Essential Question: Why does what we measure influence how we measure?

Transcription

1 Core Content: 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. Mathematical Practices: #1 Make Sense of problems and persevere in solving them. #3 Construct viable arguments and critique the reasoning of others. #7 Look for and make use of structure. (deductive reasoning) Speaking and Listening Standards SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Essential Question: Why does what we measure influence how we measure? 5 th Grade Math Measurement Math I Can Statements: I can convert (change) measurement units within the same measurement system (e.g., 24 inches to 2 feet). (S) I can convert (change) measurement units within the U.S. Customary measurement system. (S) I can convert (change) measurement units within the metric measurement system. (S) I can solve multi-step word problems using measurement conversions (S). Speaking and Listening I Can Statements: I can explain the topic using personal ideas, opinions, and reasoning. I can think critically about ideas posed to draw conclusions. I can formulate questions and responses based on comments made by others during discussion. I can justify responses by providing evidence to support reasoning through the use of math language and vocabulary. I can pose and respond to specific questions to clarify understanding of discussion or presentation. I can connect comments to the remarks of others. I can express ideas clearly by using appropriate math language and vocabulary. Vocabulary: measure, metric, standard, customary, convert, edge, length, width, height, unit, ruler, yard stick, tape measure, scale, inch, foot, yard, mile, millimeter, centimeter, decimeter, kilometer, liter, quart, fluid ounce, cup, pint, gallon, mile, ounce, pound, ton, gram, kilogram -Pre-Assessment needs to occur previous to the start of this unit. - Assess language targets by using a rubric that can be created with students on a website like Rubristar. You can create these and then keep a checklist to use throughout the unit to score students on their mastery of these standards. -Throughout the unit you can make tables with students to show conversion relationships and work on pattern skills. You can either make anchor charts or have the place these in their notebooks. For example:

2 Small Group Idea During Small Group Independent math time students can work on the Jim and the Beanstalk project. Read the book Jim and the Beanstalk focusing on the mathematics of the book. Encourage students to comment on the height and length of the giant size objects and compare them to the boy s height. Thoroughly discuss the book and the measurements of each object the boy encounters. Tell the students they are going to work in small groups to figure out how large some of the giant s things would be. They will figure out how tall or long an object would be in feet and inches. The students will measure the length of an object on a piece of butcher paper, outline the object and cut the object out. The objects they can select from are: the giant s gold coin, stem of the giant s glasses, lenses of the giant s glasses, the giant s salt shaker, the giant s teeth, the giant s wig. (THE STUDENTS WILL USE AN AVERAGE SIZE BOY TO COMPARE THE SIZE OF THE OBJECT...for example, student A will lay on the paper and the size of the giant s gold coin was close to the size of the boy s shoulder, so they will mark where the coin is on the paper, draw it, measure it, and cut it out). Students should be able to measure to the nearest 1 4 inch. When finished cutting out, have students to share their object. Other students should estimate the length or height of the object tin feet and inches. Have the group share the actual measurement and how they determined the measurement. Vocabulary Measure - an amount or degree of something Metric System - a system of weights and measures that is based on the meter and on the kilogram Standard - a fixed official unit of measurement Customary - usually done in a particular situation or at a particular place or time Convert to change into a different form Length - the distance from one end of something to the other end : a measurement of how long something is Width - the distance from one side of something to the other side : a measurement of how wide something is Height - a measurement of how tall a person or thing is : the distance from the bottom to the top of a person or thing Unit - a particular amount of length, time, money, etc., that is used as a standard for counting or measuring Ruler - a straight piece of plastic, wood, or metal that has marks on it to show units of length and that is used to measure things yard stick - a long, flat tool that is one yard long and is used to measure things tape measure - a long, thin piece of plastic, cloth, or metal that is marked with units of length (such as inches or centimeters) and that is used for measuring things scale - a device that is used for weighing people or things Inch - this is the smallest unit of customary length that we will be working with. Foot - One foot is equal to twelve inches. Yard - One yard is equal to 3 feet. It is also 36 inches. Miles - One mile 5,280 feet. Millimeter (mm) - This is the smallest unit of metric length that we will work with. 1/1000 of a meter. Centimeter (cm) - There are ten millimeters in one centimeter. 1/100 of a meter. Meter (m) - There are 100 centimeters in 1 meter. 1/1000 of a kilometer. Kilometer (km) - 1,000 meters. Fluid Ounce - a unit of liquid measurement equal to ¹/₁₆ of a U.S. pint or about 29.6 milliliters Cup- 8 ounces Pint- 2 cups Quart- One quart is equal to 2 pints Gallon - A gallon is equal to 16 cups, 8 pints, and 4 quarts. Milliliter (ml) - This is the smallest unit of metric capacity that we will work with. 1/1000 of a liter. liter (L) - There are 1,000 ml in one liter. Ounces (oz): a unit of weight equal to ¹/₁₆ pound (about 28 grams) Pounds (lb): 16 ounces = 1 pound Ton (T): a ton is 2,000 pounds Gram (g): This is the smallest metric unit that we will be working with. Kilogram (kg): 1,000 grams = 1 kilogram

