Lesson # 5

Grade Level: 4th

Instructional Model: Sheltered Math ESOL

Semester & week: 1st semester, 2nd quarter

Lesson Title: Measurements & Cooking Conclusion

STANDARDS & REQUIREMENTS
MCC.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
CCGPS or GPS
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of
Standard(s)
size 1/b.
MCC4.MD.1. Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two column table.

Differentiation

RESOURCES
Academic Language

We will not be using any new academic language or vocabulary for this lesson.

Language Functions
Language Vocabulary
Materials

I will differentiate for the students being English language learners by scaffolding
their understanding of measurements throughout the week, and by modeling what they
are expected to do. I will differentiate for the students individual needs through the
level of assistance I give them in completing the tasks.

Understand & know

No new vocabulary will be introduced.
The cooked pies, plates, forks, a knife, napkins, the Promethean board, math journals,
and folders to put the portfolios in.
We will use the Promethean board to project the pie chart on.

Technology
LESSON PROCEDURE
Enduring
I want this whole weeklong unit to have prepared the students for next weeks unit on
Understanding
fractions and cooking. I want them to be confident in their abilities, and to be able to see
how math applies to their real lives.
Essential Question(s)
What do you need to know in order to cook or bake something? Why is knowing about
measurements so important in cooking?
Students will make a pie chart based on their pie preference. Students will discuss their
Lesson Objectives:
preferences. Students will make a portfolio of what they learned over the week. Overall,
Content objective &
students will have learned about measurements and how they are used in cooking.
Language objective
Students will make a pie chart based on their pie preferences. Students will make a
portfolio of the work they did over the week.
Students will make a pie chart by going up to the Promethean board and marking one of
the slices in the color of the apple pie they preferred. Then they will copy the pie chart
into their math journal. Students will make a portfolio of what they learned over the
week by pulling from every activity that they did.
Assessment Link
The main assessment of the lesson will be the summative assessment of the portfolio.
This will be a great way to judge not only if they have learned the content, but also how
much they were engaged in the lessons.

Introduction to Lesson

I will have baked the apple pies in the period before class, and they will be ready for
tasting. The students will taste each others apple pies, and be trying to think about
which one they like best.
This will take 10 minutes.

Specify:

Teacher Activities: I will bake the pies before class and cut the slices.
Student Activities: The students will try the pies and talk about them with their classmates.
*Assessment: Students will be informally assessed by their participation.
Body of Lesson

For the body of the lesson, the students will vote on which pie they liked best. We will
make another pie chart with 8 slices to represent their choices, and then compare it to the
pie chart from Monday to see if their preferences were similar. They will copy these pie
charts down in their journals.

Specify:
This will take 25 minutes.
Teacher Activities: I will guide making the chart on the Promethean board.

Closure

Specify:

Student Activities: The students will participate by marking their preferences on the pie
chart and making a drawing of it in their math journals.
*Assessment: They will be formatively assessed while they are doing the activities. If they
seem confused, then we will spend more time going over it.
For the closure of the lesson, the students will make a portfolio of the work that they did
throughout the week to be turned in for a grade. This will include all of the vocabulary
notes they took in their math journals, the recipes they made/used, the conversion chart,
their two tickets out the door, and the pie charts. The grade will be based mostly on
completeness and effort, but will also be graded for accuracy.
The closure should take 15 minutes.
Teacher Activities: I will pass out the folders for the portfolio, and go over which items are
expected to be in it.
Student Activities: The students will make their portfolios.
*Assessment: This is a summative assessment of all of the work they did throughout the
week.

*ASSESSMENT
Evaluation

I will know that the students have learned what I intended them to learn through my
observations, and by looking over their portfolios.