OFFICE OF CURRICULUM & INSTRUCTION MATH. Grades 6-8

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1 OFFICE OF CURRICULUM & INSTRUCTION MATH Grades 6-8 ABSTRACT In Grades 6-8, the Life Skills Math program focuses on functional skills for Special Education Students: The Life Skills Math curriculum is designed to foster growth of independent living skills for middle school students. Emphasis is placed upon selfawareness, health and self-care, social interaction, problem solving, household and money management, career awareness, and daily living skills. Content is modified to address specific student needs based upon goals set forth in the Individual Education Plan. Opportunities to acquire independent living skills, positive self-esteem and greater self-sufficiency are taught at an appropriate pace based upon ability in order for students to experience success. In this content area all units will be addressed throughout the year considering that these skills overlap and need to be revisited in order to reinforce the skill and ensure retention. Learning life skills are best done "by doing"; "We learn by doing." BOE approved 10/20/2015

2 Unit of Study: Description of Unit D: NJ CCCS and/or CCSS: (include technology and 21 st century standards) Enduring Understandings: Measurement & Estimation Unit D - Measurement with Standard and Nonstandard Units Skills are not expected to be mastered in a set time frame and are introduced, reinforced, and revisited throughout the school year. Math is integrated into all the content areas. The Life Skills Measurement Unit with standard and nonstandard units is designed to foster growth of daily independent living skills. The students will be exposed to various measurement concepts (cooking, weight, temperature, rulers, etc.) so he/she is exposed to the skills of managing their home by planning and preparing meals, caring for personal needs, maintaining the household etc. Learning about various measurement tools are essential life skills. CCSS K.MDA.1, K.MDA.2, K.MDA.3, 1.MDA.1, 1.MDA.2, 2.MDA.1, 2.MDA.3, 2.MDA.4 Objects have distinct attributes that can be measured Standard units provide a common language for communication measurements The choice of measurement tools depends on the measurable attribute and the degree of precision desired. What is the relationship and purpose of standard/ nonstandard units of measurement? Essential (Guiding) Questions: Skills: Weight: 1. Measure weight with non-standard units of measurement 2. Identify use of scales 3. Recognize and name bathroom and grocer scales 4. Measure weight of various items (self, food) 5. Measure weight with standard units of measurement Linear: 1. Measure with nonstandard units 2. Identify use and types of rulers (tape measures, yard stick, ruler, meter stick) 3. Measure to inch, ½ inch, centimeter 4. Identify various linear terms (meter, centimeter, inch, length, width, height) Measuring tools in the kitchen: 1. Measure with Liquid measuring cups 2. Measure with Dry measuring cups 3. Measure using Teaspoons and tablespoons Temperature: 1. Read and interpret a thermometer Assessments: Student feedback in response to the teacher questioning Class discussion/oral participation Simulations and role play

3 Worksheet completion Practical application Pre and post checklists of skills Rubrics Resources: Hands on scales and measuring tools(bathroom scales, balance scales, food scales) Linear measuring tools (tape measures, yard stick, rulers) Kitchen measuring tools (liquid measuring cup, dry measuring cups, teaspoons, tablespoons) Thermometer Multi-media presentations Interactive White Board Educational Excursions Games (bingo, jeopardy, measurement hunts) Hands on activities (cooking, designing, measuring, estimating etc.) Books: How do you measure up by Raye Lankford How big is a foot by Rolf Myller Better Homes and Gardens New Junior Cook Book by Better Homes and Garden Betty Crocker Kids Cook by Betty Crocker Curious Chef 17 piece Measure and Prep Kit by Curious chef Temperature by Alan Rodgers Hot and Cold Feel It by Wendy Sadler How do You Measure Weight? By Thomas K. & Heather Adamson Measuring Weight by Julia Vogel Computer Online Games:

