daemen college edu 327/518 · amanda siuda 5/2011 2 learning content purpose/ rationale measurement...

Amanda Siuda 5/2011 1

Daemen College EDU 327/518

Teaching to the Standards

Final

Name: Amanda Siuda

Location: Buffalo, NY

E-Mail: [email protected]

Current Teaching Position: Student Teaching Grade 1

School District Name: Amherst Central Schools

School Name: Smallwood Elementary

School Address: 300 Smallwood Drive

Amherst, NY 14226

School Phone: (716) 362-2100 Title of Learning Experience: Measuring With Non-Standard Units Grade Level: First NYS Standard: Mathematics Process Strand: Measurement Performance Indicator: I.M. 2

Use non-standard units (including finger lengths, paper clips, students’ feet and paces) to measure both vertical and horizontal lengths Performance Indicator Level Being Assessed Through This Learning Experience:

Elementary/Beginning Level

Peer Review Date: March 24, 2011 Peer Review Focus Question: How could literature be incorporated into this LE?

mailto:[email protected]


Learning Content Purpose/ Rationale Measurement is an important daily process that is essential for students to learn. The earlier students are aware of the strategies and processes available with measurement; the earlier students will be able to use the strategies of measurement in their real lives. If students are able to connect the idea of measurement with real world experiences and objects, then the students have a personal purpose for learning the material. Additionally, when students are able to make a personal connection to the material that they are learning, it is evident that they are more motivated to learn and more likely to remember the material because it was made into something personal for them. Enduring Understanding

Accurate measurement can be done with non-standard units. Essential Question

What strategies are important in order to get an accurate measurement? Guiding Questions

What is the most common way to measure objects?

What are a few popular tools used to measure?

Where do you begin when you start to measure an object?

Where do you end the measurement length of an object?

What is important to remember while measuring to get an accurate measurement?

How would you get the most precise measurement?


Congruency Table: Level: Elementary Grade Level: First New York State Learning Standard: MST Standard Area: Mathematics Standard: Standard 3 - Mathematics Content Strand: Measurement Strand: Students will determine what can be measured and how, using appropriate methods and formulas. Band: Units of Measurement Performance Indicators/Core Guide Information

Instructional Task (what the standard means in your own words)

Learning Objectives

Student Work

Assessment Tool

I.M.2 Measure using non-standard units

With limited assistance from peers and the teacher measure the length of different fish provided during guided practice --------- Working in pairs TSWBAT measure the length of the fish in the independent practice using non-standard units. --------- As a class TSWBAT communicate and reason solutions to measuring challenges.

With assistance from peers and the teacher TSWBAT accurately measure the length of various fish using non-standard units; color tiles. --------- In pairs TSWBAT accurately measure fish during independent practice using the color tiles; non-standard units. --------- As a whole group TSWBAT reason and contribute “challenges” and “tip” of measuring fish after hands-on experience.

A completed transparency data table representing the measurement of each fish on the overhead transparency. --------- A completed worksheet where a fish was measured using non-standard units --------- Verbally participate by sharing ideas of “challenges” and “tips” for measuring process.

A teacher- made rubric: “Non-Standard Unit Measuring Rubric” will be used to assess student’s ability to measure a fish with color tiles including; -Placement and accuracy of non-standard units -Correctly recording the measurement non-standard units -Unit specifics of recorded fish length data -Use of correct grammar in written responses


Class Background This learning experience was conducted during my student teaching placement at Smallwood Elementary in Amherst. In this general education first grade classroom there were 22 students consisting of 11 boys and 11 girls. While I was working with my cooperating teacher, I used the Classroom Rules and Classroom Procedures which are located in Appendices A and B. This classroom has four students who get pulled out three times a week for reading intervention services. Additionally, two students are taken out of the classroom for speech therapy daily. One of the students is involved with both reading and speech services.

Overview of What Students Need to Know Prior to Implementation

Demonstrate where to begin and end a measurement length

How to count color tiles

Recording measurements properly

Identify strategies to acquire an accurate measurement During Implementation

Identify that the fish is longer than (4) four color tiles

The measurement has to include a (½) half representation

Identify that the fish is not quite (5) five color tiles long After Implementation

4 color tiles is less that 4 ½ color tiles, but 5 color tiles is more than 4 ½ color tiles.

