## In the Limousine.docx - Section 4: Session Wrap Up

# Assessing Measurement Techniques

Lesson 4 of 8

## Objective: SWBAT use accurate measuring techniques on an assessment task. SWBAT solve a three addend story problem.

### Thomas Young

## Big Idea: Today you will get an opportunity to conduct an assessment interview that will look at how well your students are measuring with inch tiles.

*65 minutes*

### Thomas Young

#### Warm Up

*5 min*

I start the lesson with a time activity that has students reading an analog clock and telling time to the hour. This is a continuation from the skills introduced in the previous lesson. I want to continue to reinforce this concept and allow students to demonstrate their abilities as I informally assess.

*"I would like to continue to work with the analog clock that we used yesterday. Let's do a quick review. Which hand is the hour hand (red one) and which are the hour numbers (red ones on clock face)? Which hand is the minute hand (blue one)? Which numbers are the minute numbers (blue ones). Why is the minute hand so long (it has to reach the minute numbers on the edge of the clock)? Who could come up and se this clock so that it says 2:00? Who can set it for 5:00? Who can tell me what time this is (set the clock for 8:00)?"*

I repeat this for several more hour times. The Core Standards expect that 1st graders can tell and write time in hours and half-hours using analog and digital clocks (CCSS.Math.Content.1.MD.B.3).

The students are using clocks to read times and placing hour and minute hands to represent set times. The core expects that mathematically proficient students to consider the available tools when solving a mathematical problem and that they are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful (**CCSS.Math.Practice.MP5**)

There is a photo in the section resource of a student participating in this activity.

#### Resources

*expand content*

*"Today, during math workshop, you will be asked to work with me on a measuring assessment. The problem will ask you to measure a box with inch tiles. This is similar to many of the measuring activities that we have been working on during this unit. The other part of the assessment will ask you about whether or not I measure the box correctly."*

*"I will call you over one at a time during the math workshop time."*

There are blank copies of this assessment in the section resource. There is also an assessment rubric for you to use during the assessment interview. This rubric will allow you to note a variety of skills that the students are demonstrating. This rubric can be found in the section resource too.

This assessment also addresses two practice standards. The last two questions address MP 3 & MP 6. The Core Standards expect that mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades (CCSS.Math.Practice.MP3).

The core also expects that mathematically proficient students will communicate precisely to others. T They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other (CCSS.Math.Practice.MP6).

*expand content*

#### Station Time

*40 min*

The students will choose between these two activities as I conduct the assessment interview and task that was introduced int he previous section

**My Catch**: This activity was explained int he previous lesson. You will need to look in the section resources of this linked lesson to get the materials that you will need.

**Measuring Fish**: This activity was explained in the previous lesson. The resources and explanation is explained in the Measuring Fish Section of the linked lesson.

In this activity, students must be accurate with their measuring, make sure that their are no gaps or overlaps with their tiles, and record the total length of each fish. The Core expects students to be able to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps (CCSS.Math.Content.1.MD.A.2 and CCSS.Math.Practice.MP6)*.

*expand content*

#### Session Wrap Up

*15 min*

I let the students know that we have a interesting story problem to work on today. ** "Boys and Girls, we have a wonderful opportunity today. We are going to go to a magic show. We are fortunate enough to be able to take a limousine to the event."** See the section resource to see my introduction to this story problem.

This story problem will allow me to formally assess if the students are "keeping" the number and operations skills that I worked on in previous units. This unit has been focused more on measuring and the previous unit was focusing on Data and Analysis. This task will allow me to see who well they add three addends together and what approach they are using.

A blank copy of this task is available in the section resource.

*expand content*

##### Similar Lessons

###### Use a Non-standard Unit to Measure

*Favorites(10)*

*Resources(10)*

Environment: Urban

###### What's in a Name?

*Favorites(20)*

*Resources(16)*

Environment: Urban

###### Winter Olympics:Non Standard Measurement

*Favorites(3)*

*Resources(26)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Tiles and Cubes and Clips, Oh My!
- LESSON 2: The Fishing Trip
- LESSON 3: "Time" For My Catch
- LESSON 4: Assessing Measurement Techniques
- LESSON 5: Measuring With Student Steps
- LESSON 6: Using Different Units to Measure Day 1
- LESSON 7: Using Different Units to Measure Day 2
- LESSON 8: Unit Assessment on Measurement Concepts