Jon A. Beck Math Term IIIDraft 2 What, How, Why.

What What I strive for my students to learn from this lesson is applying their knowledge of fractions to a practical and challenging real-life problem. Another aim of this lesson will be students engaging in estimation. My sixth grade class uses Prentice Halls PA Mathematics Course 1 textbook and we are on chapter 4.6. Ive noticed that many of the students have struggled with a few problems in which they have to apply their knowledge of fractions to contextual, real-world problem, usually integrating elements of measurement. Its not clear to me if the students are able to translate what seems to be a strictly symbolic knowledge of fractions to a modeled fraction problem. (Chapin & Johnson) The class, as a whole, has struggled with understanding increments of a ruler, and how they relate to fractions. In one problem from our text, I checked all students work, two students of over twenty came to a correct solution. I believe that students are unable to make the connection of the spacing of increments between inches on a ruler and furthermore how a point on a ruler, or measurement can be represented in terms of a fraction with a numerator being the point, and the denominator representing the total amount of increments in a measurement system. The students must understand how the numerator and denominator of a fraction relate to a fraction as a measurement. Students will need to demonstrate understanding of the denominator representing the total increments within a unit of measurement (12 inches in a foot) and the numerator representing how many single increments make up a given measurement (how many inches). How I plan to implement various types of instruction and pedagogy throughout this lesson with one central, hands-on activity for my students. The students will also be

engaging in a conversation (or discourse) as related to my inquiry question for the term 3 assignment. Students will begin this lesson by brainstorming units of measurement. Within this first portion of the lesson, I will guide the group as students will put units of measurement in order of smallest to greatest. The second portion of the lesson focuses on estimation. For this part of the lesson, I will implement discourse as the students will be sharing their answers and responses to their estimates of the size of the shoelace. The bulk of the lesson will focus on measurement and the students will make sense of the fractional meaning of feet, inches, and rulers. The final, wrap-up, portion of our lesson will assess the students ability to apply what they learned about units of measurement. Why? The students will be guided use repeated addition as well as modeling fraction multiplication in this lesson as my chief aim is to build these skills and furthermore assess them. I know that many students can simply multiply given fractions, but its unclear to me whether they actually understand contextualized arithmetic and can relate it to non-symbolic equations. Its important to note that this lesson covers models of fractions and not simply symbolic equations. (Chapin & Johnson). The students have been working with fractions in the form of symbols, but there has been very little work with contextualized problems or problems in which fractions are represented as models. I crafted this particular lesson to answer the question posed by Chapin and Johnson regarding, How can we connect symbols and the models? I believe that estimation and approximation is a skill that is not only greatly applicable to their work (and specifically test taking skills), but its a real-life skill that is undeniably relevant to everyday life. During the science portion of my Term 2 assignment, I asked my student to estimate the length of a particular plastic spoon. He came to the conclusion that it was probably about 10 inches. The spoon was closer to about 5 inches in length. Jason is one of the top students in the class, and it was clear to me that he never encountered problems that involved estimation. I believe that the measuring portion of this lesson will be a nice change of pace for the students as they are used to spending their math lessons reading from a math textbook and doing independent work.

Tasks Students will engage in a conversation/brainstorm of units of measurement. Students will estimate the length of a shoelace. Students will measure the shoelace. Students will complete a worksheet with questions regarding the length of the shoelace. In this lesson students will work on model fractional computation. Discourse One central focus of this lesson is the students engaging in a conversation and discourse regarding their estimations, units of measurement, measuring and the relation between inches to a foot and how that is related and can be depicted in fractional form. Tools Pencils, paper, a white board/chalk board, individual white boards, white board markers, one 12 inch ruler, one 8 inch ruler, one 14 foot rope, post it notes. Norms Students are very familiar with working in small groups, and furthermore they are familiar with what is expected of them and what is appropriate behavior within small group work. The students are well versed at raising their hands and not calling out. I will need to remind them that even in this small group setting, that will be an expectation.

The Lesson Plan To be executed during the week of: November 20th 11:15am Goals/Objectives: Students can identify the connection and relation between units (or inches) on a ruler and how that can be represented as a fraction. Students will be able to estimate lengths.

Students will be able to accurately measure the shoelace using a ruler. Common Core Standards: CC.2.4.5.A.1 Solve problems using conversions within a given measurement system.