3 Spanish - Length (Longitud) 1 centimeter (centímetro) = inches (pulgadas) 1 inch (pulgada) = 2.54 centimeters (centímetros) 1 foot (pie) = centimeters (centímetros) 1 foot (pie) = meters (metros) 1 yard (yarda) = meters (metros) 1 meter (metro) = yards (yardas) 1 kilometer (kilómetro) = miles (millas) 1 mile (milla) = kilometers (kilómetros) Weight (Peso) 1 gram (gramo) = ounces (onzas) 1 ounce (onza) = grams (gramos) 1 pound (libra) = grams (gramos) 1 pound (libra) = kilograms (kilogramos) 1 kilogram (kilogramo) = pounds (libras) 1 American ton (tonelada americana) = metric tons (toneladas métricas) 1 metric ton (tonelada métrica) = 1.1 metric tons (toneladas métricas) Volume/capacity (volumen/capacidad) 1 milliliter (mililitro) = fluid ounces (onzas fluidas) 1 milliliter (mililitro) = 0.2 teaspoons (cucharaditas) 1 fluid ounce (onza fluida) = 29.6 milliliters (mililitros) 1 teaspoon (cucharadita) = 5 milliliters (mililitros) 1 cup (taza) = 0.24 liters (litros) 1 quart (cuarto) = 0.95 liters (litros) 1 liter (litro) = cups (tazas) 1 liter (litro) = quarts (cuartos) 1 liter (litro) = U.S. gallons (galones americanos) 1 U.S. gallon (galón americano) = liters (litros) 1 Lesson Objective: Students will develop an understanding of customary measurement of length. I can convert (change) measurement units within the U.S. Customary measurement system. (S) I can explain the topic using personal ideas, opinions, and reasoning. I can connect comments to the remarks of others. I can express ideas clearly by using appropriate math language and vocabulary.