The most accurate measurement for the given fish is 4 ½ color tiles.

The answer to the measurement can be written by labeling the amount of color tiles as well as explaining with a complete sentence.


Assessment Plan Diagnostic In order to assess what skills the students already have, each student is given a Pre-Assessment, Appendix D, which will take place before the date of the actual LE. The pre-assessment requires the child to measure various lines with color tiles. Prior to this pre-assessment activity, the students have been exposed to the skills of measuring. However, the students have not been presented with such depth of accuracy and reasoning regarding the measuring process. The students are now asked to explain their answer. The lines of this specific pre-assessment are labeled A-I. The assignment focuses on whether the student possesses the understanding of where to begin and end a measurement. In addition, the pre-assessment provides the teacher with information of whether the students have the background knowledge of ½ of a unit. The teacher looks at the data graph at the bottom of the page to see how many the students answer correctly. Formative During the modeling and guided practice portion of the learning experience, the students work in pairs at their desks. After the daily discussion regarding accurate measurement techniques and the overhead activity, each student is asked to volunteer to measures the given fish displayed on the overhead using the non-standard unit of color tiles, Appendix H. The teacher does not specifically mention to measure using a ½ of a color tile; the assessment is to see whether the students recognize that the accurate requirement directly relates to the most specific measurement. While the student is measuring the fish on the overhead, the other students watch to see if the volunteer is correct, or if they need assistance. The teacher performs this particular activity to see which students exhibit the need for further explanation and to assess individual measurement techniques. As each fish is measured from the transparency, a data table is kept regarding the measurement of each fish, Appendix I. Summative The students use their measurement strategies to complete the measurement process on the worksheet, Appendix F. The students work in pairs or individually at their desks; however, each student must complete their own copy of the worksheet to hand in. Each student is given a bag with 10 color tiles and 10 cubes, a Measuring Fish Assessment worksheet (Appendix F), and a pencil. The teacher reads the directions aloud, and reminds the students to be sure to record the most accurate measurement for the fish. This process specifically includes the written explanation of the child’s thought process regarding the measurement of the fish. If the student is able to display the understanding and provide an explanation for the measurement process, it can be assumed that the child thoroughly understands the concept of measurement. After the students have completed the assessment worksheet, the teacher collects the worksheet: Appendix F, and scores the students’ work based on the teacher created rubric “Non-Standard Unit Measuring Rubric.” The rubric will be used to assess the student’s ability to: place the units correctly during measurement, measurement accuracy, unit specifics, and written grammar.


Key Vocabulary Non-Standard Unit- a unit that is used to measure an object that is not a typical measurement instrument. Measurement- a system used to determine the size or length of an object using a particular unit. Accurate- a correct or precise representation Label- the correct unit to the measurement that was identified

Scoring Rubric

Each of the rows in the “Non-Standard Unit Measurement Rubric” are aligned to the NYS Standards. Each column reflects the skills of a portion of the lesson where each student has a chance to meet the requirements of the NYS Standards regarding this specific measurement learning experience. The student received fewer point if the standard is not achieved in a successful manner. The maximum amount of points for this rubric is 16 points.

The rubric looks at grammar as well as the process of measurement. In relation to other semester grades, this rubric will reflect the importance of correct grammar and the skill of correctly following directions.

The students know that it is a goal to “aim for green” on a rubric. This statement means that they are working to receive a grade where they succeeded to score all sections in the green star column. This is a goal for each student.


Student Score:

/16points

Non-Standard Unit Measurement Rubric

Name________________________________________ Attribute Level 4 Level 3 Level 2 Level 1

Unit Placement

and Accuracy

_____/4

(Weight x1)

Lines up tiles one after another

and starts measuring at the

nose of the fish and stops

placing tiles down at the end of

the tail in a straight line.

