GT Differentiated Exemplar Lesson CRM 14 Grade Level: K Subject Area(s): ELA TEKS/Student Expectations: _ Reading, _X Science Math: Title Writing, _X_ Social Studies K.2C count a set of objects up to at least 20 and Math CRM 14 X Mathematics demonstrate that the last number said tells the Essential Question(s): number of objects in the set regardless of their     

What does it mean to measure? What do you do when you measure? How can you figure out how tall an object is? How can you figure out how heavy an object is? How can you figure out how much this container holds?

Assessment(s): _X_ Pre-Assessment

X Formative

GT Scope and Sequence Skills: (Aligned with 21st Century Skills Framework & College and Career Readiness Standards)

__ Creative Thinking _X_ Critical Thinking _X_ Communication _X_ Research

_X_ Whole Class

_X_ Summative

arrangement or order; K.7A give an example of a measurable attribute of a given object, including length, capacity, and weight; K.7B compare two objects with a common measureable attribute to see which object has more of/less of the attribute and describe the difference; Science: K.2C collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

Student Learning Styles: _X_ Auditory _X_ Visual/Spatial _X_ Kinesthetic __ Other

X Small Group

Elements of Depth and Complexity: _X_ Language of the Discipline _X Details _ _ Patterns __ Trends _X Rules Lessons and Activities

_X_ Independent Activity

PART ONE: Whole Class: (See Math Exemplar CRM 14 Measurement) For introduction of this unit, refer to the Engage and Exploration section of the Exemplar Lesson CRM 13 from the link above. On Grade Level Small Group: The activities are completed in stations where students work with partners in small groups and rotate through stations throughout the 14 day learning unit. Refer to the math exemplar lesson CRM 14 for more detailed explanation, resources, and which days the stations are implemented. GT Level Group Small Group: More measurement stations which provide which provide critical thinking opportunities for GT/advanced students are listed below. Unit 5 Investigations in Number, Data, and Space 2nd edition:        

Investigation 1, Session 1.5: “Shapes on the Geoboard” (p. 44) Investigation 2, Session 2.2: “Pattern Block Puzzles” (p. 64) Investigation 2, Session 2.3: “Fill the Hexagons” (p. 69) Investigation 2, Session 2.4: “Combining Shapes” (p. 73) Investigation 2, Session 2.6: “Ways to Make a Hexagon” (p. 80) Investigation 3, Session 3.3: “Copying Cubes and Matching Faces” (p. 104) Investigation 3, Session 3.5: “Geoblock Match-Up” (p. 116) Investigation 3, Session 3.6: “Build a Block” (p. 122)

_ _ Ethical Considerations _ _ Unanswered Questions __ Over Time _X_ Different Perspectives _X_ Big Ideas _X_ Interdisciplinary Relationships

Resources: This lesson was written to accompany the Kindergarten Math Exemplar Lesson from CRM 13. The link for this lesson is here.

GT Level Group: Refer to the book Differentiating Instruction With Menus Math by Laurie E. Westphal for more extension choices that contains descriptions and rubrics. Many campuses have a copy of this in their Professional Development Library.

Formative Assessment Grade Level and GT/Advanced Level Group: Refer to the Formative section of the Exemplar Lesson. Summative Assessment GT/Advanced Level Group: Advanced Academic Services Austin Independent School District

The teacher will use the Assessment Checklist: “Measuring Length” (Resource Master M3) from the Investigations 2012 2nd Edition AND Measurement Book: The assessment piece can be completed throughout the learning unit during the math station rotation with partner(s) or individually: Students will complete the book (pages are below) where classroom objects are selected on the left side of the page and students will select the appropriate measurable attribute of the given object (length, capacity, height, and weight), choose a non-standard unit to measure the object (paper clips, unifix cubes, markers, etc.), and record the quantity of non-standard measureable units for each object. Although GT students are at advanced levels, monitor students’ understanding of the tasks because small group/individual debriefings may be needed to clarify misconceptions. Anecdotal data on a checklist similar to the grade level checklist mentioned above should be used to assess students. Extension: Students can choose to work in small group or Individually. Offer gifted/advanced students the enrichment activity during this learning unit.  Interview 3 different workers in your school or neighborhood and ask if any of their duties require measurement. What and how do they measure? What tools are used to measure? Why do they need to measure? Report your findings to the class. You can make a chart, book, poster, etc.

Advanced Academic Services Austin Independent School District

My Measurement Book By ______________

Advanced Academic Services Austin Independent School District

1. Locate this classroom object.

2. Circle the measureable attribute appropriate for this object. Height

Weight

Length

Capacity

3. Choose and circle the tool you want to use to determine the measureable unit for this object.

Unifix Cubes

Linking Chains

Markers

4. Measure the object using the chosen tool and record your findings. Advanced Academic Services Austin Independent School District

1. Locate this classroom object.

Shelf 2. Circle the measureable attribute appropriate for this object. Height

Weight

Length

Capacity

3. Choose and circle the tool you want to use to determine the measureable unit for this object.

Unifix Cubes

Linking Chains

Markers

4. Measure the object using the chosen tool and record your findings.

Advanced Academic Services Austin Independent School District

1. Locate this classroom object.

Supply Box 2. Circle the measureable attribute appropriate for this object. Height

Weight

Length

Capacity

3. Choose and circle the tool you want to use to determine the measureable unit for this object.

Unifix Cubes

Wooden Cubes

Rectangular Wooden Blocks

4. Measure the object using the chosen tool and record your findings. Advanced Academic Services Austin Independent School District

1. Locate this classroom object. Scissors

2. Circle the measureable attribute appropriate for this object. Height

Weight

Length

Capacity

If you choose weight, what additional tool will you need?

Hand Lens

Balance Scale

3. Choose and circle the tool you want to use to determine the measureable unit for this object.

Unifix Cubes

Wooden Cubes

Linking Chains

4. Measure the object using the chosen tool and record your findings. Advanced Academic Services Austin Independent School District

Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation – Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation – Quality of Creative Thinking Typical of Peers

Student uses creativity throughout the stages of the task. Fluent Thinker Flexible Thinker Unique and Original Process Observation – Quality of Analytical Thinking

Typical of Peers

Student analyzes information during the task. Fluent Thinker Flexible Thinker

Unique and Original

Product Assessment Score

Genres

Booklet

Critical Thinking

3

Student compares and contrasts fiction and non-fiction books.

The content highlights unique information for the two genres and shows connections to books not previously read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions.

2

Student compares fiction and nonfiction books.

Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class.

Student applies knowledge of the distinguishing characteristics of genres to make predictions.

Includes distinguishing information for each genre in the booklet.

Student predicts the contents of a book.

1

Student distinguishes between fiction and non-fiction books.

Advanced Academic Services Austin Independent School District