4 Lesson 1: Description of Skills for this lesson based on students levels NJ CCCS and/or CCSS: (include technology and 21 st century standards) Pre-Assessment & Post-Assessment Measurement of Weight Students will learn how to measure weight of various items using various measuring scales. Students will measure with non-standard units of measurements Students will measure with standard unit of measurements K.MD1, K.MD2, K.MD3 Assess students ability to recognize different items weigh more/less by identifying/classifying items by weight Assess students ability to recognize scales (food scales, balance scales, body scales) Assess students ability to weigh and measure various items by stating their weight Assess using various strategies: o Student feedback in response to the teacher questioning o Class discussion/oral participation o Simulations and role play o Worksheet completion o Practical application Pre and post checklists of skills Learning Activities: Practice comparing weights by holding different items in the hand Have Kids use their water bottles and find objects that weigh less or more (chart the items for a visual) (be sure to discuss how an objects size affects weight does bigger always mean heavier? Which is heavier a big beach ball or a baseball - bring in items to demonstrate) Make a shoebox balance or get a real balance to measure and record which is heavier/lighter Can play games such as how many cubes does it take to balance your item (take a prediction and check it) Identify and name different scales and what they are used for (bathroom scale, food scale) Measure items on the scales using hands on scales and items Play games such as guess the weight (child guesses how much items and then they check it.) Differentiated Instructional Support: Differentiation: Students may be assisted through adjustments to assignments deemed necessary as per Individual Education Plan. Worksheets and presentation materials maybe modified to their level (some may be ready to measure weight with nonstandard units only, others standard units, while some of the advanced learners may be able to convert to grams, kilograms etc) Teachers may utilize tiered activities and/or learning stations. Teachers will present a single concept through a variety of learning modes and may access students in this manner. Use modified worksheets (less questions, easier problems) provide support during independent lessons by groups, provide digital scales for those to read Beginning (B): With prompting, students will name different scales. With prompting, students will compare hands on items by holding them in their hand to determine which is heavier and which is lighter. With prompting, students will watch a balance scale

5 Vocabulary Interdisciplinary Connections: (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) to determine the heavier/lighter item. With prompting, begin to read on a digital scale how much something weighs. Developing (D): Students will independently identify and name different scales. Students will independently indicate which items weigh more/less by when weighing various items on scales (weigh food, people, items on a balance scale etc). Students will independently indicate the weight when it is exact (not required to estimate). Advancing (A): Students will be able to weigh and identify weights of various items (not only with exact weights but will be able to estimate weight as well) Some more advanced students can be introduced to grams, kilograms etc. Scale, balance, weight, measure, pounds, estimation, more than, less than Technology: use smart board, computer balance scales, digital scales, computer weight games Literacy: use the above vocabulary, books about weight and health Science: weighing items (mass) (solid, liquid, gas) (cooking food) healthy body weight and healthy habits, weight in space Writing: vocabulary words, sentences to make connections to vocabulary, writing about weight History: exploring height with Abe Lincoln (how do students measure up to Abe Lincoln (tallest President or another tall famous person)

6 Lesson 2: Description of Skills for this lesson based on students levels NJ CCCS and/or CCSS: (include technology and 21 st century standards) Pre-Assessment & Post-Assessment Learning Activities: Linear Measurement Demonstrate basic measures of length, width, height using nonstandard units and standard units MDA.1, 1.MDA.2, 2.MDA.1, 2.MDA.3, 2.MDA.4 Create a 3 point rubric to evaluate (requested info is differentiated based on levels and ability) 3-points students produced complete charts, including all the requested information; clearly demonstrated the ability to measure the length, width and height 2-points students produced adequate charts, including most of the requested info, satisfactorily demonstrated the ability to measure length, width, height 1 point students produced incomplete charts with little or none of the requested information; did not demonstrate the ability to measure length, width, and height. Assess using various strategies: Student feedback in response to the teacher questioning Class discussion/oral participation Simulations and role play Worksheet completion Practical application Materials: Ruler Tape measure Yardstick Beginning (B): Have a basket of pencils, crayons, erasers, and other objects in a bag/basket (at this level, prompting and assistance is provided) Have students order items from shortest to longest Use word bank: short, shorter, shortest, long, longer, longest Have work sheets such as: The is longer than the...the is shorter than the This can be completed with prompting and assistance at this level (student may point to the word and the instructor fills in the blank or student/instructor glues it to the paper or student just points/verbalizes the word) Or With prompting/assistance, measure things with nonstandard units such as snap cubes, craft sticks, shoes, dominoes.. Work with an instructor and take 3 scoops (with a soup ladle) of cubes

