School of Education Service – Leadership – Competence – Character Lesson Design Template Teacher Candidate April Jimenez Mentor Teacher University Coordinator School Adams Elementary School Grade Fourth Subject Math Date 7/16/12 1. Context for Learning – Who are the students you are teaching in this class? 1.1 – What is the name of the course you are documenting? Fourth grade mathematics 1.2 – What is the length of the course? This is a one school-year math course that is part of the fourth grade curriculum 1.3 – What is the class schedule? 8:15-8:30 Bell-work 8:30-10:00 Reading Workshop 10:15-10:30 Recess 10:30-11:30 Math 11:30-12:15 Lunch and Recess 12:15-1:15 Spelling and Small Group Intervention 1:15-1:45 Writing Workshop 1:40-2:10 PE or Music 2:10-3:00 Science or Social Studies 3:00-3:10 Closing/Dismissal 1.4 – Total number of students 25 Male 12 Female 13 1.5 – Number of students with limited English proficiency 0 1.6 – Number of students identified as gifted and talented 2 1.7 – Number of students with Individualized Education Plans (IEPs) 0 1.8 – Number of students with 504 plans 0 Extreme Make-Over Student Materials Page 1 of 31
Transcript
School of EducationService – Leadership – Competence – Character
Lesson Design TemplateTeacher Candidate April JimenezMentor TeacherUniversity CoordinatorSchool Adams Elementary SchoolGrade FourthSubject MathDate 7/16/121. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course you are documenting?Fourth grade mathematics1.2 – What is the length of the course?This is a one school-year math course that is part of the fourth grade curriculum1.3 – What is the class schedule?8:15-8:30 Bell-work8:30-10:00 Reading Workshop10:15-10:30 Recess10:30-11:30 Math11:30-12:15 Lunch and Recess12:15-1:15 Spelling and Small Group Intervention1:15-1:45 Writing Workshop1:40-2:10 PE or Music2:10-3:00 Science or Social Studies3:00-3:10 Closing/Dismissal1.4 – Total number of students 25 Male 12 Female 131.5 – Number of students with limited English proficiency 01.6 – Number of students identified as gifted and talented 21.7 – Number of students with Individualized Education Plans (IEPs) 01.8 – Number of students with 504 plans 01.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.
Extensions for Highly Capable Students Modifications for Students Requiring Additional Help Record measurements using both standard
US units and metric units. Record measurements at a higher level of
precision. Find the differences between their
estimations and actual measurements. Additional reflection question: Is the yardstick
an outdated measuring tool? Why do you think this?
Highlight key words and hints in work packets to help with written reflections.
Students who have difficulty in measuring with ½ inch precision should receive support from group members.
1.10 – Describe the range of abilities in the classroom.
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The students’ abilities in this classroom are moderately diverse. Most students perform at grade-level however there are five students who are below grade level in math and science, and four students below grade level in reading. Two students are identified as gifted and talented and will require an extension to provide them with more challenging work.1.11 – Describe the range of socio-economic backgrounds of the students.There is a relatively even mix of high and low economic status in this classroom. There are seven students who qualify for free or reduced-priced meals. This classroom also has many students from families in the upper range of this region’s median income limit.1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.This class is predominantly White (sixteen students), with four students of Hispanic background, two African American students, two Asian students, and one American Indian student. Given that the students in this class come from varying backgrounds it will be important to use class discussions to allow students to share their different ideas and perspectives on the material. Using “talk moves” (i.e. revoicing, repeating, reasoning, adding on, and wait time) will help facilitate a discussion that encourages all students to participate.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)Through previous formative and summative assessments the students have demonstrated a solid foundational understanding of the concepts of area, dimension, measurement, perimeter, square unit, and fractions. Students have demonstrated skills in converting linear U.S. units. Students have also fairly strong communication skills and critical thinking skills as they have demonstrated in previous class and small group discussions where they were required to use logic and rationalize how they determined an answer.1.14 – What do you know about the students’ conversational and academic English? How do you know?Nearly all of the students are at grade level in regards to their academic and conversational English skills. Throughout the year students have continued to progress in reading, writing, and communication during group discussions. No students in this class have limited English proficiency.