Materials and preparation Pencils, paper, a white board/chalk board, individual white boards, white board markers, one 12 inch ruler, one 8 inch ruler, one 14 foot rope, post it notes. Classroom arrangement and management issues Its not clear as of right now what space will be available for me to use for this lesson. The next-door classroom is typically available during the afternoon (which is when this lesson is planned for) but I will need to look into that. The alternative spaces are outside the classroom, which has a large table and chairs (and we can bring a large white board out there) or we might be able to use a section of the library. One potential issue, depending on the location will be the outside distractions, especially if we are in the hallway. I believe the lesson being more hands on should help keeping the students engaged. One strategy Ive used in working in the hallway space is focusing on keeping the outside students (not in the group) away from the students I am working with. I will tell the students that they are expected to be engaged within the small group setting and do their best to ignore any outside disruptions (particularly if we are in the hallway).

Lesson Plan: Introduction/HookUnits of measurement For the transition, students will be asked to bring their math notebooks, and a pencil with

them for our small group lesson. 3 min For the hook of this lesson, as the students get settled into our location, I will give each student 5 post it notes. I will instruct the students to write their name on each post it note and on each post it note please write down one unit of measurement. I will follow up by saying, if you cannot think of 5 units of measurement, that is okay. Please write down as many as you know. I will give the students 2 minutes to complete this task. 3 minAs the two minutes concludes, I will have all students come up and put their post it notes on the board. I will ask the students to help me to align all post it notes in order of size from smallest to largest. They must raise their hands in order to get called on, and I will put the post-it notes in the order that they instruct me to. 4 minTo conclude this portion of the lesson, I will ask the students what do you know about the relationship between inches and feet This will get them to start thinking about a focus of our lesson the relationship between inches and feet. My aim for this short conversation is to get students to make the connection that a foot is equal to 12 inches. 6th gradersand this group of students in particularshould be able to make this connection. If not I will pass out a 12 inch ruler for them to investigate the question how many inches are there in a foot? Now we will have units of measurement as a reference throughout the lesson, and we will proceed to the next portion. Estimating 4 minI present the students with the shoelace for our main activity and I will hand them each two more post it notes and I will instruct them to write down your estimate for the

length of the shoelace. On one sticky notes write down your estimate in inches, and on the second sticky note, please predict the length of the rope will be in feet. Not only will this allow me to assess whether the students have any pre-knowledge about the relation of inches-feet, but it will also serve to capture their attention and get them excited for the lesson to come. Clearly if they have a solid understanding of 12 inches equaling 1 foot, then their inch estimate post-it note should be 12 times greater than their foot estimate. If not, we can return to our last section where we came to the conclusion that 12 inches is equal to 1 foot and how that should have stayed true for their estimates. 5 minPlease tell the rest of the group how you came to the answers that you did. -Each student will have the opportunity to share their reasoning. -We will engage in a conversation regarding meaningful estimates. I will tell them some strategies I use to estimate the size of items. I know that the length of my pinky to thumb (when stretched out) is 9 inches, I know my height which I know is between about 5 and a half and six feet, I know the length of a football field is 100 yards.

Main ActivityShoelace- Measuring 20 minutes At this time I will present the students with their individual worksheets and I will read aloud the instructions for this activity. Before moving onto the worksheet, I will pass around the 8 inch ruler to all of the students. -Tell me about this ruler. How does it compare to a regular ruler? I would like to guide the conversation towards a conclusion that this ruler is 2/3 the length of a 12 inch ruler. After two minutes of discussion, I will have the students commence the first portion of the worksheet. Please give me a thumbs-up when you have completed the first 4 questions of the

worksheet. Once all of the students have finished this portion, I will then have the students begin the main activity of measuring the shoelaceand the second portion of the worksheet.

Wrap-up discussionBack to units of measurement 5 minStudents, please take out your white boards. Im going to name an object or thing, and I would like you to write on your white board what unit of measurement you would use to measure that object or thing. If you were to measure a ____(below), what units of measurement would you use? In your proposed unit of measurement, how long do you think this item/object is? Write down your answer and be prepared to answer why. -The chalkboard of the classroom -The height of a basketball hoop -A dollar bill -A football field -A piece of chalk

Pre-assessment Students can list 3+ units of measurement. length. Pre-assessment students can adequately estimate Students can explain how the 8 inch ruler compares to a foot-long ruler.

Student participates in measuring.

Student show understanding of units of measurement and estimation (final portion)

Misc Notes

Student Name: