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Title: Modified Lesson Plan: Grade 3 Math

This lesson pertains to the grade 3 measurement expectations. The students participate in a cooperative learning strategy called Graffiti. The activity is used as a review of the measurement unit and includes the following topics: estimation, conversion, perimeter, date, and temperature. The activity also serves as a formative assessment of the class. The teacher may re-visit a topic, before a summative assessment, depending upon the results of the Graffiti.

1. Ontario Curriculum Expectations

According to the grade 3 math curriculum, students are expected to:

· Explain the use of standard units of measurement and the relationships between linear measures (e.g. millimetres are smaller than metres)
· Select the most appropriate unit of measure to measure length (centimetre, metre, kilometre)
· Estimate, measure, and record linear dimensions of objects (using millimetre, centimetre, and metre)
· Measure the perimeter of two-dimensional shapes using standard units (centimetre and metre)
· Demonstrate an understanding of the relationship between days and years, weeks and years
· Estimate, read, and record temperatures to the nearest degree Celsius

2. Language Expectations

· Students are expected to understand the following key vocabularies: millimetre, centimetre, decimetre, metre, kilometre, perimeter, date, day, week, year, temperature, and Celsius
· The teacher would explain each of the above vocabularies in the following method

For example:

· Centimetre is a unit of measure in the metric system
· Centimetre can be expressed as cm
· Visual aids: Use a ruler to show the distance of a centimetre and the diameter (width) of a crayon is about 1 centimetre
· 1 cm = 10 mm (millimetre)



A Tribes strategy called Barnyard Animals is a fun way to put the students into teacher-selected groups. Barnyard Animals does not take long to prepare once you have structured the groups. Begin by handing out folded posted notes with the student names on the outside. Inside, you will have written the name of an animal. When you say “go” the students must open their posted note and make the sound of their animal. The students are to find other students who have the same animal (3-4 in each group).

Thoughtfully selected groups, with combinations of higher and lower level thinkers, will create the opportunity for the students to be successful with Graffiti. ESL students could be grouped with classmates who speaks the native language and/or with motivated classmates.


1. Teaching Strategy

· The teacher will model/demonstrate how the Graffiti activity is done in front of the class

For Example:

The teacher would write “millimetre” on the board or chart paper. Students would then be asked to take 30 seconds and try to think of information that relates to “millimetre”. Ask for volunteers to come up and write down their ideas under or around the word “millimetre”.

For example, the students may write 1 cm = 10 mm or the word “ruler” or that the width of a coin can be measured in millimetres.

2. Learning Strategy

Display the following guidelines on the board for students to follow

3. Students will review the measurement unit by doing the Graffiti activity.

· Students will work in groups of three or four
· One large piece of paper per group with one or two topics such as millimetre” and “centimetre”

· Topics:
1. Millimetre, centimetre, decimetre, metre and kilometre
2. Perimeter: the total distance around a shape
3. Date, temperature

· Students get 30 seconds to think and 60 – 90 seconds to record their ideas on the paper
· Use coloured markers to make it more interesting
· It also holds students more accountable to stay focused and not write something inappropriate

4. Each group of students will have a chart paper with one or two topics. Students will think to themselves for 30 seconds and write as much as they can think of that relates to that topic, such as a statement or an equation.

Examples: (this part is for the teacher)

· 10 cm = 100 mm and/or
The thickness of a dime is about 1 millimetre
· 8 dm = 80 cm
The length of a new crayon is about 1 decimetre
· 7 m = 700 cm
The height from the floor to the doorknob is about 1 metre
· 3 m = 30 dm
· 2 km = 200 m

5. Students will stop, stand up, and move as groups to different pieces of paper when they hear/see the teacher’s signal such as the rain stick sound. The teacher will also display the direction of rotation on the board.

6. Once again, the students will write down as much as they can. Students will continue writing and rotating until all groups have a chance to write on all of the different topics (chart paper).

7. When students return to their original group/station, they now have the collective wisdom of everyone in the class.



1. Assessment Strategy

· The teacher will circulate the room while students are working on the Graffiti. A chart with the student names will be used to record student participation and understanding.

2. Feedback Strategy

· After the Graffiti is finished, post each chart paper on the board. Ask the students to identify a few incorrect examples. Then ask them to improve upon them.
· Ask representatives from each group to discuss examples that they have written. However, they have the right to pass (if they are not comfortable speaking in front of the class).
· This will provide feedback for the teacher indicating individual and class strengths and areas requiring improvement.


Accommodations:

1. Review the key vocabulary orally and visually, as well as providing concrete examples for the children to explore. For example, to review the term centimeter, write the word and its prefix on chart paper, draw a cm, and ask the students to look at a cm on their rulers. Terms to be reviewed are kilometre, metre, centimetre, decimetre, millimetre, estimation, conversion, temperature, Celsius, date, perimeter, and sum.
2. Model the Graffiti process twice for the students. The category will be written on the board. Ask the students to think about words, conversions, objects, etc. that relate to the category. Ask volunteers to come up to the board and write down their ideas under and around the category heading. You might need to ask questions that will stimulate more diverse responses. Model the process for a second time and hopefully other students will volunteer now that they have seen the process.
3. The instructions for the activity need to be written on chart paper ahead of time. This considers visual learners and ESL learners.
4. Have a diagram on the chalkboard indicating the direction of rotation. By asking the students to rotate (as opposed to rotating the papers), ESL students who would feel more comfortable staying longer at a station, are able to do so.
5. Please remind students not to look at other responses on the chart paper, since they need not be concerned about repeating answers. If many students have similar ideas, then as a teacher, I might consider the following: the concept is well understood, the lesson was effective, the idea is important to the students, or they copied each other thereby letting me know that the students do not understand the concept. Conversely, if charts are bare or a concept is missing, I need to consider why.
6. Thoughtfully selected groups, with combinations of higher and lower level thinkers, will create the opportunity for the students to be successful with Graffiti. ESL students could be grouped with classmates who speaks the native language and/or with motivated classmates.
7. Finally, send a note home with the ESL students, informing their parents of the upcoming test or culminating task. Parents could then do their best to support and/or assist their child with studying.


Reflection:

Hand out a strip of paper with the following statements:
Please write down one part of the activity that you enjoyed.
Please write down one part of the activity that you would not like to do again.
Please share one thing you learned.

A list of Resources Needed

1. Chart paper
2. Coloured Markers
3. Reflection sheets for students
4. Rain stick
5. Ruler, metre stick, calendar, thermometer, and other concrete materials appropriate for showing units of measurement.


Submitted by: Ken Chiu & Leanne Dumitru

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