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Lesson Plan : Measuring Capacity
Teacher Name: | Aracely Luna |
Grade: | Grade 2 |
Topic: | Measuring Capacity |
Content: | Cooperative Learning Strategy: Numbered Heads Together Rationale: I chose Numbered Heads Together because we ask many questions during whole group in Math therefore; the same students are answering most of the time. Numbered Heads Together is a marvelous antidote to Whole-Class Question-Answer which often boils down to a conversation between the teacher and the high achievers in the classroom with the rest of the class between semi-interested and comatose. By having only one student represent the group but not informing the students in advance who the group representative will be, each student knows he/she may be held individually accountable. Ch. 10 Mastery Structures-Numbered Heads Together Step 1. Students Number Off. Each student on the team has a different number. Step 2. Teacher Asks a Question. The question asked of students during Step 2 is formulated as a directive. Instead of saying, “What is the meter in the poem?” the teacher says, “Make sure everyone on the team can describe the meter in the poem.” To quicken the pace, the teacher may sometimes provide a time frame for students. So, for example, the teacher might say, “How many pounds are in a ton: you have thirty seconds to make sure everyone on your team knows.” Step 3. Heads Together. Students literally put their heads together and make sure everyone knows the answer. Step 4. Teacher Calls a Number. The teacher will call a number at random and students with that number raise their hands to be called upon, as in a traditional classroom |
Goals: | My goal is to increase the participation of the whole class using Numbered Heads Together instead of only the same handful of students. My second goal is to provide a hands-on experience using a variety of containers to measure capacity. TEKS: 6B, 9B, 12A-C, 13 A-B |
Objectives: | The learner will estimate and measure capacity by using beans, cups, pints quarts, a half-gallon and a gallon. |
Materials: | cup, pint, quart, half gallon, gallon containers, beans |
Introduction: | · Display each container, identify the unit of measure, and write the word and abbreviation on the board: cup ( c), pint (pt), quart (qt), gallon (gal). |
Development: | · Ask a volunteer to use the 1-cup measure to find out how many cups of beans it takes to fill the pint container. · Put students in groups of 4 and have them find out how many cups, pints, and quarts it takes to fill a quart, a half-gallon, and a gallon container using Numbered Heads Together. |
Practice: | · Make a conversion chart with the information children discover. |
Accommodations: | One one one guidance, pair students who need help. |
Checking For Understanding: | · Monitor the students’ worksheets as they complete them, guide them in the right direction as needed, or ask probing questions if we see they need help. |
Closure: | · Discuss the chart we made as a class and compare it to their gallon man. |
Evaluation: | The student worksheets can be used as assessment and informal assessments can be made throughout the lesson as the teacher checks for understanding. |
Teacher Reflections: | The cooperative learning strategy Numbered Heads Together was very useful in my lessons. I think it is true that almost the same children answer every time, which are the “higher level” children. I love that those children participate and they are usually very bright, but the rest of the class also needs to be a part of the discussions held during class time. This cooperative learning strategy helped because I got lots of responses from a variety of the students. I also tried this in a first grade class with a lesson on money. It worked really well because I could no longer tell who the handful of children were who answered all the time. |
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