4 Tell students we are beginning a new unit focused on measurement. Share with students there are many vocabulary words that we will be using throughout the unit that can get confusing. Ask students if they can share any vocabulary they can think of that they know or have heard people use when measuring something. Listen to student words and their experiences and meanings. Create a Generative Vocabulary Model using these words. This is a graphic organizer in that is displayed within the room that students are able to interact with throughout the unit. They can take the words that are important for this unit and categorize, sort, etc. then explain their process for their decisions. (Possible categories could be metric, customary, math processes, language or units of measure, tools for measurement, math process words, etc.) See Sue C. Larson, Using a Generative Vocabulary Matrix in the Learning Workshop, The Reading Teacher (2014). Tell students today we are going to focus on measuring the length of objects using customary units of measurement. Create a chart with Customary Measurement of Length in order to add things to the chart as the lesson develops. Be sure to share the Spanish versions when making these charts. Give tables a ruler, yard stick, measuring tape, scale, measuring cups, teaspoons, etc. Then ask students to determine which measure length. Continue the questioning asking questions about what tools would measure the length of small objects like a piece of paper all the way to the distance from one end of the building to the other. Discuss with students the units used to measure length in the customary system. Share with them the graphic Y for the conversion of inches into feet into yards. There are four major units for teaching customary length. Inch: this is the smallest unit of customary length that we will be working with. Foot: One foot is equal to twelve inches. Yard: One yard is equal to 3 feet. It is also 36 inches. Miles: One mile 5,280 feet. Pose questions to the students like what would happen to the number of units if you moved from inches to feet. Would it increase or decrease? Does this change the value? Does it mean the length changed? These would be ideal for small groups or partners to discuss and try to determine. Help students explore these ideas by converting inches, feet, and yards with them. Use only even numbers today. Convert small to large and large to small showing the students how to multiply and divide to find the new measurement. Tomorrow you can add numbers that are not easily converted. Students solve several conversion of lengths problems. Vocabulary: unit, convert, conversion, length, customary unit, inch, foot, yard, mile 2 Lesson Objective: Students will develop an understanding of customary measurement of length. I can convert (change) measurement units within the same measurement system. (S) I can solve multi-step word problems using measurement conversions (S) I can pose and respond to specific questions to clarify understanding of discussion or presentation. I can express ideas clearly by using appropriate math language and vocabulary.

5 Work with students to see if there are any words that they thought of since yesterday that we can add to our Generative Vocabulary Matrix. Read a book about measuring length. Good examples for this would be How Big Is A Foot? By Rolf Muller, Inchworm and a Half by Elinor Pinczes, or Actual Size by Steve Jenkins.. There are four major units for teaching customary length. Inch: this is the smallest unit of customary length that we will be working with. Foot: One foot is equal to twelve inches. Yard: One yard is equal to 3 feet. It is also 36 inches. Miles: One mile 5,280 feet. Today review with students how to use each of the measurement tools given. Students should be able to measure to the nearest 1/16 of an inch. Today spend the start of the class with students measuring large objects like the length of a table, room, etc. Have some groups measuring in inches, others in feet, and others in yards. Bring students back together and discuss with them why the measurements are different. Work with students to make the conversions from inches to feet to yards. Also have them start with yards and work to feet and inches. 3 Walk students through a few real-world problems in which students need to convert between customary length units. When discussing this type of problem be sure to show them how to determine the key words and how to determine which computation to use. Have students practice these conversions showing their work and writing wrap-up sentences. A wrap-up sentence allows students to refocus on the question being asked to ensure they answered what was asked. For example, if a question asks students How many yards did Bogey run before she laid down in the grass? A wrap-up sentence may state, Bogey ran 55 yards before she laid down in the grass. As you circulate have students discuss how they came up with their answer. Students should be able to tell you why they used multiplication or division and if did not fit evenly why and how that should be written. Students solve several conversion of lengths real world problems. Vocabulary: convert, conversion, length, customary unit, inch, foot, yard, mile Lesson Objective: Students will develop an understanding of metric measurement of length. I can convert (change) measurement units within the metric system. (S) I can explain the topic using personal ideas, opinions, and reasoning. I can think critically about ideas posed to draw conclusions. I can formulate questions and responses based on comments made by others during discussion.

