Advanced Academic Services Austin Independent School District

GT Differentiated Exemplar Lesson

Grade Level: 1 Subject Area(s): __ Reading, Writing, X Mathematics

__ Science __ Social Studies

MATH TEKS/Student Expectations:

1.7. Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length and time. The student is expected to: A. use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

Title: Measurement

Essential Question(s):

How do you use measuring tools to measure length?

Assessment(s): __ Pre-Assessment X Formative __ Summative

GT Scope and Sequence Skills: (Aligned with 21

st Century Skills Framework &

College and Career Readiness Standards)

__ Creative Thinking X Critical Thinking X Communication __ Research

Student Learning Styles: X Auditory X Visual/Spatial X Kinesthetic __ Other

Elements of Depth and Complexity: X Language of the Discipline X Details __ Patterns __ Trends __ Rules

__Ethical Considerations __Unanswered Questions __Over Time __ Different Perspectives __ Big Ideas

Lessons and Activities

X Whole Class Small Group X Independent Activity

PART ONE: Whole Class: Begin by having the class stand up in a circle. Show the students one object to the class (for example a pointer, a marker, a stuffed animal, a book, etc..). Then ask the students: Think about something you can compare this to and then tell me something that is shorter or longer than using the words “It is longer than _____.” or “It is shorter than _____.” Add the words longer and shorter to your measurement bank of words. Ex. The marker is longer than a penny. or The marker is shorter than my pencil. Remind students to use their active listening so that they don’t repeat one of their classmates and self talk to remind themselves of what they are going to say when they are waiting for their turn. Pass the object around in a circle to allow each student to have a turn. Repeat the game if time allows with a different object or in small groups with various objects. You can also add various options such as:

Resources:

Inch by Inch Lionni, Leo (Note: 149 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.)

Advanced Academic Services Austin Independent School District

Each student needs to say both something it is shorter than and something it is longer than.

Choose one theme that everyone has to answer with (ex. Answering only with body parts (Ex. It is longer than my ear.), animals, things around the classroom, things on the playground, etc..)

To add a movement aspect, students can act out what they say. They can act it out on their own or after they say an object all of the students act the same one out.

This game can also be played at the end of unit use any measurement words that have been added to the measurement bank of words (ex. It is heavier than ___, It is smaller than ____, It is wider than ____, etc...) *This activity is inspired from Drama Based Learning from the MindPop Creative Learning Initiative Next: Read Inch by Inch or Measuring Penny’s World (or another fictional book) or watch Discover Education’s video segment on “Introduction to Measurement: Building a Roller Coaster” to reinforce the concept of nonstandard measurement (see resource list for more information). On Grade Level: “Measure Me!” Students can trace each other on butcher paper so they can trace themselves or they can measure each other and record their results. Students will choose a nonstandard unit to use such as interlocking cubes, paperclips, color tiles, crayons, etc.. They will measure the length of their body, arms, hands, legs, feet, and waist. They can record their results in their math notebook or on the recording sheet below (see recording sheet below or the link: Recording Sheets Free from Teachers Pay Teachers). http://www.teacherspayteachers.com/Product/Measure-ME-An-Activity-with-nonstandard-or-standard-units-Freebie-251559 GT Level Group: Nonstandard Measurement Menu- Students will chose from various activities (each ranging from 2-5 points) to complete in order to earn 5 points (see recording sheet below). Then, they will share their results with the other students who are also completing the Nonstandard Measurement menus.

Measuring Penny 1st ed. Leedy, Loreen (Note: 96 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.)

How do you measure length and distance? Adamson, Thomas K (Note: 21 copies in AISD libraries. Your librarian can help you get a copy if it is not in your school library.)

Advanced Academic Services Austin Independent School District

Whole Class: Read a non-fiction book about measurement. See resources for example. While you are reading, add additional measurement words to your word bank. Extension: Students can complete this “Measurement Mania” page using both standard and nonstandard units by choosing different classroom items and then measuring each of them four different ways (two standard and two nonstandard) (see recording sheet below or the link: Recording Sheet Free from Teachers Pay Teachers). http://www.teacherspayteachers.com/Product/Measurement-Mania-875699

How tall, how short, how faraway Adler, David A. (Note: 50 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.)

Measurement K-2 Search Results

Introduction to Measurement: Building a Roller Coaster (4:06)

Nonstandard Measurement Menu Westphal, L. E. (2011). Differentiating Instruction with Menus Math Grades K-2. Waco, Tex.: Prufrock Press.

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Process Assessment

Teacher observes the following:

Process Observation - Frequency

Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently

Process Observation – Frequency

The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently

Process Observation – Quality of Creative Thinking

Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original

Process Observation – Quality of Analytical Thinking

Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original

Product Assessment

Score Genres Booklet Critical Thinking

3 Student compares and contrasts

fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make

predictions and verify the predictions.

2 Student compares fiction and non-

fiction books. Includes distinctive information for each genre in the booklet. The content easily

connects to the books read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make

predictions.

1 Student distinguishes between fiction and non-fiction books.

Includes distinguishing information for each genre in the booklet.

Student predicts the contents of a book.