# Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1

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1 Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert from one metric unit to another. (B) Instructional Objectives: 1. The student will be able to convert one metric unit to another metric unit. II. Standards: 1. ALEX (5:13): Convert a larger unit of measurement to a smaller unit of measurement within the same customary or metric system. III. Teaching Learning Procedures: Time: minutes Activity: The Metric System A. Motivation Introduction: Open up by asking students if anyone has ever heard of the Metric System. Allow for student answers. Tell students that the metric system is an internationally agreed on system of measurement. Say that sometimes it is important to know how to convert from one unit of measurement to another. Questions include: 1) What do you know about the metric system? 2.) What is the metric system used for? 3.) How do we convert from one unit to another unit? Say: "Today we will be learning about the metric system and how to change from one metric unit to another. I am going to show you a shortcut method to convert from one unit to another. B. Teaching/Learning Activities: Start by showing students a drawing of a metric system number line which includes kilo, hector, deka, unit (meter, liter, gram), deci, centi, mili. Tell students that we first start with our unit in the middle which can be meter, liter or gram, then to the left and to the right we have our prefixes. The prefixes to the left are larger than our unit and the prefixes to the right are smaller. Ask student to read the line to class. *Make note that although this looks like a number line, the numbers get LARGER where on the regular number line they would actually get smaller. Say It is important to remember kilo, centi, mili because they are used most often. It is important to remember the order, kilo, hector, deka, unit deci, centi, mili. One way to remember is to say to yourself, King Henry drinks dark ucky chocolate milk. Now you can use this silly way to

5 words omitted and once with no words and use the lyrics sheet to follow along. *Song is on CD and will open with ITunes After the song, tell students that they can work with the groups of people around them to answer the crossword puzzle questions. Tell students that the answers can be found in the lyrics to the song, or by using the standard unit of measurement print out that I gave them. There are also questions that relate to the metric system from yesterday s lesson. Put a few questions on the board that involves converting from various standard units. Show students how you can convert from one unit to another by multiplying and dividing. Allow students to help solve problems on the board. Use this time for a number talk. Students will refer to their standard unit of measurement sheet. Next, tell students that they will be using the standard system to measure some things around the room. Tell students that they need a ruler and a pencil. Put students into pairs and pass out graphic organizer. Show students where centimeters, millimeters and inches are on a ruler. C. Closure: Take up student worksheets. Ask students if they have any questions about the standard system of measurement. Play standard system song and let students sing a long one last time. IV. Materials Needed/ Media: The Standard System song from Rhythm,Rhyme,Retain.com with lyrics sheet Computer with speakers Worksheet that accompanies The Standard System song Worksheet that lists the standard system measurement units Graphic organizer Rulers V. Accommodations: For autistic student, allow him to work with partner who will work well with him. For student with broken arm, allow her to work with someone who will be the recorder. For ADHD student, allow him to pass out materials and put him with partner who will not be distracting. VI. Assignments: Units of Conversion Standard and Metric crossword puzzle Graphic organizer for finding various lengths of items around the room VII. Assessment: 1. Informal: Walking around and observing student work; student worksheets. 2. Formal: To be assessed at the end of unit

6 VIII. Personal Reflection: I thought this lesson went well. The students loved the song and the worksheet that went a long with it really pushed the students to think. This was one of the first times that I had really let go of the reigns so to speak and just let students work freely around the room with partners throughout the entire lesson. I provided little to no teacher instruction beyond directions. This really showed me why the exploratory phase of learning is so important in science and math. There are a few things that I would change before teaching it again. I would be more aware of my time and maybe spread this lesson across two days because I went over on my time. I would add a column to the graphic organizers that allow them to theorize how many feet, inches, centimeters, etc that they think each item will be before actually measuring it. Also, I would have taken time to introduce non-standard units of measurement. This would allow for them to think logically about their measurements before actually conducting them. It would have been good to have given them opportunities to test weight and volume also. It I taught this again I would create graphic organizers for predicting and testing items for length/area, volume and weight and set up centers around the room. Subject: Math Grade Level: 5 Topic: Cartesian plane: Plotting points on x and y axes Time Allotment: minutes Teaching Date: Day 2 I. (A) Goal(s): For student to gain conceptual understanding of the Cartesian plane and how to plot points using the x-axis and y-axis. (B) Instructional Objectives: 1. The student will be able to plot points on a Cartesian plane after a short lesson and playing a game of Cartesian battleship. II. Standards: 1. ALEX (5:9) Construct components of the Cartesian plane, including the x- axis, y-axis, origin, and quadrants. III. Teaching Learning Procedures: Time: minutes Activity: Cartesian Battleship A. Motivation Introduction: Open up by asking students what they learned the day before during Battleship. Tell students that yesterday when they were playing Battleship they were actually practicing plotting points on a Cartesian or coordinate plane. Questions include: 1) What do you know about plotting points from playing Battleship yesterday?

8 Show students a graphic organizer that they should draw on a separate sheet of paper in order to keep score. Let students get into groups with students from the day before. C. Closure: Pass out worksheet with coordinate plane questions for assessing what students learned. Tell students to complete the worksheet. Ask class what they learned about coordinate planes from playing Battleship. IV. Materials Needed/ Media: Graph paper Overheard projector Worksheet for assessment at the end V. Accommodations: For student with behavioral problems, allow him to work with student who will work well with him. For student with ADHD allow him to work with a student who will not be distracting. Provide extra assistance to autistic student. VI. Assignments: Cartesian Battleship game. Students will turn in their game grid and their score chart. Cartesian plane worksheet, to be given after students finish their game. VII. Assessment: 1. Informal: Walking around and observing student work; student worksheets. 2. Formal: To be assessed at the end of unit VIII. Personal Reflection: Overall students enjoyed playing this game and could already relate to it from playing Battleship at home. If I were to teach this again I would make sure to be more aware of student inquiry and focus more on probing student inquiry. All in all it was a good lesson and students were asking to play Cartesian Battleship the next day!

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