Kathleen CooganHillery Park Elementary #27

Buffalo School DistrictMrs. Merzacco’s 4th Grade

Spring 2008

Background InformationThis 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.

PurposeTo evaluate the students’ understanding of the use of measurement units and tools to measure specified objects.

Time FrameThis 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.

Objectives1.0 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.

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

Enduring UnderstandingUsing 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).

Guiding QuestionsWhy 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?

Student TasksDifferentiate and use the proper unit of

measurement for different itemsMatch the proper unit of measurement when

given an object to measureRecord the accurate measurement and label

with the proper unit

NYS Learning StandardLevel: Elementary

Grade 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

Performance Indicator4.M.1 Select tools and units (customary) appropriate for the length measured Pg. 28

Assessment ToolsThe students were assessed based on a four point rubric

A student friendly rubric was also given to each student

Measurement Rubric

4 3 2 1

Items Measured

Weight/2.0(Out of 8)____ Score

All of items on the list are measured and all had different lengths by using (inches/feet/yards)0 errors

Most items on the list are measured and some that are same length by only using(inches/yards)1 error

Some of the items are measured, but many were the same length by only using(inches/feet)2-3 errors

Only two to three items are measured and with the same tool (inches only)+3 errors

Attribute 4 3 2 1

Unit of Measurement/Tool

Weight/ 1.0(Out of 4)____ Score

The correct tools and units appropriate for the length measured were used with 0 errors

The correct tools and units to measure most of the items length with 1 error

The correct tools and units to measure some items length with 2 errors

Did not choose the correct tools and units to measure the length with +3 errors

Attribute 4 3 2 1

Precision/Labeling

Weight/ 2.0(Out of 8)___ Score

Consistently labeled each item correctly and with precision with 0 errors

Labeled most items correctly and with precision with 1 error

Labeled some of the items correctly and with 2- 3 errors

Did not label items correctly and with +3 errors

Attribute 4 3 2 1

Order/Neatness

Weight/ 1.0(Out of 4)___ Score

Able to order and classify objects by length smallest to largest on the number line

Able to classify most objects by length on the number line, but was a bit messy

Able to order and classify some of the objects by length on the number line, and was very messy

Not able to order objects by length on the number line, and writing is unclear

Teacher ExemplarItem Name Picture of Item Unit of

Measurement/ToolWhat is the length?

Pencil Inches 7 Inches

Stapler Inches 5 ½ Inches

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

Student Work-Distinguished

Items MeasuredWeight/2.0(Out of 8)

__8__ Score

(4)I measured all of items on the list and all had different lengths (inches/feet/yards)

Unit of Measurement/ToolWeight/ 1.0(Out of 4)

__4__ Score

(4)I chose the correct tools and units appropriate for the

length measured

Precision/LabelingWeight/ 2.0(Out of 8)

__8_ Score

(4)I consistently labeled each item correctly and with precision with 0 errors

Order/NeatnessWeight/ 1.0(Out of 4)

_4__ ScoreTotal 24/24

(4)I am able to order and classify my objects by length

smallest to largest on the number line

Rubric

Student Work-Proficient

RubricItems Measured

Weight/2.0(Out of 8)

____ Score

(4) I measured all of items on the list and all had different lengths (inches/feet/yards)

Unit of Measurement/ToolWeight/ 1.0(Out of 4)

____ Score

(3) I chose the correct tools and units to measure most of the items length( 1 error)

Precision/LabelingWeight/ 2.0(Out of 8)___ Score

(1) I did not label my items correctly and with 3 + errors

Order/NeatnessWeight/ 1.0(Out of 4)___ Score

Total 17 /24

(4) I am able to order and classify my objects by length smallest to largest on the number line

Student Work -Developing

RubricItems Measured

Weight/2.0(Out of 8)

____ Score

(4) I measured all of items on the list and all had different lengths (inches/feet/yards)

Unit of Measurement/ToolWeight/ 1.0(Out of 4)

____ Score

(2) I chose the correct tools and units to measure some items length (2 errors)

Precision/LabelingWeight/ 2.0(Out of 8)___ Score

(1) I did not label my items correctly and with 3 + errors

Order/NeatnessWeight/ 1.0(Out of 4)___ Score

Total 14 /24

(2) I am able to order and classify the objects by length on the number line, and was very messy

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

Instructional/Materials ModStudents repeat

the directions to the teacher before beginning the independent workThe students will

understand the task by restating it in their own words

Content/MaterialsUse different tools to

measureDifferent Size

RulersDifferent tools (yard

stick/ruler)Students become

familiar with standard units

ReflectionThanks to my peer review group I learned I

could..1. Let students choose their own objects2. Add children's books on measurement3. Add more differentiation

Lesson Learned: Never assume the students know anything

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