Overview and Contect

Your name:

Allie Trillet

Grade level and school:

Burns Park; 1st Grade

Title of lesson/activity:

Measuring our Playground

Teaching date(s) and time(s):

December 2, 2015; 11:00am

Estimated time for lesson/activity:

20 minutes for the discussion and 5 minutes for the end-of-discussion

check

Overview of lesson:
Provide a short description (2-3
sentences) of the lesson/activity.
Be sure to include a description of the
mathematical task.
Context of lesson:
Sources:
List the source(s) you used in the
creation of your lesson plane.g.,
Everyday Math

Students will discuss what the most efficient tool would be to measure the
outline of their playground would be.

This discussion follows a unit in which students discuss and work with
lengths and measurements.
Everyday Math

Learning Goals
Learning Goals
List the learning goal(s) you have
for your students. Use
measurable behaviors that can be
linked to the assessments.
Students will be able to
estimate the length of objects
using standard and nonstandard units.

Connection to Standards
Connection to Activities
State the content expectations from the Common
Core State Standards that you address in your
lesson.
1.MD2
SMP1 - Make sense of problems and persevere
in solving them
GMP1.2 Reflect on your thinking as you solve
your problem
SMP6 - Attend to precision
GMP6.2 - Use and appropriate level of
precision for your problem.
SMP3 - Construct viable arguments and critique
the reasoning of others
GMP3.2 Make sense of others mathematical
thinking

N/A

Unpacking the mathematics

Solution to the problem

What would be the best tool to use to measure the perimeter of our playground?
A block, a meter stick, a ruler, a toothpick, an expo marker
A meter stick

Different ways to solve the

problem

Compare lengths to other objects

Estimate the length of the total perimeter and estimate how many of each objet
you would use
Note that the playground is large and the largest object is the meter stick so we
would need less of those
Note that the playground is large and a toothpick is very small so we would need
a lot of those
Note that you would need a lot of meter sticks and a meter stick is made up of
many of the other objects
Discuss the idea that it would take less time using a larger object and the largest
object is a meter stick

Connection between the

learning goals and the
mathematics task.

Students are estimating the length of the playground in terms of 5 different

objects. They are making these estimates using both standard measurements - a
ruler and a meter stick - and nonstandard measurements - a block, a toothpick, an
expo marker.

Attending to the Learners

Anticipating student ideas:
Explain what you think will be
students prior knowledge about the
content, including the alternative ideas
or challenges you anticipate students
might face and how you plan to work
with each of these challenges during
the discussion. Also explain your ideas
about how students are likely to
respond to the tasks in the discussion
and how you might use these likely
responses to focus students on the
intended content.

This discussion will be the final lesson in a unit based upon measurements
and data. Therefore, students will have had great exposure to making
length estimates using both standard and non-standard units of
measurement. So, I think that most students will have a good
understanding of the lengths we are using and will be able to make a good
inference of the measurements being used. I believe that one challenge that
my students might face would be in understanding that it would be easier
to measure using larger objects because they are bigger. They might not
necessarily see that the difficulty in using smaller object to measure and the
mistakes that could be made. To combat this, I will lead our discussion to
consider these difficulties.

Making the content accessible to all

students:
Describe how you will help ALL
students engage productively in the
lesson. This includes identifying
assumptions made during the lesson
about students prior experiences,
knowledge, and capabilities; making
the representations, explanations,
and/or vocabulary accessible and
meaningful to all students; and making
connections to students personal,
cultural, and social experiences during
the lesson, if appropriate.

To make the content accessible to all students I did the following moves:
- I will discuss the task as a whole class
- The measuring tools will be presented publicly for all to see
- The task will be related to lessons previously done
- Previous experiences with the material will be addressed
- Students will discuss the logistics of the class as a whole to insure that all
students understand the task

Assessments
Type of Assessment:

Learning-Goals Connection

End-of-discussion-check

Question: If I was measuring my notebook what would be the best tool to use to
measure? A meter stick, a ruler, a toothpick, an expo marker.

Instructional Sequence

Materials:

***You need to bring a copy of the problem and end of discussion check for each student in your
class***

Time

3 min

Main
components

Set-up:
What will you say
and do to engage
the students in the
problem? Being
explicit about
norms, directions,
and language is
one way to attend
to students
cultural/linguistic
resources and
attend to the
learning of all
students.

Steps Describing What the Teacher

and Students Will Do:

Notes and
Reminders

Communicate HOW, not just WHAT, you plan on teaching, and

provide enough specificity that someone else could teach from your
plan. This includes scripting the key questions you plan to ask.

(including
management
considerations)

Boys and girls, we have been working a lot in math with

measurements. Who can name one of the activities that we
have done using measurements in our classroom?
Today we will be working more with measurements and
making estimates. Who can remind everyone what an
estimate is? - A good guess
Just like in our other math discussions that you have done
with me, today we will be working on a problem, we will
work on the problem individually and then we will come back
together as a class to talk about what we each did.
The problem which we will be solving today is What would
be the best tool to use to measure the perimeter of our
playground? A block, a meter stick, a ruler, a toothpick, an
expo marker?
Show on a poster paper:
What would be the best tool to use to measure the permiter
of our playground?
Show on poster paper:
Rules: We are measuring the playground, We can use a
block, a meter stick, a ruler, a toothpick, OR an expo maker,
Why would I want to choose that?
So, first, does anyone know what the word perimeter means?
The perimeter is the length of the outline of something. So
day we will be thinking about the outline, the path it would
take to walk around our playground.
Once again, we have a set of rules that we need to follow
when answering our question. Go over rules. Remember, we
are choosing just one of the objects to measure, and to have a
correct answer, we need to explain why you choose that
object as your tool of measurement.