6 Read Part of - How Tall How Short or How Far Away or How Short How Tall Today we will be focused on metric lengths. Be sure to share the Spanish versions when making these charts. Explain that we use customary units in the USA, but the rest of the world uses metric units. o Metric units use measurements that are in units based off of tens. Make a chart that shows km, m, cm, and mm. KM _HM _DM_ M _DM_ CM MM o There are four major units for teaching metric length. Millimeter (mm): This is the smallest unit of metric length that we will work with. 1/1000 of a meter. Centimeter (cm): There are ten millimeters in one centimeter. 1/100 of a meter. Meter (m): There are 100 centimeters in 1 meter. 1/1000 of a kilometer. Kilometer (km): 1,000 meters. o Students should use the chart to just move the decimal point to convert to each place value. 5 kilometers -> 5,000 meters 5 times 1,000 5 kilometers -> 500,000 centimeters 5 times 100,000 5 kilometers -> 5,000,000 millimeters 5 times 1,000,000 o Complete several conversions by just moving the decimal point in each direction o Go over word problems that would deal with application of the skills. Share with students an acronym like King Henry Doesn t Mind Drinking Cold Milk or King Henry Drinks Lime Green Milk During Counsel Meetings. Make sure we add this to a new chart in which the metric system information will be collected. The stair step may also be a great visual for them. Work with student to work out a problem like this. (Be sure they are explaining the steps in which they used to complete the conversions. Have them discuss first at tables and then with the class. Mrs. Frankenberger recently ran in a 5 kilometer race. How many meters did she run? How many centimeters did she run? How many millimeters did she run? Be sure to add any vocabulary learned with the class today to the Generative Vocabulary Matrix. 4 Vocabulary: convert, conversion, length, Work on conversion problems for metric length metric unit, meter, centimeter, kilometer, millimeter Lesson Objective: Students will develop an understanding of metric measurement of length. I can convert (change) measurement units within the metric system. (S) I can solve multi-step word problems using measurement conversions (S) I can think critically about ideas posed to draw conclusions. I can justify responses by providing evidence to support reasoning through the use of math language and vocabulary. Finish Reading - How Tall How Short or How Far Away or How Short How Tall Today we will be focused on metric lengths. Go over the poster that we started to create yesterday. Add any new information and go over the acronym. Add anything new to the Vocabulary Generative Matrix. Today review with students how to use each of the measurement tools given. Students should be able to measure to the nearest millimeter. For the first half of the class have students measure the same objects we measured for US Customary

7 length. Bring students back together and discuss with them why the measurements are different. Work with students to make the conversions from millimeter, centimeter, meter, kilometer. Also have them start with yards and work to feet and inches. Discuss with the class what similarities they see between our place value system and the metric system. These are ideas that can easily be added to the Generative Vocabulary Matrix the class is creating. Walk students through a few real-world problems in which students need to convert between metric length units. When discussing this type of problem be sure to show them how to determine the key words and how to determine which computation to use. Have students practice these conversions showing their work and writing wrap-up sentences. As you circulate have students discuss how they came up with their answer. Students should be able to tell you why they used multiplication or division and if did not fit evenly why. Have students try to make connections between the relationship of each. Be sure they are referring to the Generative Vocabulary Matrix and using the vocabulary and language that they have been learning. 5 Vocabulary: convert, conversion, length, Work on conversion problems for metric length metric unit, meter, centimeter, kilometer, millimeter Lesson Objective: Students will develop an understanding of measurement of capacity using the U.S. Customary system of measurement. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can explain the topic using personal ideas, opinions, and reasoning. I can formulate questions and responses based on comments made by others during discussion. I can connect comments to the remarks of others. Read the beginning of the book Pastry School in Paris Today we will be focused on capacity using US Customary units of measure. Create a poster with Capacity and begin to explain what capacity means. Be sure to share the Spanish versions when making these charts. Show students various containers filled with liquid and ask students how they would measure these objects to find out the capacity of liquid in each of these containers. Elicit responses that would describe using teaspoons, cups, etc. Show students the various tools used to measure capacity. Show students how to use these tools appropriately. Have stations set up around the room or outside. Each area should have multiple containers of water with food coloring. Have one group go to each table. Their job today is more about exploring each of these measurements to get a grasp of their size. Students should measure and record their observations and measurements for each of the containers of liquid. Students do not need to make any conversions today. Bring students back together and discuss what they have learned. A couple possible ways to do this is by using their elbow or face partner at their table or creating a fish bowl activity* in which there is an inside group and outside group. Add anything new to the Vocabulary Generative Matrix. Complete customary capacity problems Vocabulary: capacity, customary unit, gallon, quart, pint, cup 6 Lesson Objective: Students will develop an understanding of measurement of capacity using the U.S. Customary system of measurement. I can convert (change) measurement units within the same measurement system (e.g., 24 inches

