Math Full Lesson Plans



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Math Full Lesson Plans

Overview:
Topic: Measurement- Length, Perimeter, mass

Grade: Three

Time Per Lesson: 45-90 minutes
Rational:

Lesson One: Introduction to measurement
Date: Monday, February 6th Time: 45 minutes


Learning Outcomes

Materials

Students will…

  • C3 demonstrate an understanding of measuring length (cm, m) by -estimating length using referents

  • Snap cubes

  • Paper clips

  • Toothpicks

  • Strips of tag board

  • 2cm x 5cm pieces of different colours of paper

  • Glue

  • Ruler

  • Measuring Penny

  • My Measurements

  • Stop light assessment sheet


Introduction: (10-15 minutes)

1) Read “measuring penny” to introduce measurement

2) Ask the students what they could use to measure the table or white board with? (Not a ruler. Could use toothpicks, snap cubes or paperclips).


  • How would we use these materials to measure the table?

  • What would be best to measure the table? Straws or hockey sticks?

  • Could you measure the table using toothpicks and snap cubes? (no, because they are different lengths)

3) Discuss with students the value of using the same unit to measure an object. If you are going to measure using your hand you can only use your hand. You can not measure something using your hand and foot, because they are different lengths.

Activity: (20-25 minutes)

1) Show students on the board how we are going to make tag board rulers. Talk to students about how we need to make sure that our tag board ruler can not have gaps or overlapping (otherwise each piece of paper will be a different length and it would be like measuring using a hand and foot)

2) Create tag board rulers.

3) Show students how to use them (measure desk as a class).

4) Hand out my measurements.

5) Students use tag board rulers to measure different objects in the classroom.

6) Students estimate and record their results on the sheet that they are given.

7) Introduce using a ruler to measure those same objects. Talk about centimeter. Students measure and record using a ruler (on the same what to measure sheet).



If we don’t get to the ruler part in this lesson, carry it over to the next lesson. The purpose of this lesson is to have students measure length using a referent and to introduce non standard and standard units of measurement (cm).
Conclusion: (10 minutes)

1) Students can share their results with the class. Compare results and see if anyone got different results.

2) Assess why they got a different result. How were they measuring the object? Did they start at the zero or the beginning of a unit?

3) Students complete a stop light self assessment: red = I don’t know very much about measurement, yellow = I know a bit about measurement, green = I know a lot about measurement.




Assessment

Assessment For:

-Teacher observes students use of the tagboard. Are students using the tagboard correctly?

-Teacher uses what to measure sheet to assess what students understand about measuring using a non standard unit of measurement. Are answers consistent? Make observational notes

Assessment as:

-Stop light self-assessment: how comfortable are students with measurement?




Extensions/Modifications

Cross Curricular

  • Have pre-made tagboard rulers for anyone who might need.

  • Students could work in partners for support

N/A


Lesson Two: Morning Madness

Date: Friday, February 10th Time: 40 minutes




Learning Outcomes

Materials

Students will…

A9 demonstrate an understanding of addition and subtraction of numbers with answers to 1000 by



  • using personal strategies for adding and subtracting with and without the support of manipulatives

  • creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically

A10 apply mental mathematics strategies and number properties, such as using doubles, making 10, using the commutative property, using the property of zero

A11 demonstrate an understanding of multiplication to 5 x 5

A12 demonstrate an understanding of division



Introduction: Attendance

1) Using the graph for attendance, ask the students to make equations and put them on the board.


Morning Madness

Students do the following activities in their morning madness math journals

Teacher uses phrases and terms such as:


  • Pull the numbers apart

  • What number sentences can you make for 2300

  • Groups of: “4 Groups of 50”


1) Date

  • 10th: using the date students create as many number sentences as they can.

2) Equation

  • 2300: Students create as many number sentences that equal the number 2300.

3) Measurement

  • Measurement problem: During class Suzy and Michael measured their binders using paper clips. Suzie’s binder was 18 paper clips long. Michael’s binder was 25 paper clips long. How many paper clips longer was Michael’s binder.


Conclusion:

  • As a class go over some possible answers for the problem on the board.

  • If students are done early they can play memory with the 10 cards.




Assessment

Assessment for:

-Students are assessed based on observational notes. Who is engaged in morning madness and who is participating?