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.There will be no ability grouping for this lesson. Groups for this lesson are formed by the teacher and will be balanced based on student performance in math and gender.1.16 – What additional needs might students have?A few students may have difficulty with the written reflection at the end of the lesson. To help these students the teacher should highlight key words and hints in their work packets that they can use in their reflections. Some students may have trouble with determining precise measurements to the ½ inch. These students will be able to receive support from group members and the teacher.The two gifted students and other higher achieving students should record measurements using both standard US units and metric units. These students can also record measurements at a higher level of precision, and find the differences between their estimations and actual measurements.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.There are no requirements or expectations that will impact this lesson.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?This lesson involves the use of a lot of materials. Students must be reminded of the procedure for
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retrieving and returning all materials and tools to the designated place. The class will also be involved in discussion, both whole group and small group, therefore students must be mindful of the class discussion guidelines. A quick review of the class discussion poster would be helpful.(Go to Figure 1 for Class Discussion Guidelines poster)1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.This lesson plan was taken from the Washington State OSPI website.http://standards.ospi.k12.wa.us/ResourcesOfPE.aspx?subject=7%2cPE&gl=3&content=109&pe=6402. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?This lesson builds off of students’ prior knowledge of area, perimeter, measurement, square unit, unit, dimension, and estimation.2.2 – What requisite skills do students need in order to access the lesson and participate fully?In order to participate fully students must have the ability to communicate effectively, problem solve, use a rule or yard stick to measure, and convert linear U.S. measurements (36 in. = 1 yard; 12 in. = 1 foot; 3 feet = 1 yard).2.3 – How does the content build on what the students already know and are able to do?Students use their previous knowledge on area, perimeter, and measuring to apply it to a hands-on task where they must create varying areas and perimeters. This lesson serves to combine the skill of measuring with the concept of area and perimeter.By having students discuss, plan, estimate, problem-solve, and physically create objects they will reach a higher level of learning.2.4 – How does this lesson fit in the curriculum?The lesson fits well into the curriculum since it involves several different types of math, written reflections, and whole group and small group discussion which the students have used throughout the year.2.5 – How does this lesson build on previous lessons or previous learning?In prior lessons students practiced measuring with rulers and yard sticks. Students also spent time on estimating lengths, as well as converting feet, yards, and inches. In another prior lesson students learned the concept of area and perimeter.2.6 – How will the learning in this lesson be further developed in subsequent lessons?Subsequent lessons will focus on the relationship between area and volume, measurement units of the metric system, and using formulas to determine area of rectangles and right triangles.3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?Extreme Make-Over: Classroom Edition3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”Essential Questions:
What is the difference between linear and square units? What is the difference between area and perimeter? What are some common real-world examples for using area and perimeter measurements of
rectangles? What are the steps to measure and describe perimeter? What are the steps to measure and describe area of a rectangle? How do you select the right tool and unit to measure perimeter & area?
How can you tell if you have measured correctly? How is estimation used to decide whether measurements are reasonable?
3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.4.3. Concept of area (Geometry/Measurement, Algebra)4.4. Additional key content (Geometry/Measurement, Algebra, Data/Statistics/Probability)4.5. Reasoning, problem solving, and communication3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.4.3.B Determine the approximate area of a figure using square units.4.3.F Solve single- and multi-step word problems involving perimeters and areas of rectangles and verify the solutions.4.4.B Solve single- and multi-step problems involving familiar unit conversions, including time, within either the U.S. customary or metric system4.5.E Select and use one or more appropriate strategies to solve a problem and explain why that strategy was chosen.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance expectations and EALRs/standards.Through discussion and research students will explain real world examples of when and where they would need to use area and perimeter.In small groups students will create three different areas and perimeters out of paper squares and yarn to decorate objects in the classroom. They must first measure a rectangular surface to find its dimensions and then tape or glue squares together to make the exact size they need to cover the surface. Students will have to discuss amongst their group to determine the best method and the appropriate tools they need to complete the task.3.6 – Rephrase your learning targets using student-friendly language.
