Elementary Measurement - Lesson 5 - Culminating Activity

Return to Lesson 4 or return to Elementary Mathematics UDL Instructional Unit

Materials

• Math journals
• Lesson 4 Word Problem document (just for reference)
• Unit Review PowerPoint presentation
• Whiteboards and dry erase markers
• 10 Activity Stations (may use sidewalk chalk, tape, poster board, bulletin board paper, etc. to present the squares and rectangles to the students)
• Rulers with inches on one side and centimeters on the other (one for each student)
• Tape measure, yard stick, meter stick (ideally, one for each of the 10 stations)
• Culminating Assessment Worksheet
• 1 ft² pieces of poster board (one for each student) This is only if you have the students do the final mural activity.

Introduction

Activate Previous Knowledge

1. Have students open their math journals to their answers for the Lesson 4 Word Problem they were to complete as an exit assessment for Lesson 4. Reread the word problem to the students, and then go through each question, polling the class to see what their answers were and why. Have students correct any mistakes.
2. Have students play the Unit Review PowerPoint game. (They can write their answers, which will all be either True or False, on their whiteboards.)
3. As the students play the game, be sure to take time to review each concept pertaining to each slide. Refer students to their PowerPoint notes from the previous lessons.

Additional Considerations for Emerging Readers and Emerging Communicators

1. Provide math journal, Lesson 4 Word Problem worksheet (adapted version used in Lesson 4, Exit Assessment 2), and any supports or accommodations the student used in completing the worksheet. Go through each section of the problem and solution as the teacher reviews.
2. Provide a copy of the PowerPoint with or without text-based symbols. Provide interactive graphics on the PowerPoint as appropriate. For instance, slide 2 could have scaled representations of an inch and a foot that wobble when clicked. Provide true and false text cards (with or without symbols for the student to choose from). Rephrase the questions as appropriate (and provide different answers to choose from if the rephrased questions require those). For example, Slide 2 could be rephrased as, "Which is bigger - an inch or a foot?" requiring the answer choices to be "inch" and "foot"; or it could be rephrased as, "Is an inch bigger than a foot?" requiring the answer choices to be "yes" and "no". Allow the student to answer using his/her preferred mode of communication.
3. Provide PowerPoint notes from previous lessons. Provide any supports previously used in those lessons so the student can use them again as the teacher reviews the concepts.

b. Establish Goals/Objectives for the Activity

1. Explain to the students that they are going to complete some problems involving all of the skills they have learned throughout this unit:

• measuring in US Customary Units (inches/feet)
• converting US Customary Units (inches/feet)
• measuring in metric units (centimeters/meters)
• converting metric units (centimeters/meters)
• calculating perimeter of squares and rectangles
• calculating area of squares and rectangles

Additional Considerations for Emerging Readers and Emerging Communicators

1. Provide any supports including definitions, examples, and materials or tools regarding the concepts of inches, feet, centimeters, meters, perimeter, area, squares, and rectangles to remind the student of these during the review.

Body

1. Set up 10 stations (considering the amount of space you have available, this could be done outside using sidewalk chalk, inside using tape on the floor, or you could cut out squares and rectangles using poster board and post them on the wall/bulletin board, etc. You could also cut out the squares and rectangles using bulletin board paper then set up the stations along the wall in a hallway or in a room that has enough space for the figures and the students).

• Station #1 – a 5 cm square

• Station #2 – rectangle that is 5 ft. by 7 ft.

• Station #3 – rectangle that is 3 in by 1 in

• Station #4 – a 4 in square

• Station #5 – a 2 m square

• Station #6 – a rectangle that is 2 m by 4 m

• Station #7 – an 8 in square

• Station #8 – a rectangle that is 11 cm by 10 cm

• Station #9 – a 7 cm square

• Station #10 – a rectangle that is 11 in by 9 in

2. At each station, each student will be tasked to

a. choose an appropriate measurement tool (ruler marked in inches on one side and centimeters on the other, yard stick/meter stick, tape measure);

b. measure the given figure (length and width);

c. calculate the perimeter of the figure;

d. calculate the area of the figure

Students should record their work and answers in their math journals. They may refer back to their PowerPoint notes from previous lessons.

3. Students should circulate until they have each been to all 10 of the stations and have recorded their answers in their math journals.

4. As a class, go to each station, have a student demonstrate how he/she measured the figure and explain how he/she calculated the perimeter and area of the figure. (Select a different student for each station.)

