Lesson #1

Lesson Title: Measurement                                     

Grade: Five

Date: July 14, 2015

Curriculum Expectations:

1.      Using a variety of stages, estimate, measure, and record perimeter, area, temperature change, and elapse time.

Specific Expectations:

-          Solve problems requiring conversions from metres to centimetres and kilometres to metres

Materials:

• Laptop with access to Educreations
• Paper (if needed)
• Pencils (if needed)

 Before - Minds On

• Students will gather on the carpet
• Number Talk – on the wipe board, teacher will write on the board 356 x 26 … students will use student-generated algorithms to mentally solve the problem. When students have figured out the answer, they will give a thumbs up on their chest and remain quiet till all students are finished. Pick two/three students to show on the board how they got their answer. 

During - Working On It - Action

(Note – students had a period the day before where they were introduced to Educreations – worked in pairs to discover this new resource)

• Students will sign into their Educreations account and use the program to show how they would solve this problem
• Teacher will display the following question on to the board:

    Slater is 1.21 m tall, Kelly is 10.3 dm tall, and Zack is 131 cm tall.    

    Order the students from shortest to tallest. Who is the tallest? By

     how much? Explain       

• Students will need to show their thought process as well as provide an audio component explaining their thinking
• Teacher will remind students that they need to show their work so that the teacher is able to see their thought process

After

• When finished, students will submit their work to the teacher’s account
• Students will then gather on the carpet and the class will go through the process of solving the problem together. Students will have a chance to demonstrate the variety of ways of solving the problem 

Differentiated Learning

• Will provide a one-step problem solving question: Slater is 1.2m tall and Zack is 131 cm tall, order the students from shortest to tallest.
• Given the option of providing just the audio component or the visual aspect to explain their thought process