Starts measuring at the nose

of the fish and stops placing

tiles down at the end of the

tail but lacks a straight line

of tiles.

The units are lined up across

the length of the fish but the

tiles may not begin or end at

the correct location. Gaps

are present between the

color tiles.

Placement of tiles during

the measurement process

may not extend over the

entire length of the fish and

begin/end incorrectly.

Gaps are present.

Recorded

Measurement

_____/4

(Weight x1)

The units are correctly counted

to record the length of color

tiles in the space provided with

labeled units.

The units are correctly

counted but the answer is

not labeled with the units, or

is labeled incorrectly.

The measurement given is

incorrect; however, the

correct unit was provided.

Both the measurement and

the units are given

incorrectly in the space

provided.

Unit Specifics

_____/4

(Weight x1)

The same unit is used for the

entire length of the fish and has

a method for indicating partial

units if necessary.

The same unit is used to

measure the fish but was

not able to indicate how to

account for partial units.

A combination of units are

used to measure, but has a

method for indicating partial

units if necessary.

A combination of units are

used to measure and there

was no recognition for the

indication of partial units.

Written

Grammar

_____/4

(Weight x1)

A complete sentence is used to

explain the thought process of

the measurement. The

sentence also begins with a

capital letter and ends with a

punctuation mark.

A complete sentence is

used to explain he thought

process but the sentence

lacks either a capital letter

at the beginning or an

ending punctuation mark.

A complete sentence is given

but both a capital letter at

the beginning and the

punctuation mark is missing.

Response is a one word

answer or not a complete

sentence missing a capital

letter and an ending

punctuation mark.

Comments:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________


Student Work First grade general education classroom in a suburban school district:

22 students

11 boys

11 girls

4 students receive reading intervention services

2 students receive speech services

22 students participated in the Non-Standard Unit Measurement LE Classification of student work from pre-assessment (Appendix D ):

Distinguished Students – 7 – 8 correct

Proficient Students – 5 – 6 correct

Developing Students – 4 or less correct

Level Number of Students % of Students Distinguished 10 45%

Proficient 9 41% Developing 3 14%

Classification of student work from summative assessment (Appendix F):

Distinguished Students – Rubric score of 15 – 16

Proficient Students – Rubric score of 13 – 14

Developing Students – Rubric score of 12 or below

Level Number of Students % of Students Distinguished 15 68%

Proficient 6 27% Developing 1 1%

*Due to rounding, the percentages may not total exactly 100%

Number of Students

0

5

10

15

Distinguished Proficitent Developing

Pre-Assessment

Summative Assessment

Analysis of Data:

The majority of students lost point by failing to label their answer with the correct unit.


Procedure Objective 1.0 - Students demonstrate their understanding of measurement by manually executing the measurement process for a given fish using color tiles as a non-standard unit of measurement. 2.0 - Students physically write their answer and provide a complete sentence for their reasoning. Activate and Assess Prior Knowledge

Before this LE, the students completed a Pre-Assessment, Appendix D, that consisted of various length lines that the students measured with color tiles.

While the whole class is gathered on the rug I ask the students to think about the processes and strategies that were used to measure the lines.

Using chart paper, the teacher writes out important strategies to remember while measuring.

Anticipatory Set

As the lesson continues on the rug, I ask the student why it is important to have strategies for measuring and why we have to be accurate with our measurements.

After volunteers have shared their thoughts, I explain my reasoning by verbally demonstrating my cognitive thinking process in order for the students to relate the importance to real world reasoning so the students are able to make a connection to their everyday lives.

The real world connection that I use to explain the importance of accurate measurement was buying a new mirror for my bathroom. I go on to explain to the students that I need to measure the location where the mirror will go on the wall. Then, I have to go to the store with my measurement. Next, I have to choose a mirror based on the measurement that I took at home. The measurement that I brought from home is very important because I choose my new, very expensive mirror based on what I wrote down. If my measurement was inaccurate, when the mirror arrives at my house and I try to install it, the mirror will not fit correctly. Then there is a long process of returning the mirror, and there is no mirror to use for another few days.

