henry story to the students and point out the
different metric units mentioned in the story using the prefix cards that were
taped to the board prior to the lesson.
4. The students will make their pop-up staircase by cutting and folding what the
teacher has modeled for them.
5. Then the students will glue their staircases in their math composition books.
6. The teacher will model a conversion problem on the board and demonstrate
how the students can solve the problem in several ways.
7. Students will be called up to the front of the class to create a number with a
decimal using the digit cards. They will then be asked to convert this to a
different unit of measurement my multiplying or dividing.

List Questions for higher order thinking
These cannot be answered by yes or no.
(Identify Bloom’s Level of Thinking)

1. What are some metric
units you are familiar
with? [Level 1:
Knowledge]
2. What is a bird’s
wingspan? [Level 1:
Knowledge]
3. What do you think the
biggest wingspan was of
the biggest bird you have
seen? [Level
4. How many centimeters
are in a meter? [Level 1:
Knowledge]
5. How do you convert
meters to centimeters?
[Level 6: Evaluation]
6. How do you convert
centimeters to meters?
[Level 6: Evaluation]
7. When do you multiply
and when do you divide
when changing units?
[Level 6: Evaluation]
1. How would you begin to
solve this problem?
[Level 3: Application]
2. What are some other
ways we could get to this
solution? [Level 3:
Application]
3. Which direction does the
decimal need to go?
[Level 1: Knowledge]
4. Are you going to be
converting to a smaller or
larger unit of
measurement? [Level 1:
Knowledge]

Revised Spring 2013

8. This will be done several different times with different groups of students as
needed.
9. After each problem is solved the class will break down the process and
discuss the correct answer.

Closure: Verbalize or demonstrate learning or skill one more time. May state future learning. (10
minutes)

1. The teacher will ask if there are any questions the students still have about
conversions and go over what was taught in the lesson.
2. The students will each be given the Quick Check Master sheet to be
completed independently.
3. The teacher will walk around the classroom, observing the students and
helping the students where they need it.

1. How do you know when
to multiply or divide when
converting? [Level 3:
Application]
2. What was the acronym
we learned about
conversions? [Level 1:
Knowledge]
3. Can you tell me what
conversion is? [Level 2:
Comprehension]
4. Do you have any other
questions about
conversions? [Level 6:
Evaluation]

Adaptations to Meet Individual Needs:

How will you adapt the instruction to meet the needs of individual students? Include ELL?; SPED?; Gardner’s Learning Styles - Name and specify what happens in the lesson that uses each learning style listed; Other individual needs
of the students/class you are teaching?

Gardner’s Learning Styles:
- Body Smart - The students will use this when they convert problems up at the front of the class.
- People Smart – The students will be engaging with their peers in discussion throughout the lesson.
- Word Smart – The students will explain their reasoning for solving the problem that way.
- Logic Smart - Students will use their logic to solve the problems that the teacher has given them.
Individual Needs:
- Low level learners: During the pop-up staircase, Quick Check, and other activities, these students may work
with a partner that is sitting next to them.
- Mid-level learners: These students will be expected to follow all instructions and complete the tasks that the
teacher gives to the best of their abilities.
- Advanced Learners: These students will be expected to complete all the tasks given, and they will be called
upon to help solve some of the conversion problems.
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Whole group – All of the students will be expected to follow all instructions and complete the tasks that the
teacher gives to the best of their abilities.

Management/Safety Issues:

Are there any management and/or safety issues that need to be considered when teaching this lesson?

The students will be respectful of the other student’s opinions and answers to questions.
The students will be careful with the scissors and glue as they cut and paste their pop-up staircase.
Rationale/Theoretical Reasoning:
Vygotsky’s (1978) theories suggest that social interaction and community play a big role in making meaning of a subject. This lesson
has a lot of classroom discussion and work as a class. This will help students see different ways to estimate and find out the
answers to problems. They can build their own knowledge and opinions on the subject through this active discussion and interaction
with peers and the teacher.
Bandura (1977) - His theory of Social Learning/Social Cognitive Theory accentuates the importance of observation and modeling. In
this lesson the teacher will be observing the students work and making sure they understand what they are seeing. The students will
be active observers of the teacher and as they learn about converting metric units.
Revised Spring 2013

References:
-

List the references used in this lesson

The Envision booklet (Lesson 14-5)
http://www.uen.org/Lessonplan/preview?LPid=21571
http://www.rundesroom.com/2013/01/math-journal-sundays-metric-conversions.html?utm_source=feedburner

Reflections/Future Modifications: To what extent did the class learn what you intended them to learn?

What will be your next steps
instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?

I believe that the students learned to convert metric units to the extent that I intended them too. Although, I wish I had
been a little clearer with my wording and instruction. The students understood my instruction, but they got a little
confused when it came time to work out the problems. They had some trouble deciding whether they should multiply or
divide and if they should multiply or divide by 10, 100, or 1,000. The next steps I would take would be some practice
and review of what the students have learned. We would go over some more conversion problems together, and then
they would work independently or with a buddy. I learned that my students need explicit instruction and that the
students need structure when they are learning so that the lesson does not get off track. I also learned that I need to
know exactly what I need to say to my students. If my instruction fumbles it can throw off the lesson. I also learned that
if there is a craft in the lesson, it is best if you prepare as many of the materials as possible before the students. If the
materials are not prepared, then this part of the lesson can become very time-consuming. Despite the little set-backs, I
think my lesson went very well, and I think the students grasped the concept of converting metric units as I intended
them to.

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