Measuring to the Nearest ¼ inch By: Shannon Weber Revised: June 20, 2011 S. Weber Daemen College, 2011

District and School Union East Elementary  Cheektowaga School District School Motto: “Failure is not an option” S. Weber Daemen College, 2011

Grade Level / Ability of Students Fourth Grade  39 students in two fourth grade classes  8 students with IEPs and 504 plans receive AIS in resource room  Mrs. Reeb and Mrs. Carlisle: General Education teachers  Mrs. Grazyk: Special Education teacher S. Weber Daemen College, 2011

New York State Standard NYS Standard: Math Content Strand: Measurement Band: Units of Measurement Performance Indicator: 4. M. 2 –Use a ruler to measure to the nearest standard unit (whole, ½, and ¼ inches, whole feet, whole yards, whole centimeters, and whole meter) S. Weber Daemen College, 2011

Learning Experience Focus Question How could literature be incorporated into this Learning Experience? S. Weber Daemen College, 2011

Time Frame Schedule: Taught within a measurement unit, after fractions. After measurements will be decimals. Planning: Approximately 2 hours Implementation: 10 minutes for pre-assessment and one 40 minute Math period to teach. Assessment: Approximately 5 minutes or less per paper S. Weber Daemen College, 2011

Objectives 1.0 TSWBT orally state ¼ inch measurements with 95% accuracy. 2.0 TSWBT measure objects and write correct ¼ inch measurements with 95% accuracy. S. Weber Daemen College, 2011

Essential Questions How can you make an exact measurement?  What tool do you use to measure an object in inches?  What do the lines between the whole inches represent?  Why is it important to learn about the small lines between the whole inches? S. Weber Daemen College, 2011

Essential Questions (Continued)  How do you measure an object to the nearest ½ inch?  How do you find the nearest ¼ inch on a ruler?  What are the ¼ inch measurements? (1/4, 2/4, ¾, 4/4) S. Weber Daemen College, 2011

Enduring Understanding Objects can be measured to a fraction of an inch, instead of just to the nearest whole inch. All measurements are comparisons. S. Weber Daemen College, 2011

Students’ Tasks Diagnostic Assessment: Students independently complete “Measuring to the Nearest ¼ inch” for morning work. S. Weber Daemen College, 2011 ObjectMeasurement Paperclip Post-it (measure on the dark line) Width of this paper Dark name line on this paper Width of the name tag on your desk

Tasks (Continued) Teacher highlights ¼ inch marks on the enlarged ruler and students highlight their rulers in blue. Students come to the chalkboard one- by-one to label measurements of pieces of tape. S. Weber Daemen College, 2011

Individual Rulers S. Weber Daemen College, 2011

Independent Practice Teacher Exemplar S. Weber Daemen College, 2011

S. Weber Daemen College, 2011 Developing Student Work Correct Answers 1)1 2/4 inch  2 inches 2)2/4 or ½ inch  1 inch 3)2 inches  2 2/4 inches 4)¾ inches  1 ¼ inch 5)1 ¼ inch  1 inch 6)2 2/4 inches  2 ¾ inches 7)1 2/4 inches  1 ¼ inch 8)2 3/4 inches  2 ¼ inch

Developing Student Rubric S. Weber Daemen College, 2011

Proficient Student Work S. Weber Daemen College, 2011 Correct Answers 1)2 inches * 2)1 inch * 3)2 2/4 inches * 4)1 ¼ inch * 5)1 2/4 inch  1 ¼ inch 6)3 inches  2 ¾ inches 7)1 2/4 inches  1 2/4 inch 8)2 ¼ inches  2 ¼ inch

Proficient Student Rubric S. Weber Daemen College, 2011

Distinguished Student Work S. Weber Daemen College, 2011 * All Correct

Distinguished Student Rubric S. Weber Daemen College, 2011

Assessments Diagnostic  “Measuring to the Nearest ¼ inches” worksheet (5 measurements) Formative  Informal assessment on student rulers during whole group instruction Summative  Homework page measuring lines and pictures * 12 students are assessed for this LE S. Weber Daemen College, 2011

Graph S. Weber Daemen College, 2011 Pre and Post Assessment Data

Technology S. Weber Daemen College, 2011

Modification Table S. Weber Daemen College, 2011 ModificationRationaleBenefits Enlarged RulerAllows the teacher to model measurement to a large group. Students are able to clearly observe how the measurement process needs to be completed.

Reflections  A sincere thank you goes out to Catherine, Katrina, Amanda, and Rebecca who gave many great suggestions through the peer review. Some suggestions included: a measurement poem, measuring objects in stations, and even drawing a room with measurements! I want to thank Dr. Arnold for his continued support and guidance throughout this Learning Experience Process! S. Weber Daemen College, 2011