8 I can solve multi-step word problems using measurement conversions (S) I can justify responses by providing evidence to support reasoning. I can express ideas clearly by using appropriate math language and vocabulary. Finish Reading the book - Pastry School in Paris Today we will be focused on capacity using US Customary units of measure. Add to the Capacity poster and add to it the conversions between units of measure. o There are four major units for teaching customary capacity. Cup: this is the smallest unit of customary capacity that we will be working with. Pint: 2 cups is equal to one pint. Quart: One quart is equal to 2 pints. It is also equal to 4 cups. Gallon: A gallon is equal to 16 cups, 8 pints, and 4 quarts. Pull out the same containers used yesterday and give students back their correct measurements of each item. The focus today will be teaching them how to convert. As you look at the containers with the class ask them questions like which measurement unit and tool is the most appropriate for each capacity measurement. Also have them explain their thought process that they used. While asking these questions have students Think, Write, Share. It is important that students think through the answer they want. Then give students a chance to write in order to organize and formulate their response. This could be done in their journal, with dry erase, etc. Then they can have a chance to verbalize their response in complete sentences. If needed you may also want to give students sentence starters. Help students convert the first container into each of the appropriate measurement units. Allow them to continue the conversions for each remaining container. Teach students how to check their work on their own and with a calculator. Add any needed vocabulary learned today to the Generative Vocabulary Matrix. Complete customary capacity problems Vocabulary: capacity, customary unit, gallon, quart, pint, cup 7 Lesson Objective: Students will develop an understanding of measurement of capacity using the U.S. Customary system of measurement. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can pose and respond to specific questions to clarify understanding of discussion. I can express ideas clearly by using appropriate math language and vocabulary. Today we will be focused on capacity using US Customary units of measure. Add to the Capacity poster and add to it the conversions between units of measure. o There are four major units for teaching customary capacity. Cup: this is the smallest unit of customary capacity that we will be working with. Pint: 2 cups is equal to one pint. Quart: One quart is equal to 2 pints. It is also equal to 4 quarts. Gallon: A gallon is equal to 16 cups, 8 pints, and 4 quarts. Create with students the BIG G graphic to add to the poster for capacity to show conversions. Have students place an example of this in their math Journals. Today the focus will be working with students to complete real world problems that need converted using the U.S. Customary units for capacity. Go over a couple problems with students converting capacity within this system. Have 3-4 different sets of measuring capacity real world cards. Each set should get increasingly

