LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher

Mrs.Albaitis,JakeHorstman

Date 11/4/15

_
Grade__3rd__________

Subject/Topic/Theme

volumeandmasswordproblems

I.Objectives
Howdoesthislessonconnecttotheunitplan?

Studentsmustunderstandwhatdifferentvolumesandmassesareinordertoevaluatewordproblemsandcomprehendwhatisdoingoninthem.Previouslessonsin
thisunittaughtliquidvolumesandmasses.
cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

Solvewordproblemsinvolvingliquidvolumes
Solvewordproblemsinvolvingmasses
Createwordproblemsinvolvingliquidvolumesormassesandsharewithelbowpartners

Ap
Ap
C

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
Studentswillbeabletomeasureandestimateliquidvolumesandmassesofobjects.[CC.3.MD.2]Representandinterpretdata.
[CC.3.MD.3]
(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticularlearners
writethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Knowmathexpressionsandsentences,andknowwhatmassandliquidvolumeisandImperialand
Metricunitsofvolumeandmass.
Preassessment(forlearning):

Problemslikeinthislessonweretestedinthepreassessment
Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Formative(aslearning):

Summative(oflearning
):Problemssimilartotheonesinthislessonwillbeonthefinaltestovertheunit

Whatbarriersmightthis
lessonpresent?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?

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ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
Projectorinfrontofclasstomake
pagesvisibleandstudentscan
followalong.Alsotheir
workbooks.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction
Allstudentswillbegiven
whiteboards.Ifstudentscannot
raiseboardstoshowanswersthey
cangethelpfromanelbowpartner.
Deskswillbesetupforallstudents
toeasilynavigatetheclassroom.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Studentshavewhiteboardsand
Symbolsfrompreviouslessons candisplayanswersand
willbeusedtorepresentmass
thoughtsonboardforteacherto
andvolume(bothImperialunits see.Whentheyareinfrontof
andMetricunits)

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Allstudentswillparticipateonthe
sameworksheets.Allofthemcan
helpeachotherandtheyallwillbe
onthesamequestions.Few
problemswillbedoneontheboard
andselectedstudentscancomplete
thiswiththeclass
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Studentscanagreeordisagree
withotherstudentswith
problemsonboardorelbow

Provideoptionsforcomprehension
activate,apply&highlight

Workbooksandsheetsto
practiceandhandsonexamples
toapplytheconceptstaughtin
class.

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components

Motivation
(opening/
introduction/
engagement)

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Development
(thelargest
componentor
mainbodyof
thelesson)

classtheycanuseamicrophone
forallstudentstohear.

Partnerstosolvedifferent
problemsinworkbook.

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Attheendofthedaya
Studentscanmonitortheirown
homeworksheetwillbetaken
progressthroughhomeworkand
hometobecompletedforthe
completingworksheetproblems
nextday.
attheendofthelesson.
Mathexpressionsbook,pencil,eraser,projector,ELMO,whiteboardsanddryerasemarkers,desks
andchairs

Deskswillbeinrowsorcolumnsandstudentsdeskswillbeafewfeetapartformeachother.Teacher
willbeinthefrontofclassroom.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
(asstudentsarecominginforrecesshavethemget
(Astheycomeinhavethemgetsnackandworkon
outtheirwhiteboards.writethesequestionson
questionsonboard.Checkwithelbowpartnersif
whiteboard:Howmanyouncesinapound?how
havequestions)
manygramsinakilogram?Whatisweight/mass?

Howmanypoundsinakilogram?
Studentsparticipateandanswerasyouask

Goaroundtheroomandseewhatstudentshave
writtenontheirwhiteboards.
Aftersnackiscleanedupselectstudentstocomeup
infrontofclassandsolvethem,ortheymayanswer
questionsfromseats.)

Recapandaskwhattheyhavetalkedaboutoverthe
pastfewdays?Talkaboutmeasuringlengths,
MetricandImperialliquidvolume,andmass.
Quizdifferentstudentsjustbyaskingthemwhat
theyrememberaboutdifferentlessons.

Askwhatthestudentsrememberaboutmultistep
Studentscompleteworkandspeaktoorinfrontas
problemsandaskwhatthemostimportantthingto
classasdirectedbytheteacher.
rememberis.

Theyshouldanswerwithsomethingalongthelines Completepagesinworkbook
of,breaktheproblemintomultiplestepsandonly

focusononeatatime,itwillbelessconfusingthat
way.Iftheydonotcomeupwithananswer

similartothisguidetheminthatdirectionby

creatingaproblemandthenaskthemwhattodo.

Turntopage175inworkbooks(makesure

studentsshowtheirworkinspaceprovided)

Closure
(conclusion,
culmination,
wrapup)

Havestudentsreadtheproblemwithyou.Dothe
first2withthemandthemhavethemtry3through
5bythemselves.
Turntopage176(makesurestudentshowtheir
workinthespaceprovided)
Doproblem7withthemandhavethemtrytherest
ontheirownandhelpthemastheyneedit.(With
scalesinfrontofclassyoucouldhavethestudents
observeyouactingoutproblem7)
Gooverproblem10asaclass.Askastudentto
completeitandthenaskhowtheygotit.Askclass
iftheyagreeordisagreewiththeanswer.

Aftercompletingpage176haveallofthestudents
createtheirownwordprobleminvolvinglength,
volume,ormass.
Whentheyarefinishedhavethestudentsswap
problemswiththeirelbowpartners.

Afterstudentshavesolvedwordproblemshave
themcleanupformathworkshop

Summarizewhatthestudentshavelearnedsofar
fromthelessons(thepastfew,frommeasurement,
volume,andmass)
Havestudentscleanuptheirdeskandputaway
suppliessothattheycangetreadyforthemath
workshop.

Followalongwithteacheronwhiteboardand
workbook,
Thencompleterestofpage176ontheirown

Createandsolveeachotherswordproblems

cleanupdeskandareaarounddesk

Cleanupdesksandgetreadyformathworkshop

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)
Thelessonwasverystraightforward.Itwasmoreofareviewforstudentsonhowtocompleteandreadwordproblemscarefully,thanit
wasanynewcontent.PlanningitIknewthatitwasgoingtobequiteblandsoItriedtocomeupwithafewwaystomakethelessonmore
engagingandenjoyable.StartingthelessonIquizzeddifferentstudentsaboutwhattheyhadlearnedthepast4days.ThefirststudentsI
calledonraisedtheirhandsafterIhadaskedaquestion,afterIhadfinishedmyfirstroundofquestionsithenrandomlycalledonkids
thatwerenotlookingatmeordidnotraisetheirhands.IwantedallstudentstorememberwhatIhadtaughtandIwantedallofthe
studentstothinkaboutthematerial.Thewordproblemsalsodidnotaccuratelydiscussthenewmaterial,theyonlyinvolvedthenewunits
thatweretaught.Iwishtheydidmorecomparisonsorestimations.So,whileIwasteachingImadeupafewwordproblemsontheboard
forthestudentstofinishthatinvolvedthelesson.Duringthelessonthestudentswereeasilycompletingthewordproblems,whichis
good,theyunderstoodthemaththatisinvolvedinmeasuringlengthininches,centimeters,andmeters,andestimatingliquidvolumein
liters,andImperialunits.IthinknexttimeIwillcreatewordproblemsthatinvolveapplyingwhattheylearnedinthepastfewlessonsand
Iwillquizthestudentsondefinitionsofvolume,length,andmass.Ithinkthatitisbettertorelatethemathtorealworldsituationsthan
justhavenumbersandwordsonapage.

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