Classroom Video Project

Kara Walzel and Kim Wander

Feb. 14, 2011

Dr. Dillihunt

EDC 311

** **

**Classroom Background:**

- Mrs. Underwood and Mr. Brandon
- 5
^{th}grade - 13 students (accommodations for students will be noted later in lesson plan)
- Mathematics
- Teacher 1 (T
_{1}) – Kara Walzel - Teacher 2 (T
_{2}) – Kim Wander

**Abstract:**

** **The goal of this lesson plan is for students to discover how to apply simple mathematical facts to calculate the units in the metric system from one place value to the next.

**Timeframe**

** **30-45 Minutes.

**State Standards:**

Measurement and Data |

**Convert like measurement units within a given measurement system.**

Mathematics (2010) | |

Grade(s): 5 | |

Web Resources: |
0 |

Lesson Plans: |
6 |

18.) Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real-world problems. [5-MD1]

** **

**Learning Objectives:**

- Students will be able to recognize and convert units by different metric lengths.
- They will develop strategies to construct a mnemonic device that illustrates the metric system to help them with the converting process.

**Instructional Model: STAD**

The Student Teams- Achievement Divisions (STAD) model is a cooperative learning strategy that provides multi-ability teams with practice in learning concepts and skills (Eggen & Kauchak 2012, P. 104). The learning teams are heterogeneous in the sense that students are paired according to mixed ability, culture, gender, and ethnicity. Students will work on a basic skill presented by collaborating candidate teachers where they will accrue improvement points according to their performance level at the beginning, and then again at the end of the lesson via homework. This model is the best strategy for our lesson, because we are introducing a broad basic skill to our students.

**Pre-Planning:**

**Materials**

- Materials needed by students:
- Textbook
- Paper
- Pencils
- Materials needed by collaborating teachers:
- Powerpoint
**(T**_{2}) - Visual aids – “Mnemonic Device”
**(T**_{1})

**K**ing**H**enry**D**ied**U**nexpectedly**D**rinking**C**hocolate**M**ilk - Quizzes/Answer key
**(T**_{2}) - Homework Assignment/Answer key
**(T**_{2}) - Textbook
**(Mrs. Underwood)** - Writing Utensils

- Powerpoint

**Engagement and Hook: **

Teachers will ask students to volunteer in a class presentation where students will be given signs with the mnemonic devices. They will then line up in front of the class in order of the metric system. Students will be asked to read their sign aloud, and teachers will open a discussion on what the students think the phrase means. After having a few minutes of open discussion teachers will then uncover the meaning of the phrase, and explain the mathematical significance of the mnemonic device.

**Procedures**

**Teacher and Student procedure:**

- Before class teachers will prepare lesson accordingly by setting up the Powerpoint presentation via the Smartboard.
**(T**_{2}) - They will also draw on the whiteboard the mnemonic device so students will always have a reference point during the lecture.
**(T**_{2}) - Once students have arrived teachers will present their hook, and then present the Powerpoint.
**(T**_{1 }and T_{2}) - During the Powerpoint students will be prompted with examples, and asked to solve them with assistance from the teachers. After the presentation students will be given math problems to solve alone—this is where students will earn their first set of points.
**(T**_{1 }and T_{2}) - Teachers will monitor the students’ progress, and give help/scaffolding when needed.
**(T**_{1 }and T_{2}) - Now that students have attempted the skill on their own they will now work with their learning group that the teacher has pre-assigned. Students will then reteach to their peers the metric conversion skills which the teachers just presented in their lesson. Teachers will continue to monitor students’ progress.
**(T**_{1 }and T_{2}) - After the majority of the class gets done with the examples teachers will check work, and then assign homework to be turned in the following day—this where students will earn their improvement points.
**(T**_{1})

**Accommodations for students:**

- Students with exceptionalities:
- Student S – in special education (gifted)
**(T**_{1}) - Student J – high-performance autism
**(T**_{2}) - Student A, B, H, and P – ADHD
**(T**_{1 }and T_{2})

- Student S – in special education (gifted)

- Accommodations for students during the lesson follow in accordance with the IEPs that Mrs. Underwood has already adopted within the regular classroom setting.
- Student S – will receive less number of problems, but same level of difficulty.
**(T**_{1}) - Student J – will receive less number of problems, but same level of difficulty with more teacher assistance.
**(T**_{2}) - Student A, B, H, and P – will be paired with other classmates who are more patient and are more inclined in mathematics.
**(T**_{1 }and T_{2})

- Student S – will receive less number of problems, but same level of difficulty.

**Technology used:**

- Powerpoint
- Smartboard

**Assessment**

** **Assessment is evaluated through the students’ ability to recognize and convert units by different metric lengths from their practice problems in class and their homework. Improvement points will come from difference between their practice problems in class to their homework. During the monitoring phase of the lesson, collaborating teachers will have a checklist to reference that will help them accurately monitor each students’ individual success with the objective. Students will be able to illustrate the metric system through a mnemonic device by the use of a matrix.

**Reference:**

“ALEX – Alabama Learning Exchange.” Web. 07 Feb. 2012. <http://alex.state.al.us/index.php>.

Eggen, Paul D., Donald P. Kauchak, and Paul D. Eggen. *Strategies and Models for Teachers: Teaching Content and Thinking Skills*. Boston: Pearson/Allyn and Bacon, 2006. Print.