1. I will learn how perimeter and area are used in real world situations.2. I will cooperate with my group members to complete the following task:
“Make-over” three rectangular surfaces in the classroom by estimating then measuring the dimensions and using that data to create a cover and trim out of pre-cut paper squares and yarn.
3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards).Students will demonstrate meeting the objective through their contribution to the class discussion, their created areas and perimeters, their completed lesson packets, and the end of lesson assessment worksheet.3.8 – What do you as the teacher know about this particular concept/topic etc.?I have a firm understanding of how to obtain dimensions of rectangular objects to determine the area and perimeter.3.9 – Where did you find this information? (List specific resources, using APA style.)Information on U.S. customary units of measurement and area and perimeter can be found in any current elementary school math text book.3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)
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Students must be able to articulate suggestions to their group members their thoughts on the task as well as respond and add on to their peers’ suggestions. Students must be able to give verbal and written explanations of their solutions while using key vocabulary terms and appropriate math labeling.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?Area, perimeter, dimensions, square unit, unit, length, width, estimate, exact, and measurement.3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Students are discussing at the whole group level as well as at the small group level. Students must use logic and rationalization to back up their claims when presenting possible methods and solutions to their peers. Students must also provide written explanations on assessment sheets.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?Students will learn the relevant grammatical constructions through a teacher led discussion as well as through discussions with their peers. I will listen to student responses and use talk moves (revoicing, repeating, reasoning, adding on, and wait time) to keep discussions on the right track and ensure that students are using the correct grammatical constructions.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Students will have an opportunity at the start of the lesson to participate in a class wide discussion. Students will also develop fluency through group-talk throughout the lesson. Students will be able to practice the new language through writing as well through their work on procedural and assessment activities.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?During the whole class discussion I will use questioning to check for understanding. During group work I will float around the class and use further questioning to ensure that students are working towards the learning target. The student work packets will guide the students and keep them focused throughout the lesson. I will also be observant of student progress and strategies used on their redecoration creations.4.2 – How will students demonstrate their understanding?The students demonstrate their understanding verbally through whole group discussion led by the teacher. I will also monitor small group discussion and use questioning to gauge student understanding. Demonstration of understanding will also be evident through written work in their work packets, the act of creating areas and perimeters, written journal reflections, participation in a post-project group presentation, and through completion of the self-reflection rubric.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.The pre-assessment at the beginning of the lesson will provide me with good feedback on what the students understand going into the lesson; I can use this information to guide my teaching in the discussion that follows. The students’ responses in discussion will provide me with a clear understanding the students’ conceptual understanding of area, perimeter, linear units, square units, and estimation. Depending on the students’ level of understanding during discussion I will know if more time needs to be spent on discussing and teaching the concepts or if they are ready to move forward with the lesson. The students’ progress in completing work packets will also provide me with a good assessment of their understanding. The strategies and explanations students use for creating areas and
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perimeters for decoration will also help me to determine which groups need more attention and guidance.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?Students’ completed work packets and journal reflections will serve as evidence of achievement.4.5 – How might you modify your assessment(s) for the students with whom you are working?Higher achieving students will be asked to include metric unit measurements, record at a higher level of precision, and compare estimations with actual measurements to find the differences.4.6 – How will students be able to reflect upon and self-assess their learning?Students will self-assess their learning by completing a journal reflection and a self-evaluation rubric after completing the project.4.7 – To what extent are your assessments aligned with your objectives?Assessments are well aligned with objectives and will provide me with clear evidence of whether or not the objectives were met.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:
Formative Assessment In what ways will you monitor student learning during the lesson and how might this guide your
instruction? What specific actions do you expect to observe? How will you record what you see and hear? What feedback will you provide? How will your feedback support students in meeting the learning targets?
Summative Assessment What evidence of student learning will you collect? What criteria will you use to judge whether or not your students are meeting the learning targets? What are your evaluative criteria (or rubric) and how do they measure student proficiency for your
learning targets?
Description of formative assessment
activityEvaluative criteria What the assessment is
designed to assess Feedback to students
Explaining the task to partners.
Pre-assessment activity in work packet.
I will listen to see if students are able to explain the task to their partner using their own words.
Students must independently write answers to the pre-assessment questions and volunteers will share answers with the class.