-Assess students problem solving skills by looking at students morning madness books


Lesson Three: How to use a ruler and looking at centimeter
Date: Tuesday, February 7th Time: 90 minutes


Learning Outcomes

Materials

Students will…

  • C3 demonstrate an understanding of measuring length (cm, m) by -selecting and justifying referents for the units cm

  • Paint

  • Construction paper

  • Variety of objects in class

  • Ruler

  • Measuring in Cm Sheet

  • Potato Progress Sheet

  • Potatoes


Introduction: (10-15 minutes)

1) Ask all of the students to get out their rulers and to join you in the comfy corner

2) Read How Long or How Wide? Tell students we are going to learn about the metric system. From the story, who remembers some of the measurements from the metric system?

3) Ask students if they remember what a centimeter is. Have one of the students show the class. Then have all of the students raise their rulers and show you where one centimeter is. Where 10cm, 15cm, etc. is. Talk about how before we measure to find out the length in cm. we are going to estimate the length in cm.

Activity One: (25 minutes)

1) Have students estimate the length of different objects in the classroom.

2) Then ask students to go and measure those objects using their ruler. Record and share.

3) Students then are asked how they would measure those objects in cm without using a ruler. Use the word about for estimation.

4) Show students that their pinky is about 1cm wide. Have the students measure items with their pinky and compare to the measurement using a ruler.

Activity Two: Hand Ruler (20 minutes)

1) Have students measure how long their hand is and record at the top of their sheet.

2) Create Hand ruler using paint and paper. Measure objects using hand ruler.

3) Have students record and tell you the length of the objects they measured with their hand ruler using the knowledge of the length of their hand. (this can be done next class, so hand rulers can dry)



The purpose in this activity is to have students compare non-standard units to standard units. The purpose is to also look at the standard unit of a cm.
Activity Three: measuring our potatoes (15-20 minutes)

1) Talk about how we are going to measure and record how big our potatoes are.

2) Students Measure and record the length of the potato (we will compare that length with the new potatoes). Students measure the length of the eye and students measure and record the length of the tuber, if there is one. Use Measuring Potatoes Sheet to record information.

Conclusion: (10-15 minutes)

1) Ask students why we need to be able to measure things without a ruler.

2) Discuss with students that we will not always have a ruler with us and we may want to estimate the size of an object. This is when we can use non-standard units for measuring.


Assessment

Assessment for:

By observation and looking at the measuring in cm sheet students will be assessed on their understanding of measuring length by using rulers and referents for centimeters.











Extensions/Modifications

Cross Curricular

N/A


  • Science: measuring the potatoes that will be planted in science.


Lesson Four: Centimeters and Length
Date: Wednesday, February 8th Time: 90 minutes


Learning Outcomes

Materials

Students will…

  • C3 demonstrate an understanding of measuring length (cm, m) by -selecting and justifying referents for the units cm and m -modeling and describing the relationship between the units cm and m -estimating length using referents -measuring and recording length, width, and height

  • Rulers

  • Potato Progress Sheet

  • 5 classroom objects

  • Scales

  • Kg weights

  • Potatoes

Introduction: (15 minutes)

1) Go over what a centimeter is with the students. How can we figure out which book is longer without using a ruler. (use your pinky, compare the two). How can we figure out which book is longer without measuring.

2) Show students two objects and ask one student which object is longer. Ask the student to show how to compare the lengths of the object.

3) Now ask students which is wider. Have students show the class the width of the objects. If no one knows, show students the width. Ask students if an object is longer than another object does that mean it is wider as well?

4) Tell students that we are going to estimate and measure the length of different objects like in last class. This time we are going to measure the width as well.

5) Ask students how they can record their information: (graph, list, draw a picture with the numbers beside them). Students using loose-leaf record their information

Activity One: length, width and cm (30 Minutes)

1) As a class, students create a graph or list that they are going to use to represent their work. Object 1 is longer than object 2, etc.

2) Give groups of Students different objects. Have them measure which objects are longer by comparing lengths of objects. Students do the same thing for the width of objects.

3) Explain to students how to estimate. Have students measure the objects they were comparing and order them by length.

4) Remind students how to measure starting from 0 with a ruler.
Conclusion: (15 minutes)

1) Students share their results. Ask students which were closest in length and which ones were furthest away in length.


Activity Two: Kilograms, Weighing potatoes (30 Minutes)

1) Using a scale weigh an object using non standard units. (snap cubes)

2) Then compare the non standard units to kg (standard units).

