NAME: Amanda Batra

Template for Unpacking/Repacking a Standard

Grade Level & Content Area Program of StudyStudent Target

(use student friendly language)

What students need to know (nouns)

What students are to be able to do (verbs)

List Standard Number and Write Out Standard to be Addressed

Grade 4 (Wisconsin)

4.MD. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.

What does customary and metric units of measure include and what are their abbreviations?

Explain the units in which length, volume, mass, and time can be measured?

How can you use a two-column table to convert from larger to smaller units and record equivalent measurements?

Customary and metric units of measureLengthVolumeMassTimeLarger unitsSmaller unitsEquivalent measurements

SolveConvertAbbreviateRecordKnow

Critical VocabularyCentimeter (cm.), Customary system, Equivalent, Estimate, Gram (g.), Kilogram (kg.), Kilometer (km.), Liter (l.), Meter (m.), Metric system, Millimeter (ml.), Minute (min.), Ounce (oz.), Pound (lb.), System of measurement, and Two-column table

Performance Indicators/Tasks Sequence of Teaching Strategies

Discuss common benchmarks for units of measurement and compare them using different units of measurement.

Units covered by customary measurements. Use hands-on activities and objects (rulers

etc.) to find out about inches in one foot, feet in one yard, and feet in one inch.

Units covered by metric measurements. Use hands-on activities and online videos to

find out about meters in one kilometer, centimeters in one meter, milliliters in one centimeter, and ounces in one pound.

Calculate about how many minutes are there in one hour and seconds in one minute?

Rules for converting larger unit to smaller unit. Do we add, subtract, multiply or divide? How?

Create two-column conversion tables for length, weight, and capacity units using measurement tools. How can you use these tables to solve problems?

Post-assessment: online games, hands-on activity, and providing printable assessment tasks.

a) Encourage discussion among students as a pre-assessment activity about units of measurement and difference between them.

b) Introduce activities that help students gain an understanding of how systems of measurement have come about in order and how they can be used in everyday life (this will be done by using objects around the class, and providing hands-on activities).

c) Provide all the abbreviations for units covered under customary and metric system of measurement and explain need to learn the abbreviations for these terms as well as their equivalencies.

d) Begin explaining students about how items are measured and provide real life examples regarding that (for ex: review from their measurement book that 16 oz. equals one pound and have students give examples of some items that would be measured in ounces (canned food) and pounds (people), or how many inches are there in one foot or what might be weighed in milligrams, kilograms, and centigrams)). Follow same technique for all units.

e) Using hands-on-activities, providing examples, and by playing online games explain students about how to calculate and estimate mass and volume and explain them remaining equivalences among U.S. customary units of measurement (for ex: weight is measured in terms of: 1 lb. = 16 oz., 1 ton = 2,000 lb. or volume in terms of: 1 cup = 8 fl. oz. (fluid ounces), 1 gal. = 4 qtr., 1 ltr=1000ml, 1 kg=1000g etc.).

f) Understand how to convert time related units and how to practice elapsed time problems using online resources. Have clocks with moving hands available for students who want to use them in solving problems. Print these worksheets http://www.harcourtschool.com/activity/elab2002/resources/s_pdf/grade_3/3018.pdf. And ask students to complete them at the end of lesson.

g) Explain students the concept of converting bigger into smaller units. Use multiplication when changing from greater unit to smaller unit and division when changing smaller unit to greater number. Then make a two-column chart to convert from larger to smaller units and record equivalent measurements in that chart.

h) At the end of lesson let students practice the entire unit a) online: http://studyjams.scholastic.com/studyjams/jams/math/measurement/units-of-measurement.htm, http://studyjams.scholastic.com/studyjams/jams/math/measurement/unit

s-of-length.htm, http://www.virtualnerd.com/common-core/grade-4/4_MD-measurement-data/A/1, b) providing printable resources to all students and C) having weigh scale in classroom to measure the objects available in classroom.

How will you communicate to each student regarding his/her progress toward the learning target?

a) By providing students with various pre-assessment activities. This will allow having better picture for a teacher about what students know about the topic “measurement”.

b) Provide the on-going activities according to the students’ needs. For e.g.: providing more challenging problems for gifted students, pairing struggling students with those who have mastered the skills and then have students explain how they solved the problem.

c) After completing the lesson arranging students to work into different stations (computer, group activity, playing games, teacher assistance, textbook problems). Each student will get exposure of learning under many situations this way.

d) Using formative assessment by assigning students various hands-on activities and giving students non-graded quiz at each level of understanding.

e) Engaging all students with technological interactivity.How will you engage students in tracking and communicating their own progress?

a) By providing various hands-on activities.b) Exposing students to various Internet websites where they will be able to find interactive problems and challenges.c) Arranging students into small groups and let them speak for 1 minute about what they understood about the topic. d) They will write the most 5 important points that they understood from the topic and then discuss them with other students.e) Providing them worksheets (non-graded) to solve various problems.

*If you were to use this in your teaching assignment, you would want attach copies of at least one student work sample meeting standard and one student work sample not meeting standard