Boettcher Teacher Residency Lesson Planning Template

Name: Lindsey Kayne Grade Level: 1 Title of Lesson: weight in units Date Lesson Taught: 2.22.18

Identifying Standards and Desired Results

Content Area(s) (standard)
Mathematics. Standard 4 2.
Measurement is used to compare
and order objects and events
Standard(s) and Evidence Outcome(s) what is going to be taught.
Measurement helps to understand and describe the world such as comparing heights
of friends, describing how heavy something is, or how much something holds.

Unit Essential Question(s) Why do we measure objects? Lesson Guiding Question(s) question to frame the lesson
How can we measure objects using a balance?
Learning Target(s)
the weight of things can be compared and measured with non- standard unit.
Assessment/Progress Monitoring/Checks for Understanding Benchmarks
● ● students compare weight using terms light/lighter/lightest and heavy/heavier/heaviest/ as
what am I going to use to find out my students progress. heavy as .
● children learn to measure weight using a balance
exit ticket ● use the term unit when writing the weight of things
● arrange objects according to their weight
excel spreadsheet to track understanding and know who to conference with
https://docs.google.com/spreadsheets/d/11vDKjUleD33cQNEWM- Required beginning September 28 ( meets proficiency)
KXquKQfwT7PyQ5GoNlI73qupo/edit?usp=sharing

student work
https://photos.app.goo.gl/efanmYjhST47ZRbl2

Required beginning September 28

Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
What materials will I use? What will I say and do? Checking for Understanding Include language objectives for language
What will I have the students do? Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook answering questions and
fruit in the classroom. Which do you think is heavier? apples or banana? or clementine? making hypothesis based on
I think the apple is going to be heaviest- Ji
I think the banana is going to be heavy – S.P schema
The clementine is going to be the lightest- N
Now that we have our prediction, let’s use our balance and weigh our fruits.
- i put an apple on one side of the scale and a banana on the other, then I ask which fruit is heavier?
- Ar - the apple is heavier.
- I then take off each piece of fruit and then I put on the apple and the clementine.
- Which one is lighter?
- - Z- the clementine
- I then take off each piece of fruit and then put on the clementine and the banana.
- Which one is heavier?
- - P- the banana.
So what can we say about these pieces of fruit?
J- the apple is the heaviest, the banana is heavy, and the clementine is the lightest.

Mini-Lesson: Teach/Direct Instruction (Intro) 5 minutes

practice comparing weight of fruit and recording in journal. Weigh with hands instead of balance. Make hypotheses

Mini-Lesson: Active Engagement (We Do) Whole group 10 minutes 10/17 students participate in
Math Journal p. 16 in workbook whole group. Calling on
students who have not
participated in previous days
look at the pictures - 1 marble stands for 1 unit
write the correct answer-
1. the ___ are as heavy as the ____
- P- the apples are as heavy as the oranges?
How do we know that?
- becuase the scale is the same height on both sides. - Z
When we look at a balance scale, and the scale is balanced. Meaning both
sides are level. Or one side is not higher than the other side, we know that
the items are as heavy as each other. They weigh the same amount.

because this language can be tricky, we will spend some time talking about
what it means to be as heavy as something else.
2. the ___ is heavier than the ___
- the bread is heavier than the muffin- L
How do we know that?
- becuase the bread is touching the floor and the muffin is really high in
the air.
3. the ____ is lighter than the ____
the cup is lighter than the milk - Fr
Can you tell me why?
- because the cup is higher and the milk is lower.
So when we look at a scale, or a picture of a balance scale, we know the item
the is closwer to the ground or lower is heavier. And the item that is lighter is
going to be raised on the scale.
4. the slice of watermelon is ___ units
- 10 - W
What is our unit we are using to measure the weight of the watermelon?
- marbles.
so 1 unit is how many marbles?

- 1 - all first graders shout.

Mini-Lesson: Students record their this practice requires use
findings in exploration of thinking skills,
thinking cap in whole group notebook. comparing, and
1. have children look at the picture. Describe what they notice about bag sequencing.
a and bag b. Which bag is heavier? write hypothesis in journal.
Teddy- bag a is heavier because bag b has to have weights to make it even
I will ask students how they know by asking what would happen if we
removed the coins.
- if we took the coins away, bag b would make bag a go lower on the
scale. – S.P show of private thumbs
2. point out that the balance on which the turkey sits is tilted more than
the one on which the rabbit sits. Ask which is heavier the rabbit or the
turkey?
- the turkey is heavier. It is lower to the ground - E
3. Fill in question 3. - come up with guiding questions
- let’s arrange the boxes in order from lightest to heaviest.
- box a is the lighest - Ja
how do you know?
because it has the most cubes next to it.
Which box comes next?
b - Fi
How do you know.

because box b only has 3 cubes and box c doesn’t have any cubes so box c is
the lightest.

Show me a thumbs up if you think box b comes next and that box c is the
lightest

all first graders show a thumbs up

Work Time (We Do and/or You Do) 10 minutes working in small groups.
thinking cap in small groups workbook pages 17-18 some students work
independently while 2
groups work together
with me and Mrs. Ross

Debrief/Closure: exit ticket

exit ticket- name a fruit that is heavier than a grape? name a fruit that weighs less than a pineapple?
ar- apple, grape
as- cherry, banana
e- orange, apple
fi- apple, pear
fr- banana, grape
fre- apple, orange
g- orange, orange
ja- apple, banana
J.R. - clementine, apple
Ji- lemon, grape
L- watermelon, apple
M- orange, banana
N- apple, orange
P- apple, grape
T- watermelon, apple
W- honeydew, pear
Z- apple, banana

Evidence of Learning and Reflection

Data Analysis: Required beginning
October 12
● What does your formative/ students are able to use term light, lighter, lightest and heavy, heavier, heaviest. Students are able to use a balance
summative evidence tell you about scale to measure weight. students understand what a unit is and how to use it to measure weight. All students were
student attainment of the learning able to provide me with correct answers to response of exit ticket before recess. This tells me students are able to
target and alignment to your properly use terms to describe the weight of items.
benchmarks?
● How many students meet the
learning target according to your
benchmark? How many did not?
● What are the gaps or challenges
for students who did not meet the
target?
Reflect on Practice Using fruit and a familiar item was helpful as students were able to use their schema about what they already know
● How did the lesson go? What is about fruit to predict which would be heavier or lighter. using a balance scale and doing our warm up all together
informing your thinking about the helped as students were able to physically see the scale move as opposed to just looking at a picture. Also, splitting
lesson? kids up in small group to work on thinking cap was helpful as me and Mrs. Ross were able to provide support for
● What worked well within the students who needed it most and students who were able to work independently could get through the assignment at
lesson?
their own pace. I think that this lesson was a bit boring with too much book work and not enough hands on activity.
● What are some things you would
change about the lesson? The pacing was challenging as students who are working independently finished faster and I did not have an
● How has this experience helped extension activity prepared. Therefore, I had them play math games until we were all finished. If students are not
shape your understanding about engaged, they will be more disruptive and bored. It is much harder to learn when you are bored. Areas of growth are
teaching and learning? that I was able to divide my time up to make sure I conferenced with sturggling students
● Based on this lesson, what are
some areas of growth?