Jessica D’Auria
Liter and Milileter
Standards that are elicited by the lesson
Objective of the lesson
Procedure of the lesson
Assessment of the lesson
Standards:
- CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2
Objective:
- Students will be able to properly identify the appropriate measurement unit as well as estimate the capacity using milliliters or liters.
Procedure:
- Teacher will transition from media center to Math by having students put their library books in their backpacks and have them sit quietly at their desks.
- The teacher will then call the students to the carpet by tables. Tables will show they are ready to transition to the carpet by sitting quietly at their desks.
- Once students are seated on carpets the teacher will explain the difference between liters and milliliters (1L = 1,000 mL)
- The teacher will then show the SMARTboard slides of what a liter is and then what a milliliter is.
- The teacher will then show a video on understanding volume with milliliters and liters. (http://learnzillion.com/lessons/1270-understand-volume-and-how-volume-is-measured)
- The teacher will then write out on the board that 1 liter is equal to 1,000 milliliters as well as write the abbreviations for the units of measurement.
- The teacher will do three sample problems with students as a group. Once the problems are complete the teacher will ask if the students have any questions.
- Once any questions are answered, the teacher will ask students to work in partnerships with whiteboards. The teacher will have one student in partnership take a worksheet and the other get two whiteboards and a tissue. The students will then spread out around the room and work together on the worksheet.
- While students work, the teacher will go around the classroom and work with students to check for understanding.
- If there are certain questions are causing several students problems, the teacher will go over these questions as a whole class.
- Also, if students finish the first worksheet quickly, the teacher will have a second for those who finish early to complete.
- When the class period is over, the students will put away their markers and whiteboards and show they are ready for the next class period.
- This lesson is differentiated because of the individual work. It allows students who need more time on problems the time they need and students who need less time to move at the pace they are comfortable at. The worksheet has moderate and challenging problems that also allows for differentiation. Students who need help with challenging problems can receive it while students who do not can solve problems on their own as well as help their peers.
Assessment:
- This lesson will be assessed informally. This informal assessment will be the teacher walking around the room and discussing the problems with individual students. The teacher will assess whether or not the objective of the lesson is met by the execution of problems demonstrated by students. The lesson will also be assessed more formally the following day when going over the assigned homework. Based on the questions students have, the teacher will assess whether they met the objectives to appropr
Liter and Milileter
Standards that are elicited by the lesson
Objective of the lesson
Procedure of the lesson
Assessment of the lesson
Standards:
- CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2
Objective:
- Students will be able to properly identify the appropriate measurement unit as well as estimate the capacity using milliliters or liters.
Procedure:
- Teacher will transition from media center to Math by having students put their library books in their backpacks and have them sit quietly at their desks.
- The teacher will then call the students to the carpet by tables. Tables will show they are ready to transition to the carpet by sitting quietly at their desks.
- Once students are seated on carpets the teacher will explain the difference between liters and milliliters (1L = 1,000 mL)
- The teacher will then show the SMARTboard slides of what a liter is and then what a milliliter is.
- The teacher will then show a video on understanding volume with milliliters and liters. (http://learnzillion.com/lessons/1270-understand-volume-and-how-volume-is-measured)
- The teacher will then write out on the board that 1 liter is equal to 1,000 milliliters as well as write the abbreviations for the units of measurement.
- The teacher will do three sample problems with students as a group. Once the problems are complete the teacher will ask if the students have any questions.
- Once any questions are answered, the teacher will ask students to work in partnerships with whiteboards. The teacher will have one student in partnership take a worksheet and the other get two whiteboards and a tissue. The students will then spread out around the room and work together on the worksheet.
- While students work, the teacher will go around the classroom and work with students to check for understanding.
- If there are certain questions are causing several students problems, the teacher will go over these questions as a whole class.
- Also, if students finish the first worksheet quickly, the teacher will have a second for those who finish early to complete.
- When the class period is over, the students will put away their markers and whiteboards and show they are ready for the next class period.
- This lesson is differentiated because of the individual work. It allows students who need more time on problems the time they need and students who need less time to move at the pace they are comfortable at. The worksheet has moderate and challenging problems that also allows for differentiation. Students who need help with challenging problems can receive it while students who do not can solve problems on their own as well as help their peers.
Assessment:
- This lesson will be assessed informally. This informal assessment will be the teacher walking around the room and discussing the problems with individual students. The teacher will assess whether or not the objective of the lesson is met by the execution of problems demonstrated by students. The lesson will also be assessed more formally the following day when going over the assigned homework. Based on the questions students have, the teacher will assess whether they met the objectives to appropr