9 8 difficult in order to differentiate for each students needs. Give students these cards to work on within their journal while you circulate and question student thinking and processes. When students complete their cards have them use a calculator to check their answer. The work in their journal should show the question, their work, an explanation as to how they came to their answer, and an area that shows they checked their work to see if the answer was reasonable and accurate. Problems may look like the following: (notice the first is pretty straight conversion, the second also has the addition of not just 1 unit but multiple units, the third has fractions included) Level 1 Mrs. Haskins was in a milk drinking competition with her friends. She drank 1 gallon of milk. How many cups of milk did she drink? How many pints of milk did she drink? How many? Level 2 Mrs. Haskins was in a milk drinking competition with her friends. She drank 3 gallon of milk. How many cups of milk did she drink? How many pints of milk did she drink? How many? Level 3 - Mrs. Haskins was in a milk drinking competition with her friends. She drank 2 ½ gallons of milk. How many cups of milk did she drink? How many pints of milk did she drink? How many? Teach students how to check their work on their own and with a calculator. Add any needed vocabulary learned today to the Generative Vocabulary Matrix Vocabulary: capacity, customary unit, gallon, Complete customary capacity problems quart, pint, cup Lesson Objective: Students will develop an understanding of the measurement of metric capacity. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can carry out assigned roles during discussions. I can connect comments to the remarks of others. I can express ideas clearly by using appropriate math language and vocabulary. Today we will be focused on capacity using the metric system of measurement. Start a chart for Metric capacity. Add how to convert, tools, etc. Be sure to share the Spanish versions when making these charts. Share with students the following problem to explore. After running, Mrs. Gay was quite thirsty. She drank 3 liters of water after her run. Her goal was to drink at least 200 milliliters. Did Mrs. Gay reach her goal? How do you know? You may also want to have students help create problems that can be explored. Have the students discuss with their groups how they would solve this problem based on the information that they have already learned about the metric system from measuring length. Ask them how this knowledge may help them with this new skill. Have students write about and then discuss with the class how they think they can answer this question. There are 2 major units for teaching metric capacity. Milliliter (ml): This is the smallest unit of metric capacity that we will work with. 1/1000 of a liter. liter (L): There are 1,000 ml in one liter. Students should use the chart to just move the decimal point to convert to each place value. 5 Liters -> 5,000 ml 5 times 1,000 Have students measure out the same items from yesterday and determine the correct measurement with the metric system. Have them convert between milliliters and liters. Complete several conversions by just moving the decimal point in each direction Have students create word problems using their real life experiences that would deal with application of the skill. Students can then work to solve the problem. Add new vocabulary to the Generative Vocabulary Matrix. Vocabulary: metric unit, capacity, liter, milliliter Students answer three questions dealing with metric conversions

10 9 10 Lesson Objective: Students will develop an understanding of the measurement of metric capacity. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can express ideas clearly by using appropriate math language and vocabulary. Have students play a quick game of headbands using the words off of our Vocabulary Generative Matrix. This is an actual game that can be bought at any toy store etc. However, you can also make head bands for students in which a vocabulary card can fit in the front. A child puts this on without being able to see the word and the other students give them clues to the word using definitions, attributes, etc. and the child tries to determine the unknown word on their head band. Today we will be focused on capacity using the metric system of measurement. Add anything to the metric capacity chart that was not added yesterday. Students will be participating in a four corners activity. Project a real world problem for students to complete. They will then need to choose the correct answer and proceed with their answer to that corner of the room. In the students answer on the board they will need to have an explanation of why that answer is correct. Students should discuss in each group what they did to determine this is the correct answer. Each group can share why they went to that location. They can then change if they have a good reason that they changed their answers. Repeat this for multiple problems. Students answer three questions dealing with metric conversions Vocabulary: metric unit, capacity, liter, milliliter Lesson Objective: Students will develop an understanding of the measurement of customary mass. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can explain the topic using personal ideas, opinions, and reasoning. I can justify responses by providing evidence to support reasoning. I can express ideas clearly by using appropriate math language and vocabulary. Have students play a quick game of headbands using the words off of our Vocabulary Generative Matrix. Create a poster for U.S. Customary weight with the students based on knowledge they may already have. Be sure to share the Spanish versions when making these charts. Add any words to the Vocabulary Generative Matrix that students know about this topic. Tell the students that today we are going over customary mass. We sometimes refer to this as weight. The most important measurements that we will learn are: Ounces (oz): this is the smallest unit we will use when measuring mass Pounds (lb): 16 ounces = 1 pound A shoe would be about 1 pound Ton (T): a ton is 2,000 pounds A ton is used to measure something huge. An elephant, a truck, a bus Allow students to work with the materials to weigh ounces and pounds to determine the weight of multiple objects. After recording their weights have students work to add all the weights together and have them convert the total weight into pounds. Have students write about the process they went through to weigh their objects and find the total of the combined weights. Problems with basic conversion of ounces to pounds, pounds to tons, tons to pounds, pounds to ounces. Vocabulary: mass, customary unit, ton, pound, ounce, convert