7 Differentiated Instructional Support: Vocabulary Interdisciplinary Connections: (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) Stack the cubes in each scoop Order the stacks from shortest to tallest Developing (D): Display ruler, tape measure, yard stick to explain how these tools are used to measure.model how to use these tools by lining up the end of an object with the end of the tool and identifying the nearest inch as the length, width or height. Explicitly teach/model length, width and height and what is meant by those terms. Set up stations for students to practice measuring length, width and height (without estimation exact measurements). Place several classroom objects as well as the ruler and tape measure and yardstick at the station. Have students take turns using the measuring tools to find the length, width, and height of each object. Record the measurements on a chart - can compare and discuss measurements using terms like greater than, less than etc. Activities: 1. Have a set of paper strips from shortest to longest, or cuisenaire rods, or paths from A to B, 2. Measure strip with ruler 3. Record findings using pictures/words/ or numbers (pending ability) Advancing (A): Students will measure items that are not exact measurements (use estimation etc) They can find the length, width, and height of larger items. Students will work on projects to apply these skills to word problems or hands on projects such as building items and checking if items will fit a certain space General Game ideas: measurement detective (have to find items with specific measurements), slide it (kids slide cards along a table and then measure their distance from the edge using a ruler goal is to get the card closest to the edge can even keep score by adding up total score and whoever has the smallest collective measurement wins) See above for different leveled activities Differentiation: Students may be assisted through adjustments to assignments deemed necessary as per Individual Education Plan. Worksheets and presentation materials maybe modified to their level (some may be ready to measure with nonstandard units only, others standard units, while some of the advanced learners may be able to independently build, cook etc.) Teachers may utilize tiered activities and/or learning stations. Teachers will present a single concept through a variety of learning modes and may access students in this manner. Ruler, tape measure, yard stick, greater than, less than, inches, centimeters, yards Literature: How long or how wide: measuring guide by Brian P. Cleary. If you were an inch or a centimeter by Marcie Aboff Writing: vocabulary words, numbers, estimation, Career: Architect, builder History: famous buildings/architecture

8 Lesson 3 Description of Skills for this lesson based on students levels NJ CCCS and/or CCSS: (include technology and 21 st century standards) Pre-Assessment & Post-Assessment Learning Activities: Measurement in the Kitchen Demonstrate basic measure used for cooking with recipes (measuring liquids and solid food items using measuring cups, teaspoons, tablespoons, cups, pints, quarts) MDA.1, 1.MDA.2, 2.MDA.1, 2.MDA.3, 2.MDA.4, 3.MD.A.2 Learn the tools used in measuring liquids and ingredients for recipes Kitchen tools such as teaspoons, tablespoons, and measuring cups Learn the relationships between different qualities such as cups and pints Great visuals found here: Create a 3 point rubric to evaluate (requested info is differentiated based on levels and ability) 3-points students produced complete charts, including all the requested information; clearly demonstrated the ability to measure using liquid measurements, dry measurements, and teaspoons and tablespoons 2-points students produced adequate charts, including most of the requested info, satisfactorily demonstrated the ability to measure using liquid measurements, dry measurements, and teaspoons and tablespoons 1 point students produced incomplete charts with little or none of the requested information; did not demonstrate the ability to measure using liquid measurements, dry measurements, and teaspoons and tablespoons Assess using various strategies: Student feedback in response to the teacher questioning Class discussion/oral participation Simulations and role play Worksheet completion Practical application Materials: for liquid measuring Liquid measuring cups (prefer clear glass or plastic liquid measuring cup with handle and a sprout) Six sheets of paper or cardboard with these numbers and words )1/3 (one-third), ¼ (one-fourth), ½ (one-half), 2/3 (two-thirds), ¾ (three-fourths), 1 (one) Have learners look at sheets of paper and identify, match, or read the names of the numbers out loud (pending their level do matching, identifying and reading activities depending on the students abilities) Show different measuring cups that can measure liquid (Separate cups that hold exact amount as well as a large clear measuring cup) Using the liquid measuring cups, point to one of the six numbers above, ask learners to identify which measuring cup to use (for the individual ones) or where to stop on a large measuring cup to indicate the appropriate amount. Materials: for dry measuring cups