Model/ Demonstration

I reveal the fish that the students are asked to measure with color tiles on the overhead, Appendix H.

At this point, I hide the important list of strategies that the class assembled.

I model my thinking of how I would start to measure the first fish on the overhead.

After I show the students how to complete the process of measuring one of the fish accurately, the students watch me complete another measurement for the second fish. As I go through the process I make errors.

I choose to purposely make mistakes to see if the students are able to correct me.


Guided Practice As I model my thinking and purposely make mistakes, I ask the students to correct me;

however, the students must provide a strategy to help me remember to not make the same mistake again. To remind the students of the strategies that I need to remember, the strategies are written on the board so the students are reminded when they work independently.

I show various transparencies of fish that the students practice measuring.

While the transparency is on the overhead, I ask the students the length of the fish. A student is chosen to come up to the overhead and measure the fish using the color tiles. I ask if everyone thinks that the measurement is correct. Additionally, I ask the students how two people might have gotten different measurements.

As a class, we measure each of the remaining fish on the transparency and continue to fill out the data chart, Appendix I.

Independent Practice

With the students back at their desks, they each are given a bag of 10 color tiles and 10 cubes, the fish measurement worksheet (Appendix F), and a pencil.

While working independently, each student is asked to measure the fish on the worksheet with color tiles.

The student is not told to have a measurement that includes a ½. The student will just be advised to measure with accuracy.

After the measurement process is complete, the students explain their thinking regarding the measurement process of the fish using a complete sentence in the space provided on the worksheet.

Closure

When each child has handed in a measurement for the fish, all of the student will sit at their desk.

As a whole class, we will measure the fish using the overhead and a transparency (Appendix J) of the worksheet.

In order to review the importance of accuracy while measuring, the class concludes with the “Inches and Feet” BrainPOP video.

If time permits, the students may return to the BrainPOP game page where they are able to work with additional measurement activities.


Technology At the closing of the learning experience, the students increase their knowledge of the

measurement by watching this educational video on BrainPOP. Additionally there are games and activities that relate to the selected video.

http://www.brainpopjr.com/math/measurement/inchesandfeet/preview.weml

Students may return to the BrainPOP game page to practice additional measurement skills.

The overhead projector was used in this learning experience to better service the whole group instruction.

Resources Investigations Mathematics Curriculum

Investigations student workbook

Materials Overhead Projector

Chart Paper

Markers

Bags of 10 Color Tiles/10 Cubes

Pencils

Pre-Assessment Worksheet (Appendix D )

Assessment Measurement Worksheet (Appendix F )

Overhead Transparencies (Appendix H )

http://www.brainpopjr.com/math/measurement/inchesandfeet/preview.weml


Instructional & Environmental Modifications The learning experience can be modified in order to effectively benefit developing and distinguished learners. This LE was designed for a first grade level; however, the material can be differentiated to meet the standards of various grade levels. Modification Type Specific Modification Rationale Benefits Environment & Management

Preferential seating --------- Review the classroom rules

Students receive the additional attention and guidance from the teacher to suit their needs. --------- Students are aware of what is expected of them.

The teacher receives positive effort from the student because they are able to get the needed attention. --------- Students will be able to focus on the material and tasks.

Instructional Review the strategies of an accurate measurement and keep them posted for students to refer back to

Students are able to visually see the strategies while they are working in assignments

Students benefit from the repetition of reviewing the strategies for accuracy in measurement.

Content/ Materials Allow students to record unit label in a different color

Students will want to use the marker to write the unit

The students will remember to label their measurement with the correct units.

Tasks Time --------- Working in pairs

Reduce or increase based on the student’s individual needs --------- Additional assistance provided by higher-level students.

Students do not have to worry about the time limit and are then able to concentrate on the assignment --------- Used to reinforce lower-level students with the assignment using assistance from higher-level peers.