Whether or not the students understand what the expectation is.
This will let me know what the students already understand about area, perimeter, rectangles, estimations, exact measurements, linear units, and square
Acknowledgement that the class knows what is expected out of them for the lesson.
Revoicing student answers, adding on, and positive feedback when appropriate.
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Going through ads and catalogs to find real-life examples of linear and square measurements.
Whole group discussion of information found in ads and catalogs.
White board activity to decide if estimating or exact measuring is more appropriate.
Students decide on what tools should be used for different objects that the teacher points out around the classroom.
Using rulers and yardsticks to measure rectangular objects in the classroom.
Students must find and record three linear measurements and three square measurements.
Students share with the class what items and measurements they recorded. Students must label answers with correct units.
Students must write “estimate” or “measure” on a dry-erase board in response to teacher’s questions.
Students must hold up their fingers and thumb to signify inch if they think it is appropriate to use inches for that particular object; they hold up their ruler if they think the object should be measured in feet; and they hold up the yardstick if they think that the object should be measured in yards.
Students must decide on what tool is appropriate and record the dimensions of the rectangular object of their choosing to the
units.
Do students understand the difference between linear and square measurements?
Can students articulate the differences between area and perimeter? Do they know which units to use when describing either? Can they explain when to use area and when to use perimeter?
Can the students determine when it is appropriate to estimate and when it is appropriate to measure?
Can students choose the appropriate tool for measuring small and large objects?
Can students precisely measure to the ½ inch?
Positive feedback for correctly identifying linear versus square measurements. Further questioning to get students on the right track.
Use revoicing, repeating, and ask other students to add on to responses. Positive feedback and questioning.
Ask students to provide reasoning for their answers.
Ask the students to give reasoning for their answers.
Use questioning to get students to explain their thinking/process.
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Students fill out the perimeter and area sections of the work packet.
Students cover the surface and perimeter of their three objects.
Journal reflection
Group presentations
closest ½ inch.
Using dimension measurements the group problem-solves to figure out what the area and perimeter are and record the information on their packets.
The group has to determine what size and how many paper tiles they need to cover the surface of their objects. They must also decide on what length of ribbon/string they need to decorate the perimeter.
Students use prompts listed in work packet to guide their journal writing.
Each group must present their redecoration projects to the class and explain their process for determining the area and perimeter.
Are students able to determine the area and perimeter of an object once they have the dimensions?
Students demonstrate their understanding of the concepts of area and perimeter.
Students reflect of what they learned from completing the activity and reiterate the process they used to find area and perimeter.
Can students verbally articulate the process for finding area and perimeter?
Question students on their strategy to determine area and perimeter.
Use questioning to get the group to explain how they knew what amount materials to use.
Ask students to add on to explanations if necessary.
The teacher can ask different members of the group to add on to explanations of the process.
Description of summative assessment
activityEvaluative criteria What the assessment is
designed to assess Feedback to students
Test (to be taken at end of unit)
Students must answer questions on area, perimeter, and find the areas and perimeters of triangles and rectangles give base and height dimensions.
