2nd Grade Mathematics: Measurement and Estimation Using Pumpkins

by

 Tabitha Lirely

General John A. Logan

2^nd Grade Teacher

10/21/2015

Interdisciplinary Connections (1a: Demonstrating Knowledge of Content and Pedagogy)

• This lesson primarily focuses on mathematics (specifically CCSS.Math.2.MD), but is also directly related to our reading unit from the previous week (Life Cycle of a Pumpkin by Ron Fridell and Patricia Walsh), and our recently completed science unit (Plants), both of which provide excellent background knowledge for the students.  This lesson is also closely related to social studies standard IL.17.A.1a as I will be introducing the lesson by referring to Morton, Illinois-- the world's leading pumpkin producer, and we'll be watching a youtube video about the pumpkin patches in that area. 
  
  

Lesson Duration: (1e: Designing Coherent Instruction)

• 1 hour 
• 5 minutes: Intro/Video
• 10 minutes: Directions/Teacher Model and Opportunity for Questions
• 40 minutes: Centers Rotations (Four rotations: 1-- Estimate and measure the height of a pumpkin using centimeter cubes and a centimeter ruler, 2-- Estimate and measure the circumference of a pumpkin using yarn and measuring tapes, 3-- Estimate and measure the weight of a pumpkin using free weights and a scale, 4-- Estimate and count the number of seeds in a pumpkin. Sort seeds into 10's and 1's.)
• 5 minutes: Closing Activity (Represent data using pumpkin glyphs.)

Relevance/Rationale: (1b: Demonstrating Knowledge of Students)

• The desired outcomes of this lesson will build upon the currently existing understanding of measurement and estimation, which the class has been studying recently.  
• This lesson gives students a hands-on experience using measurement and estimation.  So, rather than experiencing the skill through a worksheet, they are actually experiencing the skill.
•  Plant life cycles and characteristics, especially an Illinois crop like pumpkins, is directly relevant to students.  

Outcomes/Objectives: (1c: Setting Instructional Outcomes)

• Students will demonstrate understanding of estimation by making height, circumference, weight, and counting estimations that are reasonable in relation to the objects’ actual measurements.
• Students will accurately measure the weight of a given pumpkin.
•  Students will accurately measure the height of a given pumpkin.
• Students will accurately measure the circumference of a given pumpkin.
•  Students will demonstrate knowledge of place value (1’s, 10’s, 100’s)
•  Students will represent personal data by creating a jack-o-lantern glyph.     

Content Standard(s) and/or Common Core Learning Standard(s): 

(1c: Setting Instructional Outcomes)

• CCSS.Math.2.MD.D (Represent and Interpret Data)
• CCSS.Math.2.MD.A.3 (Estimate lengths using units of centimeters and meters)
• CCSS.Math.2.MD.A.1 (Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes)
•  CCSS.Math.2.NBT.A.(Understand place value)
• CCSS.Math.2.NBT.A.1 (Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones)

Use of Formative Assessment to Inform Planning: (1f: Designing Student Assessments)

• Students are currently a little over halfway through the first unit in ISBE’s scope and sequence for Linear Measurement unit, supplemented with materials from Engage New York.

Students, up to this point, have had teacher assistance when choosing appropriate tools for measurement.  These centers activities are appropriate cognitive challenges for all students since they are primarily self-paced and require a great deal of independent problem solving to complete successfully.

Students should already be able to:

Measure using the “mark and move forward” technique.

Measure using centimeters.

Express lengths as whole numbers by rounding up or down.

Make reasonable estimations based on given benchmark objects.

Class Information: (1b: Knowledge of Students)

• The class is composed of 23 students (12 male, 11 female). 
• Two (female) students have IEPs in both reading and math and will receive extra support as IEPs dictate on all in-class work by Ms. Lirely (teacher will read all problems when necessary and adjust the assignment to reduce the amount of work the two girls have).
• These centers must be completed in-class, so assistance from Mrs. Keenan will not be give during this math lesson. 

Overview: (1a: Demonstrating Knowledge of Content and Pedagogy)

• During this lesson, students will be divided into small groups and will travel from station to station in class to complete several measurement activities.  In relation to the larger unit, this activity touches on many of the skills the class has been studying during recent weeks including understanding ruler concepts, measuring and estimating length using different tools, and measuring and comparing using different length units. The centers continue to promote and reinforce student development and understanding in those areas

·         The observer will witness students rotating through 4 stations.

• Pumpkin Estimation and Measurement: Weight
• Pumpkin Estimation and Measurement: Height
• Pumpkin Estimation and Measurement: Circumference
• Pumpkin Estimation and Measurement: Seed estimation and place value (100’s, 10’s, 1’s)
  
  
• The observer may witness the closing activity.
• Pumpkin Glyphs: Represent data by creating a glyph
  

Technologies and Other Materials /Resources:  

(1d: Demonstrating Knowledge of Resources)

·         Intro/Warm-up:

o   Pumpkin Ag Mag: http://www.agintheclassroom.org/teacherresources/AgMags/Pumpkin%20Interactive%20Ag%20Mag2.pdf

o   Libby’s Pumpkin- How to Grow a Pumpkin: https://www.youtube.com/watch?v=2WOrSPxegiw&feature=related
o   Promethean Board/Projector