Time Required Schedule: This learning experience should be included with a measurement unit. The skills that are necessary for activities presented in the LE are more evident in the beginning stages of understanding measurement strategies. This should be one of the opening lessons for the measurement unit. After the basic skills and strategies are introduced and mastered, the more involved practices should be introduced. Planning: The planning and preparation time for this LE should range from 1-2 hours. This time should include making the copies of the pre-assessment, the measuring fish assessment worksheet, the various length fish transparencies for the guided practice, and the transparency of the closure activity. Additionally, time should be set aside to construct the bags of color tiles and cubes. Implementation: This activity was designed to take place within the 45-minute math block. Assessment: The assessment of each student’s work should take about five minutes. The teacher completes a rubric for each child.


Reflection March 2011 When I started my placement at Smallwood Elementary the class was just beginning the measurement unit. My cooperating teacher asked me to teach the math unit during my second week. I gave the students the pre-assessment activity, which is included in the appendix, and continued on with the unit; including the fish measurement activity included in the LE. In relation to the real world, the students will be able to pull the importance of measurement out of this measurement unit. I am certain to include many personal connections for measurement in my life to interest the students and motivate them to relate measurement to their own personal experiences. After this LE, I feel that the students were able to grasp the objectives and expectations that were set. By scoring the measuring fish assessment with the “Non-Standard Unit Measurement” rubric, I feel that the students benefit from the time that was spent on the curriculum based on the positive scores. Felt so accomplished when she said, “Oh, now I see, it has to start here and it can’t go before it or the answer will be wrong.” This student was referring to where the unit had to begin for the purpose of accuracy when measuring. When working one-on-one with one of the students, I Not only did the students perform well, but the students seemed to enjoy the unit due to the fact that I was quite hands-on. After I graded each of the student’s assessment worksheets, I looked back at the rubrics and saw that many of the students scored with a 15 or 16 out of 16 points. With the specific qualities that the rubric assessed, the students showed me that they met the standards and achieved the objectives that I set for them. After the completion of this measurement unit, I feel that the students are ready to move on to the next unit involving fractions. The fact that fractions come directly after measurement sets the students up for the introduction of fractions with the process of measurement and the fractions in measurement recordings. Even though I am not with the students for the fraction unit, I feel confident in their ability to comprehend the concepts due to their success with the measurement unit.


Appendices

A. Classroom Rules

B. Classroom Procedure

C. Classroom Floor Plan

D. Student Work: Pre-Assessment

E. Teacher Exemplar: Pre-Assessment

F. Student Work: Measuring Fish Assessment

G. Teacher Exemplar: Measuring Fish Assessment

H. Various Fish Transparency

I. Various Fish Transparency Data Sheet

J. Transparency of Measuring Fish Assessment Worksheet

K. Parent Letter

L. Peer Warm/Cool Comments


Classroom Rules- Appendix A

1. Raise your hand to answer a question.

2. Follow directions given by the teacher.

3. Listen quietly while another person is talking.

4. Clean up your area when you are finished with a task.


Classroom Procedures – Appendix B

Like the classroom rules, the procedures of a classroom are just as important so students are aware of how they are expected to complete certain tasks throughout the school day. Behavior for entering the classroom in the morning:

Enter the room by walking.

As you pass by the counter, hand in your homework.

Sign up for lunch of you are buying.

Begin morning work that is already on your desk. Leaving the room:

If you need to go to the bathroom, make a “thumbs-up” symbol in the air and wait for a response from the teacher.

If you need to get a drink of water, raise your hand and wait to be called on before you leave the room.

If you need to leave the classroom for any other reason, raise your hand and wait for the teacher to respond.

When a student is absent:

When a student is absent, they are responsible for completing the work that was missed. The work will be in your mailbox.

Answering a question during a discussion:

To answer a question you must raise your hand to be called on, unless otherwise suggested.

You need to wait to be called on so only one person is talking at a time.


Classroom Floor Plan – Appendix C


Student Work: Pre-Assessment – Appendix D


Teacher Exemplar: Pre-Assessment – Appendix E


Student Work: Measuring Fish Assessment – Appendix F


Teacher Exemplar: Measuring Fish Assessment – Appendix G


Various Fish Transparencies – Appendix H


Various Fish Transparency Data Sheet – Appendix I

Fish Measurement

Fish A 3 ½ units

Fish B 3 units

Fish C 1 ½ units

Fish D 2 units


Transparency of Measuring Fish Assessment – Appendix J


Parent Letter – Appendix K Dear Parent/Guardian, This week in our classroom we are beginning a new unit in math. Our

new unit will cover the basic strategies of measurement. In addition to the

simple basics of measurement, your child will be introduced to the skill of

measuring with non-standard units.