11 11 12 Lesson Objective: Students will develop an understanding of the measurement of customary mass. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can express ideas clearly by using appropriate math language and vocabulary. Add any information needed to the poster for U.S. Customary weight that students have learned. Pose the following question to students to try to solve. Ms. Brunner went to the market and bought a ½ pound of grapes and 1 ½ pounds of strawberries. How many ounces of fruit did she buy? Have students work with teammates to try to figure out what process should be followed to solve this problem. Discuss with class how they believe this question can be answered. Have students share with you their results and how they believe they got the correct answer. Walk through any misconceptions they may have had when trying to solve this problem. Have students partner up to work on a set of cards that have real world measurement problems. When they compete complete the problem and write why they believe the answer is reasonable the partner needs to check the answer with a calculator. As students work together circulate having conversation with students about how they get their answers and fix any misconceptions they may have. The class can come together and have a round table discussion about any concerns they had and how they were resolved or if they still need help resolving misconceptions they have. Vocabulary: mass, customary unit, ton, pound, Quick Check ounce Lesson Objective: Students will develop an understanding of the measurement of metric mass. Students will show an understanding of customary and metric measurement processes. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can explain the topic using personal ideas, opinions, and reasoning. I can formulate questions and responses based on comments made by others during discussion. Create a poster with students for Metric weight. Be sure to share the Spanish versions when making these charts. Work with students to weigh a few objects using grams. Pose the following question to students to try to solve. Mr. Jones bought a new puppy. The puppy weighed 6,205 grams. How many kilograms did the puppy weigh? Have the students discuss with their groups how they would solve this problem. Then have them tell you what you should do. They should be able to use their previously obtained knowledge of the metric system to get the process of how to solve this problem. Today we will be focused on metric mass. There are 2 major units for teaching metric mass. Gram (g): This is the smallest metric unit that we will be working with. A gram is very small. How much a paperclip weighs. Kilogram (kg): 1,000 grams = 1 kilogram A kilogram is about the weight of a pair of shoes. When solving the problem, you are going from smaller unit (g) to bigger unit (kg) so you are dividing. They are 3 places apart from one another so the decimal point moves left 3 times. The answer is that the puppy weighs kilograms.

12 13 14 Have students work through some real-world examples of these problems. Be sure some have multiple steps. You can have students create these problems after you model several examples of how to write an effective problem. Students can have the problem checked and then allow another student to answer the question that was created. Students could either have to explain how they figured it out to you or their classmate. The rubrics created at with the class to measure language mastery should be used to help them explain. Vocabulary: metric unit, mass, gram, kilogram 5.MD.1 Quick Check Lesson Objective: Students will develop an understanding of the measurement of metric mass. Students will show an understanding of customary and metric measurement processes. I can convert (change) measurement units within the same measurement system (e.g., 24 inches to 2 feet). (S) I can solve multi-step word problems using measurement conversions (S) Today students are going to review everything learned in this unit by rotating between centers that incorporate the processes and skills learned throughout the entire unit. Center 1 Vocabulary Students are to choose 5 terms they feel they need more practice using and create a visual model, the definition of the word, and an example of when the word is used. These can go in their vocabulary notebooks or they can create flashcards, etc. Center 2 Generating Assessment Questions In this center students are to generate 1 capacity, 1 length, and 1 weight question either using metric or U.S. Customary systems. They are then to take one of each question generated from a classmate and answer those questions in their journal. (Any strong questions can be used for a class review or the actual assessment.) Center 3 Computers - Center 4 Writing About Math In this center students are working to solve math measurement problems that need deep understanding and explanation using vocabulary. Students are working to solve multi-step measurement problems in which students must prove if the answer the person in the problem got is correct or not and why they feel this way. After completing the problem, they will be given sample answers that are both a 2 point and 1 point answer. They will be asked to score their own and support why it should get that score. They will then be given a chance to make it a perfect score if it was not already. Your grade level team will want to work together to create these samples due to each team having differing expectations based on school and grade-level expectations and strategies used with students to create these responses. Center 5 Sorting Sort cards about measurement between metric and customary then with weight, capacity, and length. From their there they will sort tools and measurement units and order from least to greatest unit of measure. Wrap-up the lesson fixing with the class any misconceptions that seems to occur throughout the lesson. Vocabulary: metric unit, mass, gram, kilogram 5.MD.1 Quick Check Lesson Objective: Students will apply their understanding of measurement and conversion in a real world situation while reviewing for the end of unit assessment. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can express ideas clearly by using appropriate math language and vocabulary. Introduce to the students the idea that they will each be competing on an Olympic team to review the unit. Today students will be competing in events based on the skills we worked on throughout this unit. I will assign teams and students will compete in the events today. It is important that students

