Beginning Teacher Classroom Observations Part

This lesson was called estimation and measurement and basically I wanted the students to understand why we use an estimate and the correlation between estimation and actual measurements. Boys and girls yesterday during math, we talked about measurement and we talked about sometimes when we do measurements, we make estimates. We read a book yesterday where they measured some things in that book. Who can tell me what they used in that book to measure? Erica, a foot, and we learned that they used whose foot in that book. Isaiah. They're kings. They used the king's foot. Because there was a king who liked his body so much to measure things. They came up with a stick and because he was the king, they call this a what? Does anybody remember what they call it? They call it chenille. A ruler. That's right, 'cause the king was the ruler, right? And that king liked measuring things with his body. So much that when he wanted to measure the little parts on the ruler, he used another part of his body. He used this part of his thought right here from his knuckle to the very tip of his thumb. And then he made it each one of these little parts on the ruler is about that big. Does anybody remember what this little part of a ruler is called? Has anybody ever heard of the little parts of a ruler? Isaiah? So each one of these little parts is called an inch. We're going to be doing something very similar to what we did yesterday, which was making estimates, and then testing our estimates with making actual measurements. Who can remind me, what is an estimate? Why do I make an estimate when I'm doing math? Christina? She has. An estimate sort of gives us an ideal. And then after I make my estimate, I do a real measurement. And why do I make a real measurement? Loose? To make sure my answer's right. So I get a good fit, right? Okay. So let's think about times when we make estimates and times when we make real accurate measurements. Who can think of a time when they would make an estimate? Anybody can think of a time when they would make an estimate. To see if the numbers close to the other number. I think that we were talking about estimates at the store with our money. Sometimes you go to the store and you want to see about how many things you can buy if you have $10 in your pocket. Did you ever go shopping for somebody to buy them a present? And they weren't with you, and you had to sort of guess what their size is going to be. You were estimating what size they would be. So those are times when we use estimates. And then other times, we need accurate measurements. We need to know exactly what size something is so that it fits perfect. Would you buy a shoe that sort of fits your foot? Or do you want a shoe that fits your foot perfect? Perfect, right? So that's a time when we use accurate measurements. So then I have another book today. And it's called inch by inch and it's written by Leo Leone. Don't eat me. I am an inchworm. I am useful. I measure things. Is that so said the Robin? Then measure my tail. That's easy, said the inchworm, one, two, three, four, 5 inches. Just think, said the Robin. My tail is 5 inches long. And with the inch worm, he flew to where other birds needed to be measured. And I want you to turn to the person next to you and talk about a time that you needed to measure something. Somebody that was 100 and 13. Well, I want to I want to tell you my books. The walk can't be the wrong side. Right now. Yeah. You guys die. Okay, beautiful. Everybody's facing forward again. Good job. I heard some really good conversations about some different kinds of measurements that we do. And I was talking to atiba and kazim, and they told me one person that they think those how to use measurements. Can you guys share with the rest of the class? And everybody else needs to think about is this something like the answer that you were talking about with your partner? Amenable. A man who builds a building beautiful. And we are going to think about measuring in these little parts that were called what again, Ricardo. Inches, beautiful. So let's look up front here. Miss Rios drew a red line on the board. Does everybody see it? Yes. Okay. So if miss Rios wanted to measure this line in inches, she would take her ruler and she would put it up to the red line, would she put it up like this? No. Can somebody tell me, what is miss Rios doing wrong? What is miss Rios doing wrong? Kazem? You put in a 12. What's that? I started at the wrong end. That's right, 'cause we don't count from 12 backwards. We count from one and we count up, right? If we put that right at the end and we look to see how long the line is, who can tell me, can you see where does that line stop? How many inches is my line? Who's got it? Tamaya? 8 inches. 8 inches beautiful. Do we agree or disagree? Great. Okay, so to help us practice making our measurements and making estimates, I have a bag like this for every single person in the room. And inside this bag, I have lots of different things. I've got a big twisty tie. I've got a feather, everybody's feathers a different color, but everybody's got one. I've got a piece of string. It's kind of long, huh? And then I also have a wooden stick. Remember Isaiah, we hold our ideas until the end, and then we ask questions, okay? Everybody's gonna get one of these bags. And they're also going to get a sheet like this. And this sheet looks a lot like the sheet that we used yesterday. So it has all of the things that we're going to measure. And then it has a place for us to put our estimates, and it has a place for us to put our actual measurement. What part of my body could I use to estimate how big an inch is? Cynthia? You're thumb. About how many inches are about how many parts of our thumb do we think are inside a pencil? Joanna? Hi. 5. Joanna thinks about 5. Well, let's get some other ideas. Who thinks about how many? What do you think, you know, about how many Jalen? 6. About 6, about 5 or 6. So where would I write that answer? In what part of the chart? Christina? In the middle, where it says estimate, right? So I'm gonna write 6, and I measuring in what? What am I counting? 6 what? 6, Ricardo. Thank you. Inches. So I'm going to write inches next to that. So I remember. And then if I really wanted to measure it, I would put my ruler right next to my pencil, and I would start it right at the end, how many inches is it? 7. 7 inches? Okay. So now what part of the chart am I going to put my actual measurement in? Loose? The last one that says actual measurement. So I would write, what was it again? Jalen. 7. So I would write 7, and then I would write what next to my 7. Ricardo? Thank you. Inches, 'cause I'm measuring an inches. So who thinks that they're going to be able to go back to their seat and make some good estimates and accurate measurements? Everybody, beautiful. Okay, so I think we're ready to go practice. I would like table monitors to please stand up. And take one bin. This has all of the bags. Take the whole thing, take that whole thing to your table. Raven back to table two. Erica table three. Jalen. Joanna. Maya is waiting nicely. Thank you. Loose