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Measurement Unit Plan

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236 views5 pages

Measurement Unit Plan

Uploaded by

api-443252259
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Mathematics Planning For Learning Topic Planner

Learner context
Topic: Mathematics
Topic Focus: Measurement
Level of schooling: 5/6

What is the learning focus?


Concept(s):
-Measurement involves comparison of an attribute of an item or situation with a unit that has the same attribute.
-Meaningful measurement and estimation of measurements depend on a personal familiarity with the unit and item being measured.
-Measurement instruments are devices that replace the need for actual measurement units. It is important do understand how measurement instruments work.
-Area formula provides a method of measuring these attributes by using only measures of length.
Skills ie manipulative, algorithmic, procedural, conventions (mathematics only):
Measuring
Use of measuring instruments
Data recording
Ability to calculate formulas

Lesson 1

Beginning

-Teacher explains there are two types of measurement (formal and informal).
-Ask students if they know the difference between the two. Explain formal measurement is the use of units (ie; cm’s, mm’s, etc) and informal is
the use of objects and items that may be used to measure certain areas, perimeters, length, etc.
-Explain to students that today they will be using informal measurements to measure items around the classroom.
-Show example of using glue stick to measure cover of book.

Middle
-Student’s have 25-30 mins being measuring three items around the room.
-Teacher walks around asking thought provoking questions of students.
-If student’s complete task early ask them to shade in the full units, half units and quarter units in different colours.

End
-Teacher brings students back on the floor to discuss results.
-Ask students what they measured, what they used to measure and their results.
-Compare results with other students.

Resources
-Maths Book
-Pencils
-Informal objects to measure (glue sticks, geoshapes, etc)

Assessment
Teacher marks work using anecdotal notes, etc.

Lesson 2

Beginning
-Recap last lesson on informal measurement.
-Ask students what the difference between informal and formal measurement is again.
-Explain today they will be using formal measurement to measure objects around the room.
-Ask how students would measure the perimeter of an object.
-Explain that for each item measured they need to find out the area and perimeter.

Middle
-Student’s begin measuring objects around the room using a ruler. Each time recording the data in CM form.
-Student’s assist other students when needed.
-Teacher asks thought provoking questions of students.
End
-Teacher brings students back on floor and begins discussion of results found by students.
-Ask student’s what other units could they measure the perimeter in (mm, etc).

©Mathematics and Science Planning for learning topic planner


Developed by the Studies in Science and Mathematics Education team: Mike Chartres, Kathy Paige and David Lloyd
-Ask student’s if they know the correct formula to find out the area of an object (LxW).
-Explain the formula to students.

Lesson 3

Beginning
-Teacher asks students to sit on the floor.
-Begin by recapping final lesson
-Ask students if they remember the formula for area.
-Tell students that this time they have the opportunity to measure the area of objects around the classroom.
-Explain that once they’re confident with this process they can go outside and start measuring bigger objects.
-Explain to set it out the exact same way they have been doing previous (title, diagram, working out, answer, statement).

Middle
-Student’s begin measuring objects around the room.
-Student’s use L x W to work out the area of the object they are measuring.
-Teacher checks on students and assists them with needed.
-Teacher asks thought provoking questions.

Ending
-Teacher brings the class back on the floor.
-Asks students for some of their results.
-Teacher constantly reminds students of the formula required.

Lesson 4

Beginning
-Teacher asks students to recap what they have learnt so far.
-Teacher guides the discussion to the formulas provided for both perimeter and area.
-Teacher explains that today students will be under test like conditions.
-Students are to complete a worksheet created by the teacher. Working out is allowed to be completed in their maths books.
-Teacher reinforces the fact that this is under test conditions (ie; no talking, helping, etc).

Middle
-Student’s complete the test in the allocated timeframe (around 20-25 minutes).
-If students complete earlier they are free to go on with other work.

Ending
-Regardless of whether students have completed the test or not they are to hand up what they have completed to the teacher.
-Teacher creates a discussion on some of the key problems that students faced during the test (formulas, addition, multiplication, etc).

Lesson 5

Beginning
-Teacher asks students questions about what they have been learning about in the previous weeks,
-Teacher asks students if they can tell them the formula for both area and perimeter.
-Teacher explains that it is L x W, P=L+L+L+T, etc.
-Teacher explains the correct way to show working out on the interactive whiteboard.
-Teacher poses area and perimeter problems on the board for students to solve.

Middle
-Student’s begin working out the problems on the board using the correct method shown by the teacher.
-Students are expected to work in a quiet manner.
-Students are able to assist other students when needed.

Ending
-Teacher brings students back on to the floor.
-Teacher asks students to help him with some of the answers.
-Students tell teacher what answers they managed to get and how they worked it out.
-Teacher ensures the method previously shown has been used.

©Mathematics and Science Planning for learning topic planner


Developed by the Studies in Science and Mathematics Education team: Mike Chartres, Kathy Paige and David Lloyd
©Mathematics and Science Planning for learning topic planner
Developed by the Studies in Science and Mathematics Education team: Mike Chartres, Kathy Paige and David Lloyd
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? Who leads the assessment? When will you assess? How will you record your
assessments?
-Students ability to understand -Constant anecdotal notes throughout the unit via -Anecdotal notes will be assessed -Marking Rubric
concepts relating to area and marking students work in their maths book. throughout the entire unit.
perimeter. -Microsoft Excel
-Test (exam conditions) on area and perimeter. -Test will be held in either the 6th or 7th
-Students ability to work lesson in the unit.
collaboratively with each other.

What are the forms of feedback provided for each student about his / her learning?

-One to one conversations with students.


-Anecdotal notes in maths book.
-Test results.

Links with the Australian Curriculum, Assessment and Reporting Authority (ACARA) Australian Curriculum
Strand: Measurement and Geometry
Sub strand: Using units of measurement.
Year level, content elaboration and general capability that frames this topic:
-Compare the areas of regular and irregular shapes by informal means (ACMMG087)
-Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
-Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
-Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)

Teacher Resources (What has informed your planning, background knowledge, learning experiences, discussion of student understanding?)
Skamp
Van de Walle
Faire and Cosgrove
Mcinerney & Mcinerney

Student Resources (Resources that engage students with the learning)


Rulers
Counters
Maths Book
Pencils
Pens
Trundle Wheel.

Teacher Evaluation (How effective have you been?)


To consider:
What worked?
What didn’t work?

©Mathematics and Science Planning for learning topic planner


Developed by the Studies in Science and Mathematics Education team: Mike Chartres, Kathy Paige and David Lloyd
Was it worth learning? Why and why not?
How were the skills integrated into other learning areas?
How was the learning shared with others?

©Mathematics and Science Planning for learning topic planner


Developed by the Studies in Science and Mathematics Education team: Mike Chartres, Kathy Paige and David Lloyd

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