Está en la página 1de 7

EDC270 EEI Lesson Plan Template

Name: Ximena Gmez Peralta

Pima Course: EDC271

Instructor: Reem Kievit

Subject: Math

Grade Level: 1

Duration: 45 min

Topic: Measurement

List of Materials, Handouts, Rubrics, and other Documents:


1. A set of 4 paper lunch bags 2 are labeled shorter 2 longer and each has 2 items or more in different lengths that are
labeled with letters. (as many sets as tables or groups you have made)
2. maker and pencil
3. document camera
4. graphic organizer.
5. Homework sheet from EngageNY
Adapted from EngageNY First Grade Math Module 3 Lesson 1
Purpose and Essential Question:
Purpose: This lesson will help students understand the accurate way to measure two items and compare them
Essential Question: Students compare different lengths by placing items at one endpoint and decide which one is longer or
shorter.
Components

Description of Plan

Content Standard

1.MD.A.1. Order three objects by length; compare the lengths of two objects
indirectly by using a third object.

Learning Objective

Blooms Level:

Objective: SWBAT to compare two items and determine which one is longer and which
one is shorter.

Choose ONE AZCCR standard and type it


out along with the number

Est #
of
Mins
5

Choose ONE level of complexity from


Blooms Revised Taxonomy
Write ONE objective that will
demonstrate mastery of the standard
Must be ONE simple sentence with
ONE carefully chosen verb

Anticipatory Set

A quick "hook" to grab the


student's attention
Activates prior knowledge of
the objective
Requires active participation
from ALL learners
Students MUST engage with
the OBJECTIVE & PURPOSE

Kid-Friendly Version: I can compare two things and tell which one is longer and which
one is shorter.
Teacher will (TW):
1. Teacher picks 3 or 4 kids that are
different heights. Not the tallest not
the shortest of the class. Boys and
girls who do you think is the tallest
and who is the shortest Turn to your
shoulder buddy and talk about.
2. How do you know _____ is the
tallest.
3. How do you know ______ is the
shortest
4. How can I prove this
5. re arrange students with the help of
the rest of the class and so that
students can see the different sizes.
6. Boys and girls today we are going to
learn how to compare things and tell
which on is long and which one are
shorter.

Students will (SW):


1. Students look around and decide.
Some might actually go for the tallest
in the class not the group of kids the
teacher put at the front.
2. Students share their answers
3. Students explain how do they know
who is the tallest in that group.
4. Students give their ideas: measuring,
stand them back to back, next to
each other.
5. Students will engage with the
objectively deciding which on of their
classmates are taller and which one
are shorter.
6. Students will repeat with the teacher:
I can compare to things and tell
which one is longer and which one is
shorter.

EDC270 EEI Lesson Plan Template


Est #
of
Mins

Est #
of
Mins

10

Teaching-Input

Teacher will:
Students will:
1. Hiding behind a folder, hold a brand
1. Students talk to their partner some
new pencil and a dry erase marker
decide that the marker and some
making the dry erase maker seem
decide is the pencil (because of their
taller. Talk to your partner and decide
prior knowledge)
which one is taller the pencil or the
2. the marker is taller because is higher
marker
then the pencil
2. Ask students how do they know the
3. Students should notice now that the
marker is taller?
pencil is taller
3. Drop the folder and let them see the
4. Students should be able to notice
real sizes of the items. Boys and
that the items need to start from the
girls would it be correct to say the
same point or in a flat surface.
marker is taller (level them both on a
flat surface)
4. Turn to your partner and explain what
I did to make help you be sure that
the pencil is longer than the marker.
5. You have to start at the same point,
or how we call it the ENDPOINT that
is the fair way to see which one is
longer. Just like with our friends all
of them where standing on the floor
with our items .
6. We have to pay close attention and
make sure we line up the very end of
each object, which we call the
ENDPOINT

Teaching-Modeling

Teacher will:
1. Teacher will show a set of 4 paper
lunch bags 2 are labeled shorter 2
longer and each has 2 items or more
in different lengths that are labeled
with letters.
2. Teacher will grab one bag (longer)
and explain that the word on the front
means what they are looking for.
3. Teacher will pull the items and set
them on the table (under document
camera)
4. Which one is longer? which on is
shorter? how can I be sure?
5. Oh line them up!! but where?
6. Letter A is longer than B
7. Lets record that on our graphic
organizer.
8. Teacher writes: Item A is longer than
B then make a quick drawing.
9. Do a quick ball toss (assessment)
make sure students know whey they
are supposed to do during the guided
practice.

Using effective and varied


strategies, the teacher provides
information and vocabulary
students will need in order to grasp
the concept, strategy, or skill.

Teacher demonstrates and shows


examples of what students are
expected to do (how to solve the
problem, answer the question, do
the activity etc.).

