 I can cheat to the number 10 on the second page and I want to go through the one that is I can be. So what you're going to be focusing on today is I can solve problems involving measurement by selecting an appropriate measuring device in U.S. customary and metric for weight. So we're just going to focus on weight. So we're in small group just because we want to practice that one more time. So what we're going to do is select the appropriate measuring device and we're going to talk about weight, customary and metric. So in my class today you saw success criteria, so I always wanted my students to be able to know what they're going to do before the lesson starts. And then the metric is grams and kilograms. In small group we were working with measurement because the students were not able to successfully complete that I can statement about selecting the appropriate measuring device the first time we did it with an exit ticket or some type of formative assessment that I used. So we've kind of gone over this before and we just want to review that make sure at the end of our small group that you can do that by yourself. So what is that? It's a what? Kilogram. It's a kilogram. Do you agree that's one kilogram? Okay. And everybody take a look at one of these and what do we have there? One gram. We're still dealing with the metric side only right now, okay? So that when we measure something we want to know are we going to measure it with kilograms or are we going to measure it with grams? So put one in one hand and one in the other hand. The benefit of using success criteria is so that definitely before we start the lesson they know what we're going to be working on so it's not like we're halfway through the lesson the kids are kind of like what are we doing, why are we doing this? So they definitely upfront know what are we working on today and what do we want to accomplish at the end of the lesson. One gram is a little bit lighter than the other. A lot lighter or just a little bit lighter? A lot lighter isn't it because that's just one. What would we measure this piece of string in? Which device would we measure it in grams or we'd measure it in kilograms? We have to select the appropriate device. See what that means? What would we measure it in? Who's that? Grams. Grams. We'd measure that in grams wouldn't we? We'd measure something like this then. You want to feel it? Would we measure that with grams or kilograms? Grams. Grams because put that in one hand and put that in the other hand. Is that going to work? So the correct measuring device we would select would be what? Grams. Grams. What about that one? What do you think about that one? Almost the same. Okay. So we have to get that heaviness to get to that kilogram don't we? So now we don't have any objects in front of us so what do you think about like a golden retriever? What would we measure that with? Would we measure that with grams or with kilograms? Large dog golden retriever or something? Kilograms. We have to measure that in kilograms. All right. So let's put our metric away because at the end of today you've got to be able to select the appropriate measuring device. Keep that in mind, right? All by yourself. Okay. So that's our criteria for today. What I used to do in my classroom was I would just give the eggs a ticket or walk around and all my sticky notes take notes and then I have this folder that I just wrote their names in and so then I would say okay for like if they didn't understand weight or mass I would just write their names down. What do you think around the room might weigh an ounce or a couple ounces even? Oh, okay. What do you think? Could you even name something or feel something out? So you're picking this up. Does this about an ounce? That's okay. So I had the information that I still have from their ICANN sheets but they didn't see it. They weren't with me or on board with me and I could still pull my intervention groups and go over what I needed to go over like I did today. But they didn't get the benefit of my initials and that they can do it. So this to me is so much more beneficial because they see it and they want to get my initials. All right. So how do you think your review went with identifying the appropriate measurement for weight? You think you're a little bit better with that? Okay. So what I'm going to have you do is let's do this one together. Look at that chart and if you measured yourself, if you go to the customary unit, I want you to write down, would you measure yourself in tons, ounces or pounds and go ahead and put the correct answer for yourself? I prepare my students to use success criteria and the ICANN statements. It's something at the beginning of the unit they get the whole entire ICANN, all the ICANN statements that match the Virginia standards of learning because I just create them from the Virginia standards of learning. And so I set them up at the beginning of the unit so that they know that this is what we're going to go over in this unit. One grams, right? We're going to weigh more than that, aren't we? We're going to be heavy. That's very good. And then the last one is a quarter. Good. And then metric. All right. Everybody did a nice job on that. Okay. But I was still here to kind of help you with it. Okay. So the very last thing you're going to do is you're going to go back to your seats and you're going to do one on your own. Okay. And you're just going to circle the correct one. If it's ounces, pounds or tons or if it's grams or kilograms or the correct answer down there. And then turn that into my tray. Once I see that later today, I will go to your ICANN sheet, okay? And if you do get that correct, then I will give you my initials that you can select the appropriate measuring devices for weight. If I had to give advice to other teachers about using success criteria, I would definitely make sure that they present what they want the students to learn up front. That doesn't have to be an ICANN sheet. That's just an idea that works for me. But I think the students either, you know, whether it's on your smart board or your chalkboard or paper or just verbally saying that, have them repeat it. They need to know at the beginning of the lesson, what are they learning today and what will they take away at the end of the day. And of course as a teacher, you need to have a way to measure that and a way to see did they master or hit the standard of a success criteria.