·         Weight Station:

o   Assorted free weights (5, 10, 15, and 20 pounds)
o   Assorted measuring tools (meter stick, measuring tape, centimeter ruler, centimeter cubes)

·         Height Station:

o   Centimeter cube manipulatives

o   Assorted measuring tools (meter stick, measuring tape, centimeter ruler, centimeter cubes)

·         Seeds Station:

o   Muffin Tins/ Wrappers (Students will place 10 seeds in each cup/wrapper)

o   Pumpkin Seeds

·         Other Materials Needed:

o   Measurement booklet (1 per student)
o   Writing utensil

Grouping Strategy: (1e: Designing Coherent Instruction)

•  Students will be separated into four groups of 5-6 students based primarily on ability level.  Behavior and work ethic will also be considered so that students who may need extra attention from the teacher to stay focused will be grouped with other students who may also need extra help (either academically or behaviorally).
  
• Group 1: Independent
• Brayden P., Isabel Z, Braden S., William B., Neaira G., Brianna C.

• Group 2: Medium-High
• Mason S., Zachary R., Ta’Nya M., Brady D., Ka’Leyl S., Wyatt E.
  
• Group 3: Medium-Low
• Skyler B., Jacee C., Rylee N., Madison W., Aubrie H., Journey H.
  
• Group 4:  Struggling
• Jamal R., Isabella T., Austin H., Logan N., Candice S.

Academic Vocabulary/Lesson Vocabulary: (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

• length, circumference, estimate, longer, measurement, height, measuring/meter stick, measuring tape, centimeter, ruler

Lesson Procedures: (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

• To launch the lesson, the teacher will hold up the Illinois Ag mag from the classroom library and will give students a sneak-peek at the magazine by opening it online. The class will read “#1 in Pumpkins” together, and then students will watch “How to Grow a Pumpkin”. While students are watching the video, teacher will make final preparations on the centers activities.
• (5 min)
  
  
• Since most of the information will be repeated/review, teacher will briefly explain each center and the job students must do at each one. Students will be asked to remind each other how to use each of the tools to review successful processes. 
  Teacher will model how to use measuring tape prior to beginning centers activities. 
• (5 min)
  
  
• After tools have been modeled, students will begin their first center (each group will begin at their own table). During the 6 minutes at each center, the teacher will position herself near the students who will need the most assistance, and will start a 6 minute timer.  At the end of 6 minutes, students must have the appropriate pages complete and be ready to “scoot” to the next center.  All of the centers will require group work and cooperation to successfully complete activities.  Teacher will be available if guided practice is necessary to facilitate learning to all groups. Even though the centers will require group cooperation, each workbook is individualized and will require the student to do his or her own work using his or her own thoughts and judgments.  Teacher will constantly be moving around the room to monitor student understanding.
• (40-45 minutes)
  
  
• Opportunity for student reflection and lesson closure will be provided in the final 5 minutes of class.  Groups will hand in their workbooks, return to their tables, and create a pumpkin glyph to reflect on the experience they had during the lesson.
• (3-5 minutes)

Differentiation: (1e: Designing Coherent Instruction)

·        Groups will receive 1 of 3 workbooks that are leveled (high/med/low). 

o   Workbook 1 will be designed for independent-level students and will include questions that require higher-level critical thinking skills to complete.

o   Workbook 2 will be designed for medium-high/on-level students.  The medium-high group will be given this booklet.

o   Workbook 3 will be the most basic and will be designed for below-level or struggling students. Students in the medium-low group and the struggling group will be given this workbook as well proximal favor during the lesson to provide extra support, as necessary.

Assessment Criteria for Success: (1f: Designing Student Assessments)

• Throughout the lesson, teacher will be continuously traveling to each station (spending more time with the low and low-struggling groups) to formatively evaluate student learning.  During this time, teacher will look over activities taking place, and facilitate corrections, if necessary.
• It will be obvious that students are successfully meeting the outcomes in the lesson based on the answers they provide in their group’s work booklet (summative).  Students will score an 85% or higher on the booklet.
  
  

Anticipated Difficulties: (1a: Demonstrating Knowledge of Content and Pedagogy)

• I anticipate that the independent group of students may have a difficult time figuring out how to measure weight of a pumpkin using subtraction since up to this point, we have only discussed the measurement of length.
• This activity will be tiered in the workbook so that independent and higher-level students will be able to think more critically about the topic, but simplified for struggling and lower-level students so that the activities are mapped-out better and solving the problem at hand is presented more concretely than abstractly.
• Also, students have had less experience with measuring tapes than any other measuring tool.  Most groups will need the teacher to double check end measurement is correct.

Reflections: (4a: Reflecting on Teaching)

• Questions I’ll ask myself after the lesson is taught:

o   Was the instructional objective met? Did at least 20 students make an 85% or higher on the workbook? Did the struggling 3 percent of students make at least a 75% on the workbook?

o   Were students engaged throughout the lesson? I should know based on conversations I heard during the lesson, the number of times groups had to be redirected to stay on task, and general observation.

o   If I were going to teach this lesson again to this group of students, would I change anything that I did? If yes, what would I change and why would I change it?