Additional Considerations for Emerging Readers and Emerging Communicators

1. Provide tactile qualities and color to shapes as appropriate.
2. Stations: (Follow the same instructional procedures as used in Lesson 1-Practice,3)
1. Allow student to select, using his/her preferred mode of communication (eye-gaze, verbal, touch, sign, written, speech generating device, assistive technology, etc.), a measuring tool at each station. Depending on the student's skill at selecting an appropriate tool, the number of tools offered could vary:
• two tools for a student who has difficulty with selection;
• several tools for a student who can make a selection; or
• the "appropriateness" could vary from widely discrepant (e.g., six inch ruler vs. yardstick) to more discreet differences (e.g., six inch ruler vs. 12-inch ruler).

Provide effective accommodations to the materials such as those found in Lesson 1-Body 2, adapted materials:

• a ruler with tactile qualities or a piece of paper;
• digital rulers;
• bendable/foldable rulers;
• tactile rulers;
• transparent/translucent rulers;
• simplified rulers with only inches marked; and
• rulers adapted with hook-and-loop tape or a "handle".
2. Other effective adaptations include laminated card. He/she should be allowed to manipulate the tool(s) with the provision of decreasing physical assistance and to mirror the skill (similar to those found in Lesson 1 – Introduction a. 2 -place a manipulative in a container every time the tool moves, place a tick/tally mark on paper every time the tool moves, etc.)
3. and d. When solving for area and perimeter, provide the student with the same, consistent supports as used in previous lessons.
• Provide a formula template for the student to complete.
• Provide the shapes drawn on grid paper so that the student may count versus calculate.
• Provide cutouts of grid units or other manipulatives that the student can use to solve for area and perimeter.
• Provide number cards that the student can use as answers for the problems instead of writing them.
• Provide visual cues to help the student distinguish between length and width (i.e., graphic representation with arrow up to indicate length and arrow right indicating width).
• Allow the student to use a calculator (traditional or digital) to solve the problems.

Journals:

The student can record instances where he/she might need to measure and corresponding measuring tools selected in his/her journal using his/her preferred mode of communication (verbal, sign, written, speech generating device to select (by touch, eye-gaze, assistive technology, etc.) from multiple options (presented by text, symbols, pictures, tactile representations, concrete objects, or any combination of these, etc.)\]. The student can record these measuring tools in his/her journal by:

• writing,
• tracing (if the student is working on fine motor skills),
• keyboarding (in a digital journal),
• drawing, cutting and/or pasting pictures, symbols, icons, text, or any combination of those.

The student selects pictures, symbols, icons, text, tactile representations, concrete objects, or any combination of these which a partner scribes, saving symbols, icons, pictures, etc. into a digital journal using assistive technology. Be consistent in the supports the student uses for journaling; refer back to the accommodations the student used in Lesson 1 – Introduction a. 5.

3. Follow the same instructional procedures and provide supports throughout each station.

4. Student should demonstrate by utilizing the same procedures and supports used throughout this activity and unit. Students should use their communication system and any new vocabulary from this unit, to explain how they solved for area and/or perimeter.

Final Assessment

1. Students will individually complete an assessment worksheet whereby they will utilize the skills learned throughout this unit. See Culminating Assessment Worksheet document.
2. The worksheet contains three sections: a section whereby students must convert units, a section whereby the students must measure a rectangle and find its perimeter and area (then convert the perimeter from inches to feet), and a final section that presents the students with a story problem.

• After solving the story problem, you could have the students do the activity described in the problem. Provide each student with a 1-square foot piece of paper and instruct each student to draw a picture of himself/herself. Collect the finished drawings as they turn in their finished worksheets, and piece the drawings together to make either a large square or rectangle, depending on the number of students in the class. If you have an odd number of students in the class, complete a block for yourself so that the completed mural will be a square or a rectangle. Once the mural is complete, have the students calculate the perimeter and area of the mural by counting the individual blocks.

Additional Considerations for Emerging Readers and Emerging Communicators

1. Provide adapted worksheet:

• with or without symbol-based text
• fewer problems
• less difficult problems selected

2. Follow the same procedures as found in

• (for worksheet section on conversions) Lesson 3- Practice 1
• (for worksheet section on perimeter/area) Lesson 4- Practice 2
• (for worksheet section on solving word problems) Lesson 4- b. Exit Assessment 2

Return to Lesson 4 or return to Elementary Mathematics UDL Instructional Unit