Students will:
1. Students should be able to see the
bag and able to identify what they are
looking for a shorter or longer item
2. Students should be able tell the
teacher where to line up the items so
that they all start at the end point.
3. Students and teacher then decide
which of the two items is longer.
4. Students repeat the words : Letter A
is longer than B
5. Student observe how teacher models
it and help her write it on the graphic
organizer.

EDC270 EEI Lesson Plan Template


Guided Practice

Teacher will:
Students will:
1. Teacher will place at every table a set 1. Students working with their partners
of 4 paper lunch bags 2 are labeled
or small groups will go through their
shorter 2 longer and each has 2
4 bags and record the appropriate
items or more in different lengths
information in their graphic
that are labeled with letters.
organizers.

Est #
of
Mins

Closure

Students will
1. Talk about how they compare their items.
2. What are some of the strategies they used to make sure which item is longer?
3. Students will restate the objective and purpose.
I will learn how to compare accurately two items and compare them

Est #
of
Mins
15

Est #
of
Mins

An opportunity for each student to


demonstrate new learning by
working through an activity or
exercise with the teachers
guidance. This is the heart of the
lesson.

ALL students must engage in


brief closure activity to cement
learning and optimize transfer.
Students MUST restate
OBJECTIVE & PURPOSE.

Independent Practice

AFTER proper closure, it is


important to provide time for
additional practice. It may be group
or individual work in class or it
might be homework.

Checks for Understanding

Describe at least THREE quick,


informal strategies you will use to
check understanding throughout the
lesson.
MUST be done prior to guided
practice and prior to independent
practice.

Assessment Options

Describe how you will pre- and posttest students understanding of the
objective.
Alternative options for diverse learners
should also be provided

I can compare two things and tell which one is longer and which one is shorter.
1. Homework from EngageNY

Ball Toss
To start the activity, the teacher gives the ball to a student and asks a question.
The student can answer the question and toss the ball to a student of his
choice, who will answer the next question.
Questions like:
How to you compare? Where do you line them up? Who do you know which
one is longer? How do you know which one is shorter? What is a fair way to
measure?
Pre-Assessment of Objective: Are students able to tell which kid is taller then the rest.
are students able to determine that the pencil is longer than the maker.
Post-Assessment of Objective: Based on how they did in their bags and recording the
information in their graphic organizers.
This is an introductory lesson, so students might understand the concept right way
some might need more practice.
Alternative Assessment Options:

Differentiation Options

Describe how you will reach diverse


learners (ability & learning style) by varying
the:
Content
Process
Product

Content: While for most students two items is to compare is ok. For the high achiever
students it might be appropriate to have 3 or 4 items per bag to see if they have
serialization and are able to still compare different lengths.
Process: some students might need to work with an adult, either line up the end points
to be able to compare the two items in length.
Product: The product should be the same for pretty much everyone with the exceptions
that some might need more adult support than others.

EDC270 EEI Lesson Plan Template


21st Century Learning

Describe how you will incorporate


technology and/or the 4 Cs:
Critical Thinking
Creativity
Collaboration
Communication

Technology: Use of document camera. the rest is hands on.


Critical Thinking: Students have to decide with their groups/partners what is an
appropriate edge/flat surface to measure from.
Creativity:
Collaboration/ communication: Students need to talk with their groups/partners in
order to be able to agree on end points, proper alignments of items. which one is taller
and and which one is shorter and how to record it.

Additional Information/Appendices:
resources:
EngageNY 1st grade Module 3 lesson 1
Lexicon of Formative Assessment Strategies
https://d2l.pima.edu/d2l/le/397463/discussions/posts/3157491/ViewAttachment?fileId=1614947

EDC270 EEI Lesson Plan Template


Graphic organizer

Name: ________________________________

Date: ______________

BAG 1 - shorter

BAG 2 - shorter

_____ is shorter than ______

__________________________

BAG 1 - shorter

BAG 2 - shorter

_____ is longer than ______

____________________________

EDC270 EEI Lesson Plan Template


Homework

Lesson 1 Homework 13

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Follow the directions. Complete the sentences.


1. Circle the longer rabbit.

2. Circle the shorter fruit.

Peter

Floppy

_________ is longer than _________.

_________is shorter than _________.

Write the words longer than or shorter than to make the sentences true.
3.

4.

The glue
is ___________________

is __________________

the ketchup.

Lesson 1:

Compare length directly and consider the importance of aligning


endpoints.

22

EDC270 EEI Lesson Plan Template

Rubric - Compare and contrast lengths.

Longest one

Shortest one

Total points
Total points
divided by 2

Student is able to
correctly identify
between more
than 3 items the
longest one in the
two bags.
Student is able to
correctly identify
between more
than 3 items the
shortest one in the
two bags.

Student is able to
correctly identify
between 2 items
the longest one in
two bags.

Student is able to
correctly identify
between 2 items
the longest one in
one bag

Student is not able


to correctly
identify the
longest one

Student is able to
correctly identify
between 2 items
the shortest one in
two bags.

Student is able to
correctly identify
between 2 items
the shortest one in
one bag

Student is not able


to correctly
identify the
shortest one