9 Same 6 sheets of paper with words and numbers from above plus 6 new ones introduced over time or in certain order depending on students abilities new words are 1 ¼ (one and one-fourth), 1 1/3 (one and one-third), 1 ½ (one and one-half), 1 2/3 (one and twothirds), 1 ¾ (one and three-fourths), 2 (two) One set of dry measuring cups including ¼ cup, 1/3 cup, ½ cup, 1 cup One set of measuring spoons including ¼ teaspoon, ½ teaspoon, 1 teaspoon, 1 tablespoon One straight edge to level measured dry ingredients Review the numbers and names from the liquid measuring activities Introduce the 6 new sheets over as much time as needed depending on the students ability (group them according to ability) Discuss how liquid and dry measuring cups are different and alike Place all dry cups on the sheets showing their amounts Practice measuring a dry ingredient Show measuring spoons and do the same for them Differentiated Instructional Support: Vocabulary Activities involve many various opportunities to measure foods and help make recipes using the skills Differentiation: Students may be assisted through adjustments to assignments deemed necessary as per Individual Education Plan. Worksheets and presentation materials maybe modified to their level (some may be ready to measure with the help of the teacher, others can do independently, some more advanced students may be able to measure with conversions or follow recipes etc. Teachers may utilize tiered activities and/or learning stations. Teachers will present a single concept through a variety of learning modes and may access students in this manner. Beginning (B): Students at this level will match the names of the measurements to their corresponding number with assistance as needed. Students at this level will identify with assistance which measuring cup to use (individual cups that indicate exact amounts), as well as point to where to stop on a clear large measuring cup with assistance. Students at this level will pour the exact amount of liquid/dry ingredient into a measuring cup/spoon with assistance (the instructor will prompt find the ½ cup measuring cup or the ½ cup mark.instructor will prompt to pour the liquid/dry ingredient into a specific cup or up to a particular mark on a measuring cup) this will be the same for dry measures and measuring spoons. All work is done with assistance and prompting. Students match items. Developing (D): Students at this level will identify/read the names of the measurements to their corresponding number. Students at this level will identify after reading ingredients which measuring cup to use. Students at this level will measure the appropriate ingredient. Students identify/read. Advancing (A): Students at this level will understand and apply their knowledge of the above to recipes. Students will begin to learn the relationships between different qualities such as quarts and pints. Students may be introduced to conversions. Kids should be grouped according to abilities to read and understand the measurements, modify the pace and the amount of measurements taught at a time 1/3 (one-third), ¼ (one-fourth), ½ (one-half), 2/3 (two-thirds), ¾ (three-fourths), 1 (one) 1 ¼ (one and one-fourth), 1 1/3 (one and one-third), 1 ½ (one and one-half), 1 2/3 (one and two-thirds), 1 ¾ (one and three-fourths), 2 (two), cups, liquid, dry, teaspoon, tablespoon

10 Interdisciplinary Connections: (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) Language Arts Abbreviations, include words such as dozen Literature healthy eating stories, cooking Writing vocabulary words, recipes, menus Career cook, restaurant owner History restaurants and food items from different cultures Science - cooking

11 Lesson 4: Description of Skills for this lesson based on students levels NJ CCCS and/or CCSS: (include technology and 21 st century standards) Pre-Assessment & Post-Assessment Learning Activities: Differentiated Instructional Support: Demonstrate temperature Students will learn: Definition of temperature How to read a thermometer How to record and present data HSF.BF.A.1.B Temperature Assess the students by observing their readings of the thermometer Assess using various strategies: o Student feedback in response to the teacher questioning o Class discussion/oral participation o Simulations and role play o Worksheet completion o Practical application Temperature is a degree of hotness or coldness of a substance or environment Materials: Mercury thermometers A radiator or something hot An ice pack Using the thermometer: 1. Note the reading on the thermometer 2. Place on a radiator or something hot 3. Note the new reading 4. Place on the ice pack 5. Note the new reading Teach how to record data: 1. Find a place outside to keep a thermometer 2. At same time everyday, record the temperature 3. ongoing Extension of activities: weather and how to dress appropriately in the specific weather, graph weather over the month and discuss how the temperature has changed over the month, the coldest reading, hottest reading etc. Beginning (B): Discuss feelings of hot and cold.with assistance/prompting the student will hold some hands on items and/or look at some pictures and identify if it is hot or cold. With assistance and prompting, the student will read a basic temperature on the

12 Vocabulary Interdisciplinary Connections: (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) thermometer (exact, whole numbers only). With assistance, the student will choose appropriate clothing pictures to wear on specific weather-related days based on visuals/discussions. Developing (D): The student will read basic temperatures and begin to estimate the exact temperature. The student will begin to compare and contrast the temperatures from different days using words such as (hotter, warmer, colder, cooler.) The student will be able to determine appropriate clothing for different weather related days Advancing (A): The students will be able to measure temperature independently. The student will be able to graph data of temperature for x amount of days and discuss maximum degrees, minimum degrees, begin to calculate the mean temperature for the month. The student may be able to read both Celsius and Fahrenheit. Temperature, thermometer, warm, hot, cold, degrees, degrees Fahrenheit Writing vocabulary words, recipes, menus Career meteorologist History climates and temperatures of different areas in the US Science - weather Technology