Measurement and Data Lesson Plan | academiascholars.com

.QUESTION

Measurement and Data Lesson Plan

Measurement and Data Lesson Plan

Select a grade level 1-5 and a corresponding standard from the Common Core State Standards for Mathematical Content on Measurement and Data to develop a learning target. Align one or more NCTM Process standards with your learning target.

Using at least one resource provided in this class or one or more credible sources you locate on your own, design an activity to teach the learning target that includes:

Using models of measuring units.
Using measuring instruments.
Representing and interpreting measurement data.

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level students.

Complete section “I. Planning” of the “COE Lesson Plan Template” and submit along with a description of the differentiated activities as one submission.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Teachers step by step

Week 5 Assignment: Measurement and Data Lesson Plan

For this week’s assignment your to:

Step 1: Select a grade level between 1-5

Step 2: Select a corresponding standard from the Common Core State Standards for Mathematical Content on Measurement and Data to develop a learning target. https://www.teachingchannel.org/videos/common-core-state-standards-for-math?fd=1

Step 3: Align one or more NCTM Process standards with your learning target.

Step 4: Using at least one resource provided in this class or one or more credible sources you locate on your own, you are to design an activity to teach the following learning target that includes:

Using models of measuring units.
Using measuring instruments.
Representing and interpreting measurement data.

You are to address all three in your lesson plan.

Step 4: You are to develop differentiated activities for the students in the “Class Profile” and identified them based on below grade level, at grade-level, and above grade-level students. Be specific. (Class profile is in a file I gave you)

Step 5: For this lesson plan you are completing section “I. Planning” of the “COE Lesson Plan Template” section ONLY. (I have the full template uploaded complete all)

1 You are to submit the planning section of your lesson plan and; a description of the differentiated activities as one submission. Please do not submit as two deliverables.

APA style format

solid academic writing is expected, and
in-text citations and references should be presented using APA documentation guidelines. This can be found in the APA Style Guide, located in the Student Success Center.

Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. All assignments must have a title page.

RUBRIC IS UPLOADED AS WELL

Subject	Lesson Planning	Pages	5	Style	APA

Answer

Measurement and Data Lesson Plan

COE LESSON PLAN TEMPLATE

Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title		[Insert your name] Grade One 22/4/2019 Math Measurement and Data Lesson Plan
I. Planning
Lesson Summary and Focus:	Teaching grade 1 learners about models of measuring units, the use of measuring instruments and recording, representing, and interpreting measurement data.
Classroom and Student Factors:	The class has 30 students with one teacher and a paraprofessional. The students have diverse racial backgrounds as well as learning abilities. Some are below grade level (8) while others are at grade level (12) and the rest (10) above grade level. Other student factors include students with learning and emotional disabilities. The class will be inclusive with students of different learning needs.
National/State Learning Standards	CCSS.MATH.CONTENT.K.MD.A.1: measure lengths indirectly through the iteration of length units (Corestandards.org, 2019). CCSS.MATH.CONTENT.1.MD.B.3: tell and write time (Corestandards.org, 2019). CCSS.MATH.CONTENT.1.MD.C.4: represent and interpret data (Corestandards.org, 2019).
Specific Learning Target(s)/Objectives At the end of the lesson, each of the learners should be able to: – Use different models in the measurement of units. Use different types of measuring instruments. Represent and interpret measurement data.			Teaching Notes The measurement and data lesson falls under the numbers part of the unit of study.
Agenda The opening part of the lesson will start with learners being issued with clocks, worksheets, and a ruler and asked about their understanding of measuring and data course (5 minutes). The learners will then study the two terms (measurement and data) and record them in a math journal (10 minutes). Examples of data measurement instruments and models will be provided in a chart paper (10 minutes). Learners will start practising on the measurement of length and time using the instruments provided (15 minutes). Students will be grouped into 10, and the activities of the group will follow. Independence practice will finally be enforced. The instructor will conduct a review of measurement and data problems with the whole class.			Formative Assessment To assess whether the learners have achieved the learning targets, the instructor will use observations. In specific, the students will be observed when using the measurement tools (clocks and rulers). Additionally, formative assessment will be done by requiring the students to interpret the data they have measured on the whiteboard. Before the end of the class, each learner will be required to complete a worksheet, which will demonstrate their comprehension of the class objectives.
Academic Language	Key vocabulary Measurement: assigning a number/characteristic to an object/event. Data: facts and statistics collected for analyses/reference. Model: a framework used to demonstrate relationships between different types of data. Unit: a standard of measurement. Instrument: a tool used in the measurement of data.		Function The language on the difference between measurement and data will be used to equip the learners with information about how data (such as time and length) can be measured via the use of different tools (such as clocks and rulers) and recorded using units (such as cm and hours).	Form The lesson will start with a recap of the previous class and then a preview of the current lesson’s targets. Any new information and materials will be presented structurally and in small steps to ensure a better understanding by the diverse learners. The instructions will be given in a clear and comprehensive manner. Random questions will be asked after every step to continually assess and check for the comprehension of the lesson’s concepts.
Instructional Materials, Equipment, and Technology	Interactive whiteboard, learners’ worksheets, time measuring clocks, 30-cm rulers, teacher checklist, visual manipulatives, and PowerPoint contain all different measurement models.
Grouping	The instructor will deploy differentiated instruction strategies in the quest to support the diverse needs of the learners. In specific, collaborative learning will be implemented to ensure that the paraprofessional can help learners with learning disabilities and also help diverse learners comprehend the concepts (Second, 2013). Cooperative grouping will also be used to promote teamwork among students irrespective of their learning and emotional disabilities.

Differentiation Activities

The lesson will be for an inclusive classroom which contains leaners of diverse backgrounds, learning modalities, and even abilities (Tomlinson, 2014). Whereas some of the learners are below grade others are above grade, with other learners at grade level. As such, it is vital to ensure that I adopt strategies and activities which will address the needs of the students. The following are the activities that I will use for the different students in the inclusive classroom.

Use of Technology

One of the activities that I will deploy to address the different needs of the learners will be technology. In specific, I will use the interactive whiteboard to conduct a formative assessment of the below-grade learners and those with learning disabilities. Every learner will be examined at their own phase (Lourenco et al., 2015). The evaluation in the whiteboard will be based on the nature of the students. For instance, for those below grade and with learning disabilities, more uncomplicated assessments will be offered which matches with their levels of comprehension (see table 1 below). Technology will make it easier to have differentiated assignments and contents based on the learner’s needs and backgrounds.

Grouping Students by Shared Interest

To ensure a better comprehension of the measurement and data concepts in the lessons. All below-grade level learners will be grouped. Additionally, students with learning disabilities will be placed in one group and taught separately from the others in the classroom (Lourenco et al, 2015). Such activity will aim to ensure that before they are integrated with others, they have understood the course concepts. For those above-grade, they will be grouped and given a more complex assessment.

Adjust Lesson Content

The instructor will create different lesson contents based on the needs of the learners. For those below grade level, their content will be more straightforward compared to those above-grade-level. Having differentiated lesson content especially on the practical activities of measurement and data interpretation will be vital in making sure that learners are comfortable and comprehend the course concepts. Using technology will make it quicker to adjust the course content to fit into the different needs of diverse learners (Dixon et al., 2014).

Use a Paraprofessional

The class will have a paraprofessional who will help the students with learning disabilities and those above grade level to catch up with the rest on the course concepts. For instance, the paraprofessional will aid them in the use of the measurement tool, the recording of data, and the interpretation of the same. Using a paraprofessional will assist in making sure that all learners’ needs are addressed and none of the students will feel left out because of his/her level of comprehension and learning ability (Tomlinson, 2014). The following table provides a list of differentiated activities for each grade level.

Below Grade Level	At Grade Level	Above Grade Level
Measure and record time in hours only.	Measure and record time in hours and minutes.	Measure and record time in hours, minutes, and seconds.
Use the clock to record time with the help of a paraprofessional.	Record time independently.	Record time independently.
Measure the length of only up to 30cm.	Measure the length of objects up to 30cm.	Measure the length of objects in centimetres up to 100cm.
Interpret data obtained with the help of a paraprofessional.	Interpret standard data obtained from the measurement independently	Interpret complex data collected from the measurement independently.
Undertake only one formative assessment with the aid of a paraprofessional	Undertake only one formative assessment independently.	Undertake more than one formative assessment independently

Table 1: differentiated activities based on the grade levels of the learners. Source: own creation.

This question has been answered

References

Aslam, S (2019). Instagram by the Numbers: Stats, Demographics & Fun Facts. Omnicore. Retrieved from https://www.omnicoreagency

Corestandards.org. (2019). Measurement & Data: Grade 1. Retrieved from http://www.corestandards.org/Math/Content/MD/

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.

Lourenco, G. F., Goncalves, A. G., & Elias, N. C. (2015). Differentiated Instructional Strategies and Assistive Technology in Brazil: Are We Talking about the Same Subject?. Universal Journal of Educational Research, 3(11), 891-896.

Second, A. (2013). Marzano’s Instructional Strategies. YouTube. Retrieved from https://www.youtube.com/watch?v=ODN9THnBMFc

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.

Answer

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