Do students understand the concept of area and perimeter? Do they know the formula for finding area and perimeter for both rectangles (including
Graded tests
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squares) and triangles?4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.Students must articulate the difference between area and perimeter as well as the process they came up with for finding area and perimeter. They will do this both in writing and verbally.4.9 – Academic Language – How is the understanding of academic language being assessed?Understanding of academic language will be made apparent in use of key words in verbal explanations and written journal reflections.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead) One Teach, One Drift (lead) Station TeachingOne Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental TeachingParallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes X No5.2 – What learning activities do you have planned for the students? (This describes what the students do.)Students will independently complete a pre-assessment activity, participate in whole group discussion; participate in small group discussion, planning, estimating, measuring, and creating; fill in a data chart with measurements; write a journal reflection; and as a group present their creations to the class and give an explanation of the strategies they used to find area and perimeter.5.3 – What instructional strategies will you use? (This describes what the teacher does.)I will lead a group discussion that relates the content to real life examples. I will use questioning strategies to get students thinking critically about the differences between area and perimeter, what they are used for, and when to use estimation and exact measurement. I will also use a constructivist approach where the students have the chance to explore and construct areas and perimeters. Cooperative learning will also be used as students work in small groups to complete the tasks.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?After I introduce the lesson and objective the students will articulate the learning targets by explaining to a neighbor in their own words what the task is. Students will be able to monitor their progress by filling out the measurement packet (on page 16) which includes: A student-friendly objective, a pre-assessment activity, an area/perimeter in the real world activity (used for class discussion), a problem-solving checklist, a group progress checklist, a table for recording estimations and measurements, reflection questions for their journaling, and a self-evaluation rubric to be filled out by the student. Students will also, as a group, share their creations and strategies they used to the class.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.DAY 1Introduction (2-3 minutes)“Are you tired of dull classroom surfaces? Are you bored by the same old school décor? Let’s solve this problem by doing an Extreme Make-Over!”Pass out student work packets. (View page 16 for student work packet)Have a student volunteer read the objective stated on page 1 of the packet:
“Your task: to measure and decorate as many rectangular spaces as possible in the next two days. In groups of four, your team will work with units of inches, feet, and yards to COVER surfaces with paper
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squares and SURROUND rectangles with trim.” Have all students explain in their own words to their neighbor what their task is and ask the class if there are any questions. Next have students start the first activity in the work packet.Pre assessment (5-7 minutes)(Independently)
1. What is the difference between area and perimeter?2. Matching vocab words with definition: rectangle, exact, estimate, linear, square unit.
Call on students to share their answers to the class and have the class give feedback on whether or not they agree.Explore (6-7 minutes)(Independently or with a neighbor)Have students go through Home Depot and Lowe’s catalogs and ads to find: three items that are listed in linear units, and three items that are listed in square units. They then record their findings in the appropriate space in their measurement packets.Whole Class Discussion (20 minutes)(Utilize talk moves to deepen discussion and raise participation)The following questions should be considered:
“What items from the ads include LINEAR measurements?” (WAIT)“What measurement was given?” (Write given measurement with units on board. Write item name next to measurement).“How do you know it is a linear measurement and not area?”“Can someone else add on to that explanation?” (WAIT)“Do you agree with (Student)’s statement? Why?”“Why do you think they gave that measurement in yards not feet or inches?” (WAIT)“Can anyone add on to that?”“Can you repeat what (student name) just said?”“What is another item from the ads that gave linear measurements?” (WAIT)“What measurement was given?” (Write measurement with units on board and item name.)(Call on student) “Do you agree or disagree that this is a LINEAR measurement?”“How do you know?”“Why do you think the ad gave a linear measurement?” (WAIT)“Can someone else add on to that explanation?” (WAIT)“Why would it not make sense to give an AREA measurement here?” (WAIT)“Can anyone add on to that?” (WAIT)
“What about AREA… What items from the ad included AREA measurements?” (WAIT)“What was the measurement?” (Write measurement with units on board and item name).(Call on student) “Do you agree or disagree that this is an AREA measurement?”“How do you know?”“Why did the ad give an AREA measurement and not just a LINEAR measurement?” (WAIT)(Call on student) “Do you agree? Why?”“Can you repeat what (last student) just said?
“Did anyone find an item that included both AREA and LINEAR measurements?”“What was the item? What measurements were given?” (Write item and measurements with units on board)“Which measurement is the AREA? Which is the LINEAR measurement?” (WAIT)“How do you know that?”“Why does this item give both AREA and LINEAR measurements?” (WAIT)“What part of the object does the AREA measurement describe?” (WAIT)“How do you know?”“What part does the LINEAR measurement describe? (WAIT)“How do you know?”
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“Why did they give the measurement in inches not yards or feet?” (WAIT)“Can you repeat what (last student) just said?”“Do you agree? Why?”“For this item, how can I find the PERIMETER? (WAIT)“Do you agree?” “So is the PERIMETER always a LINEAR measurement or just sometimes?” (WAIT)“How do you know?”“Can you repeat what (last student) just said?”“What unit labels can I use when talking about PERIMETER?” (WAIT)“How do you know?”“Who can describe for me the differences and similarities between AREA and PERIMETER?”“Can anyone add on to that?”
