In the Limelight LoTi Teachers Susan Royal
pictured with LoTi Evaluator Melissa Naranjo

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How Big Is A Foot?

Grade Level 4th

Validity
The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

Math(4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.
The student is expected to:
(A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;

(4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
The student is expected to:
(A) use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and
(B) interpret bar graphs.

(4.15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language.
The student is expected to:
(A) explain and record observations using objects, words, pictures, numbers, and technology; and


TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Objective 4
The student will demonstrate an understanding of the concepts and uses of measurement.

Objective 5
The student will demonstrate an understanding of probability and statistics.

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
1. Have you ever seen a size 21 shoe?

2. How big do you think it is?

3. What measurement would you use to measure a size 21 shoe? customary and metric, perimeter and area

4. Can you estimate the perimeter and area of your shoe ?

5. How do you think the measurements of a size 21 shoe compares to the measurements of your shoe? (to others?)

6. What kind of questions could you ask on a survey about shoes?

7.Can you predict the comparison of your family's measurements? (graph)

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Knowledge: The students will record data by completing a survey of family shoe sizes, and perimeter and area of each family member's shoe.

Comprehension: The students will predict what the area and perimeter of the family shoes.

Application: The students will acquire data by conducting a survey of family members.

Analysis: The student will diagram each family members shoe on a poster with measurements (perimeter and area) labeled.

Synthesis: The students will generate a graph of the data collected.

Evaluation: The students will design and construct a "Shoe" with measurements (perimeter and area) given for "The Great Shoe Parade".

Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1324219&Graph Activity:
1. Collect data from survey.
2. Use computer to create a graph with
data from survey.
3. Print graph so students can display on
poster.

Great shoe parade rubric attached.(Teacher created Rubric was uploaded successfully, but when viewed,did not show up. Here is a copy.)
RUBRIC: THE GREAT SHOE PARADE
1. Survey 10 points ______

2. Poster 25 points ______

3. Graph 20 points ______

4. Parade Shoes 25 points ______

5. Creativity 10 points ______

6. Neatness 5 points ______

7. Followed Directions 5 points ______


Total 100 points ______


Shoe Activity:
Have students design a shoe for “The Great Shoe Parade”.

1.Student will design a pair of shoes.
2.Shoes must be able to be worn in Parade.
3.Students may redesign a pair of boots, tennis shoes, house shoes, etc.
4.Students may also use any other materials that would make a shoe that could be worn.
5.Example: tissue boxes, milk jugs, shoe boxes, etc. and any objects that may be attached securely for decoration.
6.THE MORE UNIQUE, THE BETTER!
7.Each shoe entry in “The Great Shoe Parade” must include the perimeter and area posted an index card.
8.Student will wear their creation in The Great Shoe Parade.





Create a rubric (click here). You may enter the complete URL above
 

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Students will understand:

*the use of perimeter and area

*how to gather data

*how to organize data

*how to use technology to organize data

*how to compare estimates

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
Objective: The student will demonstrate how to figure area
and perimeter.

Time Frame: 2 weeks

Day 1
Introduction: Read How Big Is a Foot? by Rolf Myller.
(And so that is where we got the foot???)

Questions:
1.Have you ever seen a size 21 shoe?
2.How big do you think it is?
3.What if the apprentice had a foot that was larger than the kings?
4.How can we measure a size 21 shoe? (perimeter and area)
5.How do you think the measurements of a size 21 shoe compares to the measurements of your shoe?

Shoe Activity:
Materials: 1 inch grid paper
String
Ruler
1.Use Michael Jordan Shoe outline. Model and figure the perimeter and area.
2.Trace your shoe on one inch grid paper.
3.Take string and measure around shoe outline.
4.Measure string with yardstick.
5.Figure perimeter.
6.Color squares inside shoe outline and then count.
7.Figure area in square inches.
8.Compare and record data in graph.

Day 2:
Survey Activity:
1.Groups or partners design a survey.
2.Use computer to create the survey in print.
3.Have students take a survey of family members on the kind of shoe they like best.
4.Have students use 1 inch grids to outline favorite shoe of each family member.
5.Figure perimeter and area of each shoe. 6.Display outlines and results of each shoe on poster board.(If poster board is not colored, make sure background is colored.)
7.Give one week to complete poster.
Day 3 Continue to collect data for day 2 activity.

Day 4
Graph Activity:
1.Collect data from survey.
2.Use computer to create a graph with
data from survey.
3.Print graph so students can display on
poster.

Day 5:
Have students design a shoe for “The Great Shoe Parade”.

1.Student will design a pair of shoes.
2.Shoes must be able to be worn in Parade.
3.Students may redesign a pair of boots, tennis shoes, house shoes, etc.
4.Students may also use any other materials that would make a shoe that could be worn.
5.Example: tissue boxes, milk jugs, shoe boxes, etc. and any objects that may be attached securely for decoration.
6.THE MORE UNIQUE, THE BETTER!
7.Each shoe entry in “The Great Shoe Parade” must include the perimeter and area posted an index card.
8.The student will wear their creation in The Great Shoe Parade.




 

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Have students design a shoe for “The Great Shoe Parade”.

·Student will design a pair of shoes.
·Shoes must be able to be worn in Parade.
·Students may redesign a pair of boots, tennis shoes, house shoes, etc.
·Students may also use any other materials that would make a shoe that could be worn.
·Example: tissue boxes, milk jugs, shoe boxes, etc. and any objects that may be attached securely for decoration.
·THE MORE UNIQUE, THE BETTER!
·Each shoe entry in “The Great Shoe Parade” must include the perimeter and area posted an index card.
*Student will wear creation in The Great Shoe Parade.
 

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Create a survey using Microsoft Word and Internet.
Create a graph by exploring different sources on computer (Powerpoint, Microsoft Word, Internet).

 

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Students may work in small groups or partners.
Survey and project includes help from family members,classroom and computer lab teachers.
Design of shoes for Shoe Parade may be a redesign of an existing shoe or made out of creative materials.
Differentiation Power Point