Like any unit up to this point in the school year, a unit test is planned in

order to assess the skills that have been learned about measurement. A notice

will be sent home a week prior to the unit assessment to let you know.

If there are any questions please feel free to email or call me.

Thank you,

Miss Siuda


Peer Warm/Cool Comments – Appendix L

Paper Review of a Learning Experience

Measuring With Non-Standard Units

Written by, Amanda Siuda

Criteria for Review

Reporting Form used to

document a learning

experience using the

Statewide Peer Review

protocol for the New York

State Academy for Teaching

and Learning

Warm comments addressing

significant design aspects

that are substantiated by

supporting evidence from

the learning experience

Cool comments addressing

significant design aspects

that are substantiated by

supporting evidence from

the learning experience

Relation to the Standards The alignment with Standards

is clear and explicit

throughout the learning

experience. The learning

opportunities and assessments

are directly related and clearly

supportive of students’

attainment of the Standards.

The alignment is supported

with bolded words which

accentuates the importance of

the alignment.

The assessment tool rubric and

the checklist are two separate

parts included in the learning

experience.

Intellectual Challenge Describes and justifies the

theme, concept, problem or

issue in ways that show how

each of the learning

experience components are

supported and driven by the

central theme. The

description of the unit includes

extensive information about

grade level, subject, time and

resource demands imposed by

the learning experience. It is

clear, concise, yet focused and

thorough. The strategy

provides the students with a

definite approach to

completing a word problem.

To further build on knowledge

and to provide clarity in

instruction, provide more

specific instructions regarding

the labeling units as blocks

opposed to inches.


This learning experience helps

students grow intellectually by

challenging the students with

different sized blocks used as

a manipulative to measure the

given.

Assessment Plan The learning experience is

formally assessed from

beginning to end in ways that

measure and support students

learning as well as inform

teaching. It allows for a wide

range of teacher and student-

negotiated student choice of

what to learn, and where

appropriate, how to

demonstrate such learning.

The design of the rubric is

student friendly because of the

stars and colors while clearly

stating the expectations.

To further incorporate

elements in the rubric, provide

the students with a written

example to model the

expectations involved in the

completion of writing a

sentence including capital

letters and punctuation.

Engagement The learning experience

requires the students to engage

in real life problems and

demonstrate such learning to

audiences that could benefit

from such learning.

The implementation of this

learning experience provides

the students with engagement

and holds the students

attention by measuring

different examples and shapes.

To further motivate the

students to become

intellectually, emotionally,

and/or physically involved, the

teacher provides colorful

blocks and fun fish

worksheets.

To even further engage the

students, provide the class

with an enlarged example of

fish and blocks. Demonstrate

and model the lesson using

these manipulatives.

Adaptability Time allotment is also flexible

to allow for individual

differences by allowing an

To provide more modification

in order to further adapt to the

different abilities in the


entire period to complete one

problem.

The learning experience

demonstrates adaptability to

the range of student abilities in

the classroom in independent

activities provided by centers

throughout the classroom.

The students are provided with

an opportunity to create their

own fish used to measure. At

this time, the student is given

an opportunity to work at their

level of capability.

classroom, provide the

students who struggle with

grammar more of an example

of what is expected.

Technology Integration The learning experience does

provide for additional

exposure to the strategy by

accessing the website that is

provided with the learning

experience.

Technology is used to enhance

instruction through an

overhead, a website (brain

pop), and transparencies of

different size fishes.

To further assist the students

in achieving the learning

standards involving

technology, provide the

students with a power point.

*additional appendix pages were not prepared electronically

daemen college edu 327/518 · amanda siuda 5/2011 2 learning content purpose/ rationale measurement...

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