13 15 16 write down accurate measurements and use appropriate tools since we will be adding team scores and needing to convert them to find final totals. Tell students that the team synergizing to have the highest combined distance/volume/capacity in each event will win the gold metal (silver, bronze) for that event. Students will have one member from each team at each event and they will rotate through all events working with other competitors to accurately complete measurements and record their results. Today you will only have time for students to compete in the events and record their totals. There will be time tomorrow for students to calculate team totals and convert to the appropriate units of measure so that the winners can be determined. Vocabulary: All vocabulary from the unit. Students score sheet. Lesson Objective: Students will apply their understanding of measurement and conversion in a real world situation while reviewing for the end of unit assessment. I can convert (change) measurement units within the same measurement system (e.g., 24 inches I can solve multi-step word problems using measurement conversions (S) I can express ideas clearly by using appropriate math language and vocabulary. In order to review vocabulary words from this unit have students play a game of Headbands at each table using the vocabulary words from this unit. Today students will work with teams to find totals, convert measurements to the largest appropriate unit, and determine winners of the events. Have students get with their team. Walk the whole class through how to find the total and convert an example set of measurements for one of the events. Take any questions. Have students complete the totals and conversions for their team. Pull students back together. Have the students order the measurements from greatest to least and award the medals. Have students write in their journal about what they learned and the process they followed throughout the two day activity. Vocabulary: All vocabulary for the unit. Journal Entry and completed scores from events Lesson Objective: Students will apply their understanding of measurement and conversion in a real world situation on the end of unit assessments. I can convert (change) measurement units within the same measurement system (e.g., 24 inches to 2 feet). (S) I can solve multi-step word problems using measurement conversions (S) Students will complete the end of unit assessment. End of Unit Assessment Vocabulary: All words from the unit.

14 *Fish Bowl 1. One important ground rule must guide the participation of the observers: During the course of the fishbowl, observers are not allowed to speak. Their job is to listen and learn from the fishbowl students. Mention that the observers will have an opportunity to discuss any issues that emerge in later processing dialogue. 2. Assign one of the fishbowl students the role of facilitator. It will be her or his responsibility to ask questions, facilitate the fishbowl discussion, and make sure everyone has an opportunity to talk. Or you can play the role of facilitator. 3. The topics to be discussed by the fishbowl can be developed to be relevant to your course. For the most part, fishbowl participants should have an opportunity to take the conversation where they want - or need - it to go 4. Make sure everybody in the fishbowl has an opportunity to talk. 5. When the fishbowl discussion winds down, divide the combination of your participants and the fishbowl students into small groups. This will provide the observers an opportunity to ask for clarification on comments made during the fishbowl. Instruct the observers that they are not to invalidate or question the students' experiences or perspectives. They should use the small group discussions only to learn more from the fishbowl students. 6. After small group discussions, call everyone back together. This will be the final processing discussion. A variety of questions can guide this conversation.