Lesson Plan | Active Learning | Units of Measurement: Length and Time

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is essential to establish a clear foundation of what is expected for students to learn and be able to accomplish by the end of the lesson. Defining specific objectives facilitates the guidance of the learning process and the assessment of students' progress. In this context, the main objectives are directed towards ensuring that students understand and are able to apply length and time measurement concepts, fundamental for mathematical fluency and practical skills in everyday situations.

Main Objectives:

1. Empower students to recognize and differentiate the main units of length measurement, such as meters, centimeters, and millimeters, and of time, such as seconds, minutes, and hours.

2. Develop students' ability to identify and use the appropriate measuring instruments for length (ruler, tape measure, measuring tape) and time (digital and analog clocks).

Side Objectives:

1. Encourage students' participation in practical activities that involve measuring length and time, promoting the application of theoretical concepts in real and playful contexts.
2. Foster students' curiosity and interest in exploring the importance of measurements in the world around them, emphasizing the relevance of mathematics in daily life.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage aims to engage students and activate their prior knowledge about the subject. By presenting problem situations, logical reasoning and the practical application of the concepts studied at home are encouraged. The contextualization seeks to show the relevance of length and time themes in the real world, increasing student interest and facilitating the connection with theoretical content.

Problem-Based Situations

1. Imagine you are a builder and need to measure the length of a beam to cut it exactly to the desired size. What unit of measurement would you use and why is it the most appropriate?

2. Think of a relay race where the exchange time of a runner for another is crucial. If you were the team's coach, how would you use a stopwatch to ensure that the exchange times are accurate?

Contextualization

Length and time measurements are essential in countless practical situations of daily life, from measuring a recipe for cooking to calculating the time needed to reach a destination. Moreover, these measurements are fundamental in professions such as engineering, architecture, and sports. For example, in engineering, precision in measuring lengths is crucial to ensure the safety of structures, while in sports, time is monitored to determine winners and records.

Development

Duration: (70 - 75 minutes)

The Development stage is designed to allow students to apply the concepts studied at home about length and time measurement in a practical and playful way. Through group activities, they will have the opportunity to explore fictional and real scenarios, which facilitates understanding and retention of knowledge. The activities are structured to be collaborative and stimulating, promoting active learning and student creativity.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Journey Through Time and Space

> Duration: (60 - 70 minutes)

- Objective: Apply length and time measurement concepts in a practical and playful context, developing calculation and presentation skills.

- Description: In this activity, students will plan a fictional trip to a place they would like to visit, using concepts of time and length. They will have to calculate the distance in different units of length measurement (meters, kilometers) and estimate the travel time in hours, considering different means of transportation.

- Instructions:

• Divide the class into groups of up to 5 students.

• Ask each group to choose a place to visit (real or imaginary) and research the distance to that place on maps or the internet.

• Students must convert this distance to different units of length measurement, such as meters and kilometers.

• Using speed data from different means of transportation, each group must estimate the time necessary to reach the chosen destination.

• Each group will present their trip, explaining the units of measurement used and how they performed the calculations.

Activity 2 - The Great Parade of Records

> Duration: (60 - 70 minutes)

- Objective: Develop skills in length and time measurement, as well as understanding the concept of scale, through a practical and creative activity.

- Description: Students will organize a parade with 'float cars' that represent speed and distance records in different means of transportation. They will need to measure and build small models of cars, using exact measurements and scales, and then calculate the time each 'car' would take to cover a specific distance.

- Instructions:

• Student groups will choose the means of transportation for which they wish to represent records.

• Each group must research the current speed and distance record for the chosen means of transportation and convert it to a smaller scale that can be represented in class.

• Based on the chosen scale, students will build small models of 'float cars' that represent the means of transportation.

• Students will measure and mark a specific distance in the classroom and, using their models, calculate how long the 'car' would take to cover that distance.

• In the end, each group will present their 'float car' and the calculations performed.

Activity 3 - Mathematical Cooking

> Duration: (60 - 70 minutes)

- Objective: Apply length and time measurement concepts in a practical and meaningful context, developing skills in mathematics and cooking.

- Description: In this activity, students will prepare a simple recipe where they need to measure ingredients accurately according to different units of length measurement (milliliters, grams) and time (seconds, minutes).

- Instructions:

• Each group will receive a simple recipe to prepare a dish (for example, carrot cake).

• Students should read the recipe and identify the ingredients that need to be measured.

• Using appropriate measuring utensils, such as scales, measuring cups, and clocks, students will measure the ingredients according to the different units of measurement requested in the recipe.

• Students must follow the preparation steps of the recipe, respecting the indicated cooking times.

• Finally, each group will present the prepared dish, discussing the units of measurement used and the importance of precision in measurements for the success of the recipe.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate students' learning, allowing them to articulate what they learned and how they applied the concepts of length and time in different contexts. The group discussion helps develop communication and argumentation skills, as well as providing an opportunity for the teacher to assess students' understanding and clarify any remaining doubts, thereby ensuring the effectiveness of teaching-learning.

Group Discussion

To initiate the group discussion, the teacher can ask each group to share their experiences and learnings from the activities performed. It is important for the teacher to guide the discussion so that students reflect on the importance of length and time measurement units in daily life and how precision in measurements influences different situations, from cooking to engineering. This exchange of ideas allows students to consolidate the knowledge acquired and perceive the applicability of mathematical concepts in practical contexts.

Key Questions

1. What were the biggest challenges in applying different units of length and time measurement in the activities?

2. How can precision in measurements affect the final outcome in real situations, such as in engineering or cooking?

3. How did the use of scales help you visualize and better understand the concepts of length and time?

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage is to ensure that students have consolidated the knowledge acquired during the lesson, clearly and directly relating the theory studied at home with the practical applications performed in class. This moment also serves to reinforce the importance of learning length and time measurement units, motivating students to continue exploring and applying these concepts in various everyday situations.

Summary

In the conclusion, the teacher should summarize the main content addressed about length and time measurement units, highlighting the differences between centimeters, meters, kilometers, seconds, minutes, and hours. It should recap the measuring instruments used, such as ruler, tape measure, analog and digital clocks.

Theory Connection

Today's lesson connected theory to practice through interactive and contextualized activities. Students were able to directly apply the concepts studied at home, such as converting length measures, estimating times, and using scales, in situations that simulated or reflected the use in the real world, such as in cooking, engineering, and sports.

Closing

The importance of the topic was evident in the daily utility of length and time measurements, from preparing a recipe to planning a trip. Understanding these concepts not only enriches students' mathematical knowledge but also prepares them to better handle everyday challenges that demand precision and organization.