Assignment 3

Teachers Know the Subjects they Teach and How to Teach those Subjects to Students
Lesson 1:
The first lesson in the measurement and data unit is measure length using the metric system.
Because I know many of my students are unfamiliar with the metric system, I will create an
enhanced lesson to introduce them to the metric system. Since I know many of my students have
very little background knowledge about the metric system I will give them the background
knowledge they need before trying to build on it.
Standards:
Common Core Math 4.MD.A.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. Record measurement equivalents in a two-column table.
Common Core Math 4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of a
smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.
Objective:
By the end of this lesson, students will be able to convert from any metric unit of distance to
another.
Introduction:

I will begin the lesson by explaining that there is another form of measurement that is not
typically used in the United States called the metric system. I will explain that this is the form of
measurement used in most countries and that it is what is typically used for science experiments.
Lesson:
I will have enough meter sticks for each group of students, about 4 students in a group. I will
remind students how to measure accurately and give them a chance to practice. Then each group
will be given a list of objects to measure. They will be required to measure some things in
meters and others in centimeters. After students have had time to complete their measurement
activity, I will bring the class in for discussion. I will ask students for their measurements and
put them on the board. I will then ask students if anyone sees a connection between the meters
and centimeters. If needed, I will guide students to the concept of there being 100 centimeters in
a meter. I will then put a chart on the board describing the connection between all of the metric
units of distance. We will then discuss that each unit smaller is 10Xs smaller than the one
before it, and each unit bigger is 10Xs bigger than the one before it. We will practice converting
between the different units.
Conclusion:
I will end the lesson by reminding students about the ease of multiplying by 10 in order to
convert between units of measurement in the metric system, and tell them that tomorrow we will
learn about the units of measurement used in the metric system to measure mass.
Reflection:
I know this lesson was successful because the next day it was extremely easy for my students to
make the connection between metric units of distance (meters etc.) to metric units of mass
(grams etc.). My students saw the same prefixes and realized they mean the same thing, its just

what you are measuring that changes. Therefore my students were able to use inquiry, with my
guidance, in order to build their knowledge, which according to Lazonder and Wiskerke-Drost
(2014) is an essential aspect of student learning. One barrier I did have was that students wanted
to relate these units of measurement to inches, feet, yards, and miles. I had to explain several
times that it is a completely different system of measurement. When I teach this lesson again, I
will be sure to explain right away the difference between the metric system and the customary
system.
Lesson 2:
A lesson in the measurement and data unit is Units of Time. Because I know many of my
students struggle with telling time on an analog clock, I decided to create a lesson that will build
on their background knowledge of telling time, so they will be ready to solve elapsed time
problems. It is important for teachers to close any gaps in students background knowledge
before teaching a concept that builds on it.
Standards:
Common Core Math 4.MD.A.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. Record measurement equivalents in a two-column table.
Common Core Math 4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of a

smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.
Objective:
By the end of this lesson, students will be able to tell time on an analog clock to the minute.
Introduction:
I will begin the lesson by explaining to students the importance of telling time. I will tell them a
story about a time someone was late for a meeting because they couldnt tell time.
Lesson:
I will create a smartboard presentation in which students will be shown different times and they
will have to state the correct time. First, I will model how to tell time to the nearest hour.
Students will then be given a chance to practice with a partner, and then practice on their own.
Second, I will model how to tell time to the nearest half-hour. Students will then be given a
chance to practice with a partner, and then practice on their own. Third, I will model how to tell
time to the nearest quarter hour. Students will then be given a chance to practice with a partner,
and then practice on their own. Fourth, I will model how to tell time to the nearest 5 minute.
Students will be given the chance to practice with a partner and then practice on their own. Last,
I will model how to tell time to the nearest minute. Students will then be given a chance to
practice with a partner, and then practice on their own. I will make sure to address that the hour
hand will be closer to the next hour when the minute hand is past the half hour mark.
Conclusion:
I will again remind students of the importance of being able to tell time and then give them a
clock to practice telling time to the nearest minute with a partner.
Reflection:

This lesson was successful because by the end of the lesson all my students were able to
accurately state the time to the nearest minute whenever they were asked. Although being able
to tell time is not a fourth grade standard it is essential for them to have mastered in order for
them to solve elapsed time problems, which is a standard. I know this lesson prepared my
students for the units of time lesson in the book because I didnt have to go back and re-teach
time to any students in order for them to be successful with that lesson. In this lesson I used
hands-on practice combined with direct instruction, which according to Naeimi and Chow Voon
Foo (2015) is proven to be an effective teaching strategy. One limitation or barrier I did
encounter when teaching this lesson was in regards to my ESL students. I have a student who is
first year in the country, and she had very limited schooling in her own language. This student
struggled with the concept of hypothetical time, since I had to keep changing the clock to give
them more practice. If I were to teach this lesson to her again I would have another student who
speaks the same language explain what we were doing to her before we began the lesson.
Lesson 3:
Another lesson in the measurement and data unit is perimeter and area of rectangles. Because
these two concepts are easy to confuse and mix up I will teach these two lessons separately
rather than together and then spend a day relating the two concepts so they make the connection.
It is important for teachers to foresee misconceptions or confusion that might arise so I will try to
address this confusion by teaching them separately first.
Standard:

Common Core Math 4.MD.A.3

Apply the area and perimeter formulas for rectangles in real world and mathematical
problems.

Objective:
By the end of this lesson, students will be able to find the area of a rectangle.
Introduction:
I will introduce the lesson by having some students stand in a rectangle of 4 by 6 students. I will
then ask them how many students we could fit inside their rectangle. If needed, I will show them
that we could fill up all the rows and columns to get 24 students.
Lesson:
I will draw a model of the rectangle we created on the board and ask students if they can think of
a way they could have used math to figure out how many people would fit rather than actually
putting the people in the rows and columns. Hopefully, they will see the connection of 4 times 6
is 24 and come up with the formula A=L*W on their own, if not I will guide them to it. I will
then model finding area using the formula. Then students will be given a chance to find area
using the formula on their own.
Conclusion:
I will end the lesson by reminding students that area is found by multiplying length times width,
and that it tells us how much area or space a shape takes up. Then I will tell them that tomorrow
we will learn how to use math to find out the distance around an object.
Reflection:
I know this lesson was successful because my students were able to find area on their own by the
end of the lesson. They also told me this lesson was fun and they like this kind of math. During
this lesson I was able to rely on both the social learning theory and the constructivism theory,
which according to Juvova, Chudy, Neumeister, Plischke, and Kvintova, (2015) and Hickey
(2014) are important aspects of student learning. One limitation or barrier that did come up was

they thought they could fit more students inside the rectangle. I had to explain that we are just
trying to fill up each row and column, not pack in as many as possible. After explaining this to
them they understood, but next time I teach this I will make sure to explain that before asking
them how many people we can fit in their rectangle in order to avoid confusion.
Sources:
Fuson, Karen C. Math Expressions Common Core. Orlando: Houghton Mifflin Harcourt, 2010.
Hickey, G. (2014). The Importance of Learning Philosophies on Technology Selection in
Education. Journal of Learning Design, 7(3), 16-22.
Juvova, A., Chudy, S., Neumeister, P., Plischke, J., & Kvintova, J. (2015). Reflection of
Constructivist Theories in Current Educational Practice. Universal Journal of Education
Research, 3(5), 345-349.
Lazonder, A. W., & Wiskerke-Drost, S. (2015). Advancing Scientific Reasoning in Upper
Elementary Classrooms: Direct Instruction Versus Task Structuring. Journal of
Science Education and Technology, 24(1), 69-77.
Naeimi, M., & Chow Voon Foo, T. (2015). Vocabulary Acquisition through Direct and Indirect
Learning Strategies. English Language Teaching, 8(10), 142-151.