Discussing when it is okay to estimate and when it is necessary to use exact amounts. For this discussion all students need a white board and dry erase marker. Students are to write the word estimate or measure and hold up their white boards for the teacher to see. Consider the following questions:
“To paint yards on a pro football field: measurement or estimation?”“To figure out how much wrapping paper to use for a gift: measurement or estimation?”“When you want to buy new tile for the bathroom floor: measurement or estimation?” “To know if you will be tall enough to ride Space Mountain at Disneyland: measurement or estimation?” “To decide if the trampoline you want will fit in your backyard: measurement or estimation?” “To figure out how many strawberry plants will fit in the garden: measurement or estimation?”“To paint a free-throw line on a pro basketball court: measurement or estimation?”“When replacing your old front door: measurement or estimation?”
*Be sure to ask WHY every so often.Group Work (15 minutes)Next the teacher will have the students break up into their groups. The groups of four should be created by the teacher beforehand and should be balanced based on students’ math abilities, and gender.The first group activity will be a short warm up where the teacher points out objects in the room and the students have to determine if it would be appropriate to measure in inches, feet, or yards. If they think inches they hold up a finger and thumb to show an inch; if they think feet they hold up a ruler; if they think yards they hold up the yardstick (1 yardstick per group).
Next the teacher has students follow the steps in their work packet: Choose a group name. Choose 3 REASONABLE objects to decorate and claim them with a group name Post-it note. Record 3 chosen objects on your data chart and record estimations.
*Optional: Decide if you want to bring materials from home.Towards the end of the math period students must announce their group name to the rest of the class and tell what surfaces they plan to “make-over”.
DAY 2Continue Group Work (35-40 minutes)Students immediately go to assigned groups and with work packet. The teacher should have all students go to page 2 of work packet and look over tasks for day 2. Have a volunteers read out the problem solving steps and day two group work checklist. Allow time for any questions then have students get started on completing day two tasks:
1. Complete procedure forms.2. Select appropriate tools and measure 3 objects to nearest ½ inch.3. Record measurements in data chart.4. Report to staff for amount of linear trim and number of paper squares needed to decorate 3 objects.
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5. “Surround” perimeters of objects with string, yarn, crepe paper, ribbon.6. “Cover” surface areas with paper squares.7. Clean up.8. Complete journal reflection (page 5)9. Complete Project Self-Evaluation Rubric (page 6).
(Self-Evaluation Rubric and journal reflection are to be completed as homework if not finished in class).
While the groups are working through the checklists the teacher floats around the class to make sure that the students are on the right track. To do this the teacher uses a questioning strategy to get students to explain their thinking:
“How did you get that measurement?”“Why did you use the yardstick for that measurement?”“What did your group decide on to figure out the area?”“How accurate do you think your measurements are?”“How do you know that these measurements are precise?”“How do your estimations compare to your actual measurements?”
When groups are on step four they will have to see the teacher to retrieve trimming (for perimeter) and the pre-cut paper squares (tiles) needed to cover surfaces (area). The pre-cut squares should be kept in three different bins according to size (square yards, square feet, and square inches). Some surfaces will need only one type of square but others will require the students to figure out a combination of sizes to cover the entire surface while keeping the excess paper hanging over edges limited to none to avoid waste. The teacher should remind the students that in real-life situations they always want to keep waste to a minimum to avoid unnecessary spending. They will have to discuss and problem-solve amongst their group to figure this out. As the teacher floats around the room she will utilize questioning strategies to help guide the students’ discussions.
Once the students have decided on the placement of their paper tiles and string they can either tape or staple them down (depending on surface). Next students can add any other decorations of their choice.At about 20 minutes to the end of the period students start clean-up.
Reflection/Closure: (15-20 minutes)Next students should work on their journal reflections using the writing prompts given in their work packets. Prompts:
How did the decorating activity help you to see the difference between area and perimeter? What strategies did you use to find the area and perimeter? How did this activity improve your understanding of estimation? Can you think of other times when you will want to find the area and perimeter?
After roughly ten minutes of writing the students will return to their groups and each group will share with the class their re-decoration projects and explain their strategy for finding area and perimeter.
Students who do not finish their journal reflections are to complete it as homework along with the self-evaluation rubric.
Anticipated Confusion:Some students may have difficulty in determining precise measurements to the nearest half inch. These students will be able to get additional support from group members since the groups are balanced based on math skill level. For students who have difficulty in writing reflections the teacher should highlight key words and phrases from the work packet that they can use in their reflections.
Time Learning experiences Purpose
5.6 – Closure – How will the key points of the lesson be articulated?
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Key points are articulated through whole class discussion, group discussion, responses to work packet questions, completed decoration projects, written reflections, and group presentations.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?The students will give verbal answers to the class discussion questions in section 5.5. Students will also give verbal answers to the teacher’s questions while working in their small groups (questions listed in 5.5). The students will give written answers to the following questions taken from their work packets:
Describe the difference between area and perimeter Match vocabulary terms (rectangle, estimate, exact, linear, square unit) with correct definitions. List three items from ads and catalogs that are measured in linear units, and three that are
measured in square units. How did you decide to measure the perimeter? What tool did you use to measure the perimeter? What units did you use when recording your perimeter on the data chart? How did you decide to measure the surface area? What tool did you use to measure the area? What units did you use when recording your area on the data chart?
Questions for reflection: How did the decorating activity help you to see the difference between area and perimeter? What strategies did you use to find the area and perimeter? How did this activity improve your understanding of estimation? Can you think of other times when you will want to find the area and perimeter?
5.8 – Closure – How will students rethink and revise their understanding and work?The students will reflect on their work and what they have learned by writing up a journal reflection after completion of the project. They will also present their project to the class in their small groups and explain how they created it and what strategies they used for finding area and perimeter.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?For this lesson I will need the white board (or Smartboard) at the front of class, a premade set of questions to be used for discussion, and a letter sent home to parents a week prior to the lesson requesting home improvement ads and/or catalogs. I must also have plenty of rectangular surfaces around the classroom cleared off and ready for students to “make-over”.
5.10 – Materials – What materials will students need for this lesson? Work packets Pencils Dry erase boards and dry erase markers Measuring tools: rulers (one per student), yardsticks (one per group) Precut paper squares in a variety of colors: square yards (about 10), square feet (about 20), and
square inches (about 100-150). Spools of yard, ribbon, string, crepe paper or any other material that could be used for the
perimeter decoration. Decorating tools: scissors, glue, tape, and stapler. Math Journals. Self-reflection rubric.
5.11 – Grouping of students for learning – How will student learning groups be formed?
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Students will work in groups of 4 with one group of five. It is important that the groups be balanced based on math skills and problem-solving abilities to allow group members to support one another through the task. The groups should also be balanced based on gender, though this is not as important as a balance of math capabilities. The teacher should also keep in mind what combinations of students will work well together and allow each member to be a valuable contributor.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?There is going to be a lot of movement around the class for day two of this lesson. It’s important that I supervise students at all times and makes sure that they are all following classroom rules (i.e. no running in class, no standing on desks or chairs, inside voices, safe handling of equipment, etc.). If I notice any student not following rules I must immediately intervene to stop the behavior and remind the student (and the entire class if appropriate) of the importance of following the classroom rules. I will also remind students of the appropriate handling of measuring tools, especially yardsticks, and to return all tools to their appropriate place once finished with them.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planAt least one week prior to the lesson a letter should be sent home to parents asking for any home improvement ads and/or catalogs, wrapping paper (for paper tiles), and string or ribbon. The letter should explain exactly what the materials are needed for, and when they are needed by, and that it is not necessary that they go out and purchase new materials.
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Figure 1
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Student Work Packet:
Extreme Make-Over: Using Perimeter & Area Measurement
Name _____________________ Date ______________________
Are you tired of dull classroom surfaces? Are you bored by the same old school décor?
Let’s solve this problem by doing an Extreme Make-Over!
Your task:
Create a plan to measure and decorate as many rectangular spaces as possible
in the next two days.
In groups of four, your team will work with units of inches, feet, and yards to
COVER surfaces with paper squares and SURROUND rectangles with trim.
