How can I plan my lessons using the Backwards Approach?

Identify the outcomes to be learned

Cut and paste your outcome(s) here.

SS5.4 Demonstrate understanding of capacity by: ••describing the relationship between mL and L ••selecting and justifying referents for mL or L units ••estimating capacity by using referents for mL or L ••measuring and recording capacity (mL or L). [C, CN, ME, PS, R, V]

SP5.3 Describe, compare, predict, and test the likelihood of outcomes in probability situations. [C, CN, PS, R]

Think of how we can integrate literature- probability/ rainfall recorded in linear measurement and conversion to ml capacity

Now that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

Day 1: (10 minutes for think and write/ 5 min to pair share/ 5 min to add/ 5 min full group) Think-Write- Pair Share- Add to your thinking sheet

Entrance Slip: Write everything you know about this object including what and how it is used. See SMART board lesson to record shared findings

Create your assessment tools before you create your lesson task.

Day 2 Pretest:

Outcome: SS5.4 Demonstrate understanding of capacity by: describing the relationship between mL and L selecting and justifying referents for mL or L units estimating capacity by using referents for mL or L measuring and recording capacity (mL or L).

Name:

1. From the following examples of measurement, would you need an exact measurement or would an estimate work?

a) Measuring wood to build a birdhouse_________________b) Measuring the area of a long jump pit_________________c) Measuring the height of a high jumpers jump during a track

meet_________________d) Measuring liquid medication ___________________

2. Provide an example of a time when someone would need an exact measurement to accomplish a task.

3. Please convert the following volumes to an equivalent amount in ml.a) 5 L =___________b) 3 L =___________c) 8 L =___________d) 1 L =___________e) 4 L =___________

4. Provide a referent for either a litre or millilitre and give a reason for your choice.

5. It is your turn to change the water in the classroom aquarium. It has a volume of 20 litres. Tell me what common household container you would use to fill it. Explain your choice.

6. Sort these pictures of containers from least to greatest capacity. Explain the reason for your choices.

________________ ________________ _______________ ______________ _______________

Outcome: SS5.4 Demonstrate understanding of capacity by: describing the relationship between mL and L selecting and justifying referents for mL or L units estimating capacity by using referents for mL or L measuring and recording capacity (mL or L).

up to Level 1 up to Level 2 up to Level 3 up to Level 4

Description of Levels:

(based on Marzano, 2007)

There is a partial understanding of some of the simpler details and processes.Prior knowledge

No major errors or omissions regarding the simpler details or processes, but major errors or

No major errors or omissions regarding any of the information and/or processes that were

In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly

225 mL750 mL8 L 3L4 L

is understood. omissions regarding the complex processes may be present.

explicitly taught.This is the target level for proficiency.

taught.

Indicators and Learning

Targets for each Level:

Understand the concept of measurement.

Understand what estimate and exact mean.

S.S. 5.4 a, b Show that 1 000mL

is the same as 1L Provide referents for

1mL and 1L and explain choice.

S.S. 5.4 c, d, e Describe strategies for

selecting a referent. Show what standard

capacity is represented by a referent.

Estimate capacity of a container using referents.

S.S.5.4 f, gExplain whether volume is

exact or estimated using concrete materials.

Sort a set of containers and justify your strategies.

Student-friendly descriptions of

learning targets.I can understand what

estimate and exact measurement are.

I can show that 1 000mL is the same as 1L.

I can choose and explain my choice of referents for 1mL

and 1L.

I can explain how to choose a referent to estimate the capacity of a container.

I can measure and record the capacity of a container.

I understand the difference between an exact or an

estimated volume.I can sort a set of containers

from least to greatest capacity and explain the strategies I

used.

The same test will be given POST

Performance Task: Co-construct criteria with students using the rubric as a guide OR just use the rubric Set boundaries and expectations for the task What do you need to know about probability before you can do this task? What do you need to know and understand about capacity? Anything else you may need to know for success? How could you find out? Performance Task: This will be used formative during the lessons as

well as a summative for the performance task.

Plan the learning environment and instruction

What learning opportunities and experiences should I provide to promote the learning outcomes?

What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.

Plan your lesson here: What lesson format will you use? BEFORE-DURING-AFTER? Math PODS? ETC.

Day 1: (10 minutes for think and write/ 5 min to pair share/ 5 min to add/ 5 min full group) Think-Write- Pair Share- Add to your thinking sheet

Entrance Slip: Write everything you know about this object including what and how it is used. See SMART board lesson to record shared findings

This should bring out some math words for your word wall.http://supportingmath.wikispaces.com/Math+Makes+Sense+L+to+J

Unit 4: Measurement

Student Name: _____________________________________________________________Day 1: (10 minutes for think and write/ 5 min to pair share/ 5 min to add/ 5 min full group) Think-Write- Pair Share- Add to your thinking sheet

Unit 4: Measurement millimeter (mm)referentvolumecubic centimetre (cm3)dimensionscubic metres (m3)litre (L)capacity millilitre (mL)displacement

Entrance Slip: Write everything you know about this object including what and how it is used. How many base ten (ones) would it take to fill up 1 cup?

Day 2 PreTest see dropbox file

##Prior to day 3 watch (teacher) Mike Fulton’s video http://central.gssd.ca/math/?p=181#more-181

Day 3 Exploration 1. Personal reflection- connection Show the picture and Susan… using the smartboard. Have students reflect and connect before the exploration. Get into small groups of 2 or 3 and begin exploration. Each group should have their notebooks to record their discoveries.

Note to Teacher: Take a 2 l milk container and cut it 10 cm (up) in height. Now you have a 1 l container that should be the exact volume as the thousand cube (10 cubed). Students will need base ten materials that have open backs to pour water in, as well as a dropper that is graduated in mlDay 3 Exploring capacity and relating/making connections to volumeExploration: Susan said that these three things have a lot in common. She would not explain any

further… She said I needed to discover it on my own.

This is hands on inquiry to make connections between capacity and volume. Students need time to explore and share findings. Record all discoveries on SMARt board and take photos and documentation of learning.

Day 4- see SMARTboard file/ Teacher read NCTM’sProbability journal article. Follow-up- Students can write their own statements.

Day 5 Problem- Students research to find the answer how many ml of water per day. They then set up a chart or however they see fit to solve for one week and one month..etc.

Connection. ----- Build a rectangular prism out of base ten materials that would represent about how much water you should drink in one day. What is the connection between volume and capacity?

Day 6

The Aquarius Problem

You have to measure exactly 4 liters of water, but you only have a 3-liter bottle and a 5-liter bottle. How do you do it?

http://www.scientificpsychic.com/mind/aqua1.html

Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?