Lesson Plan By: Brandy Elliott

 

Grade: 1st                                            Length: 25 minutes

 

Academic Standard: Math

1.5.4 Measure and estimate the length of an object to the nearest inch and centimeter.

 

Objectives:

The students will estimate the length of a boomerang, within two inches.

Given a string and a ruler, the students will measure the length of a boomerang to the nearest inch, with 100% accuracy.

 

Advanced Teacher Preparation:

The teacher will need to have a cardboard cut out of a boomerang for each group.

The teacher will need to have a string and ruler for each group.

The teacher will need to have the groups of three already planned.

 

Procedure:

            Introduction/Motivation: The teacher will explain to the students about measuring in inches and centimeters and how to make an estimate of objects that will be measured. The teacher then goes to other objects in the classroom and he/she will make an estimate of the length of that object, and then he/she will measure them in inches and centimeters.

 

            Step-by-Step Plan:

  1. The teacher will designate the groups.
  2. The teacher will then pass out the card board boomerangs.
  3. The teacher will then pass out the string and ruler to each group.
  4. The groups will estimate the length of the boomerang inches and centimeters and write it down on the worksheet. (Mathematical Logical)
  5. The students will then measure the boomerang in inches and centimeters and write their answers on the worksheet. (Bodily Kinesthetic) (Mathematical Logical)
  6. Then the students will see if their estimate is close to the actual measurement of the boomerang. (Mathematical Logical)

 

            Closure:

The class will then talk about their estimates and actual measurements of the boomerang. Each group will share their estimates and the actual measurement to see if everyone’s measurements are the same. If not the same, then why?

 

Adaptations/Enrichments:

For students who have a hard time working in groups they can work by themselves.

For students who need enrichments they can try to measure the perimeter of the boomerang.

 

Reflection:

Did the students have fun?

Was the lesson effective?

How can I make this lesson better?

 

Bloom’s Taxonomy Questions:

  1. What would result if you just used a ruler to measure the boomerang? (Application)
  2. What is the function of the string? (Analysis)
  3. What two types of measurements are we using in this activity? (Knowledge)
  4. How would you compare your estimate to the actual measurement of the boomerang? (Comprehension)

 

 

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