4 min

Independent
work on
problem:
Describe what you
will be attending to
and recording in
your notes while
monitoring.

1 min

Launching of
Discussion:
What question or
prompt will you use
to get the
discussion off the
ground?

You will now have about 5 minutes to solve our problem.

Similar to our last discussion that we had, as you solve our
problem, I would like for you to not only focus on answering
the question, but I would like for you to really focus, really
work on explaining or representing HOW you decided on
your answer. I need you each to show or write WHY you
think that that is the answer. When we come back we are
going to discuss not only our answers but why we got those
answers.
As I walked around the room, I noticed that almost all of you
used different ways to explain why you chose your answer.
When we come together, I want us to talk about our different
reasons as to why we came up with our answers. Our
different reasonings.

Time

8 min

Main
components

Orchestration of
the Discussion:
Based on your
analysis of the
mathematics
content of the
problem, your
anticipations about
the types of
solutions/methods
that your students
will produce and
your learning goals
for your students,
write out a
sequence for
sharing solutions
and key questions
and prompts. Keep
in mind that you
will likely not be
able to share ALL
solutions/methods
that students might
produce. Include
follow-up questions
that you might ask
to the class after
each
solution/method is
shared. Describe
how you will
provide
opportunities for all
students to
participate in the
discussion.

4 min

Conclusion:
(Describe an aspect
of the mathematics
or the nature of the
discussion you
would like to be
able to use to
conclude the
discussion. You
may need to
conclude with a
different statement
if the discussion
does not go as
planned.)

Steps Describing What the Teacher

and Students Will Do:

Notes and
Reminders

Communicate HOW, not just WHAT, you plan on teaching, and

provide enough specificity that someone else could teach from your
plan. This includes scripting the key questions you plan to ask.

(including
management
considerations)

- With a silent hand, can I have a volunteer to tell us in their

own words what the problem we were solving is?
- We were able to answer this question in a lot of different
ways. But it seems that we always got the same answer.
This is something that is important to remember.
- With a silent hand, I need a volunteer to show the class how
he/she solved our first problem.
- Without saying whether they think an answer is right or
wrong, does anyone have any questions for the student
about how he/she solved the problem?
- How do you know that you have the right answer?
- Does your answer meet our rules?
- With a silent hand, I need a volunteer to explain what the
student did.
^ Repeat for 3 students
Prompting questions to ask
- How is this similar or different than other strategies which
we have seen?
- What questions do you have for the student?
- Why did you do that?
- What do we notice about this method?

Once again, we have worked with a problem that had one

answer, but we were all able to answer our question various
forms of thinking. Thinking about our problems in different
ways will help us when we solve problems that we may not be
sure of. To look at a problem from different perspectives, or
in different ways, may help us to solve that problem.

Time

5 min

Main
components

End-ofdiscussion check
What will you say
and do to get
students working
independently on
the problem? What
will you say to
students to ensure
that you get data
that you can use to
assess individual
students
mathematical
learning?

Steps Describing What the Teacher

and Students Will Do:

Notes and
Reminders

Communicate HOW, not just WHAT, you plan on teaching, and

provide enough specificity that someone else could teach from your
plan. This includes scripting the key questions you plan to ask.

(including
management
considerations)

I now have a very similar task for you to complete

individually at your desks. This problem requires you to use
similar thinking to that which we just did in considering
measuring our playground. However, this time, we will
consider the same measurement tools and think about which
would be best to use to measure our math notebooks. Just as
you did during our work today, I would like for you to write
why you chose that measurement tool.

Reflection on Planning
Learning goal for self:

State at
least one learning goal that you have
for yourself, with regard to your
teaching. In other words, what are you
working on to improve your teaching
practice?

One learning goal which I have for myself during this discussion is to work
towards allowing my students to drive the discussion. That is, I would like to
talk less and have my students reiterate and summarize one anothers thoughts
as well as ask questions and extend the conversation on their own.

Preparing to teach this lesson:

To prepare for this lesson, I did the following things:

- I considered the students previous interactions with measurement and
referred to the students previous lesson in Every Day Math
- I considered the language used in the Every Day Math book
- I thought about the lesson through the eyes of my students and their
experience
- I answered the question myself in the way in which I naturally thought about
the idea
- I answered the question after considering other ideas
- I considered timing and how long students would need to consider and work
with the problem
- I asked myself what misconceptions I initially had with the problem

Describe the things you did in

preparation to teach this lesson. For
example: practiced the activity with
the actual materials, answered the
worksheet questions myself, thought
through timing, researched materials,
etc.

Name: ___________________________________
Circle which measurement tool we should use to measure our
playground
toothpick expo marker

ruler

meter stick

block

Why?

Name: ___________________________________
Circle which measurement tool we should use to measure our desk
toothpick expo marker

ruler

meter stick

block

Why?

Student Assessment Rubric

Beginning (B):
The student does not answer the question
Developing (D):
The student answers the question but does not provide a logical explanation for their answer
Secure (S):
The student answers the question and provides a logical explanation for their answer

Studen Scor Additional Comments

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9

Studen Scor Additional Comments

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