3) Allow students to hold a 1kg mass.

4) Give students objects in a bag. Have students compare which objects were lighter than a kg and which were heavier.

5) Each week we will weigh our potato plants and estimate if any potatoes have grown. If weight does not change significantly then talk about how potatoes eat the soil so there is less soil and more potato.

6) Weight the potatoes on a scale. Have students record the results.


Assessment

Assessment for:

Use anecdotal notes to assess students understanding of measuring length and width using referents and rulers.

By looking at the potato progress sheet assess student understanding of weighing an object using kg




Extensions/Modifications

Cross Curricular

N/A


  • Science: measuring the potatoes that will be planted in science.



Lesson Five: Looking at Meters
Date: Monday February 13th Time: 45 minutes


Learning Outcomes

Materials

Students will…

  • C3 demonstrate an understanding of measuring length (cm, m) by -selecting and justifying referents for the units cm and m -modeling and describing the relationship between the units cm and m -estimating length using referents -measuring and recording length, width, and height

http://www.educationworld.com/a_tsl/archives/03-1/lesson029.shtml


Introduction: (10 minutes)

1) Talk to students about the length of the table again. Ask students if they know what the short side of the table is called (Width).

2) Have students estimate the width of the table if we know the length of the table. Ask the class what we decided we could use to measure the length of the table? (straws?) Ask the class whether they think we could use straws to measure the length of the room. What could they use that is larger?

3) Show students a meter stick. Ask students what it is. Ask students whether they know how many centimeters are in a meter stick.

Activity One: length, width and m (20 Minutes)

Looking at width and meters

1) Give groups of students a meter stick, a rod and a centimeter cube. Ask students how many rods are in a meter? How many cubes are in a rod? And how many centimeters are in a meter.

2) Give students worksheet with centimeters of length, width and height of objects. Ask students to convert to meters.

3) Have students measure the length of large objects around the class using meters.
Activity Two: Measuring Tubers (10 Minutes)

1) Measure the tubers to make sure that they are around 2.5 cm long. This way we know that they are ready for planting the next day

2) Students will record the length in their measurement notebooks.
Conclusion: (5-10 minutes)


Assessment

Assessment for:

Assess students understanding of measurement of meters by using anecdotal notes and by looking at the meters worksheet.





Extensions/Modifications

Cross Curricular

N/A


  • Science: measuring the potatoes that will be planted in science.

Lesson Six: Morning Madness

Date: Tuesday, February 14th Time: 40 minutes



Learning Outcomes

Materials

Students will…

A9 demonstrate an understanding of addition and subtraction of numbers with answers to 1000 by



  • Using personal strategies for adding and subtracting with and without the support of manipulatives

  • Creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically

A10 apply mental mathematics strategies and number properties, such as using doubles, making 10, using the commutative property, using the property of zero

A11 demonstrate an understanding of multiplication to 5 x 5

A12 demonstrate an understanding of division


  • White board

  • Dry erase markers

  • Morning Madness Journals


Introduction: Attendance

1) Using the graph for attendance, ask the students to make equations and put them on the board.


Morning Madness

Students do the following activities in their morning madness math journals

Teacher uses phrases and terms such as:


  • Pull the numbers apart

  • What number sentences can you make for 2300

  • Groups of: “4 Groups of 50”


1) Date

  • 14th: using the date students create as many number sentences as they can.

2) Equation


  • 1500: Students create as many number sentences that equal the number 2300.

3) Measurement

  • Measurement problem: A small paper clip is about 3 cm long. A large paper clip is about 5 cm long. How many of each paper clip would fit along a 30 cm ruler?


Conclusion:

  • As a class go over some possible answers for the problem on the board.

  • If students are done early they can play memory with the 10 cards.




Assessment

Assessment for:

-Students are assessed based on observational notes. Who is engaged in morning madness and who is participating?

-Assess students problem solving skills by looking at students morning madness books



Lesson Seven: Looking at Height
Date: Tuesday, February 14th Time: 90 minutes


Learning Outcomes

Materials

Students will…
  • C3 demonstrate an understanding of measuring length (cm, m) by -selecting and justifying referents for the units cm and m -modeling and describing the relationship between the units cm and m -estimating length using referents -measuring and recording length, width, and height

Green paper

Leaves


String

Meters worksheet

Potato progress worksheet




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