Lesson Plan: Area and Perimeter 5 day lesson Plan Amanda Gardner 4.MD.

4.MD.3

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Standards from 3rd grade which are the foundation of the 4th grade standard and the 5th grade standard for which I am building my students towards.
3.MD.5 3.MD.6 3.MD.7 4.NBT.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Relate area to the operations of multiplication and addition. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models . Recognize volume as an attribute of solid figures and understand concepts of volume measurement. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

5.MD.3 5.MD.4 5.MD.5

Learning Goals
I can explain the area and perimeter formula of Area= Length x width and Perimeter= 2length + 2width. I can determine the correct formula to use when given a real world word problem for area and perimeter I can use the area and perimeter formulas to solve real life word problems I can analyze a word problem for area or perimeter and determine the missing dimensions by applying the formula correctly.

Materials needed for the Lesson(s)

Chart paper and Markers Interactive Math Journal sheets Leveled Area and Perimeter Task Cards 5 Station Question sheets Bulletin Board Math Journals Cracker Activity Sheets Paper and boarder Exit Ticket for Day 1 lesson Cheese Crackers 20-30 per pair

Teacher record sheet for the week Practice Sheets 1, 2 and 3

End of Unit Activity: Create your own House and Yard Activity Self-Assessment Index Cards

Manipulative for groups: grid paper, pattern blocks squares

Day 1 : What is area and perimeter? How do I know which one to use? 4.MD.3
I can apply the area and perimeter formulas for rectangles in real world and mathematical problems. Materials needed for the Lesson(s)
Chart paper and Markers Interactive Math Journal sheets Exit Ticket Question for Day #1 Bulletin Board Math Journals Paper and boarder Practice Sheet #1

Teacher record sheet for the week

1. Opening question Mrs. Gardner wants to decorate the bulletin board right outside her classroom. She needs to cover it with paper and decorate the edge with a nice boarder. Can you help her to figure out how much paper she will need and how much board she will need to complete her project? (I will have boarder and paper there for students to see and use to help explain their solutions to the problem)
TEACHER INSIGHT: Kids will give ideas of how we can solve this problem. I believe that they will know that perimeter would be how to know the amount of boarder but I think that they might struggle a bit with how to determine the amount of paper will be needed is the area.

I will make a list of ideas the students come up with to solve this real world problem. Then as a group we will discuss the best way to proceed from those ideas. If students are not going in the correct direction I will have to adjust my questions to help lead them to using the correct vocabulary. We will then come up with a solution. I want to introduce the formulas for area and perimeter during the discussion of the vocabulary.

2. Interactive Math Journal for Vocabulary As a group we will discuss the vocabulary words Area and Perimeter. Students will record the student developed definition on their own interactive math journal sheets. Students will then glue their sheets into their own math journals and create their own example of area and perimeter on their own.

3. Students will work in groups (based off their SMI scores) to work through practice sheet #1 for Area and Perimeter.

4. Students will complete an exit ticket for area and perimeter (Formative Assessment). The exit ticket will be used to create groups/pairs for the next day activities.

Day 2

Area and Perimeter Cracker Activity 4.MD.3

I can apply the area and perimeter formulas for rectangles in real world and mathematical problems. Materials needed for the Lesson(s)
Chart paper and Markers Self-Assessment Index Cards Cracker Activity Sheets Cheese Crackers 20-30 per pair

Teacher record sheet for the week

Review Vocabulary: Students will be put in groups and given the words area and perimeter. The group will have 2 minutes to think of as many synonyms for the two vocabulary words. Groups will then present their lists and the lists will be posted in the room.

1. Cracker Cover and Cracker Around the Corner Students will use cheese crackers to determine the area and perimeter of different (irregular) shapes. Students can put the crackers around the shape to find the perimeter and can cover the figure to determine the area. Students will then have to record their results for each shape on the recording sheet.

2. Self -Assessment

GREEN

YELLOW

RED

Students will be given an index card with a rectangle on it. The rectangle will have two dimension labeled. Students will then be asked to find the area and perimeter of the rectangle given. They will then be asked to decide if they are at the green, yellow or red level of the stop light self-evaluation chart we use in class.

12

Area = ______

Perimeter = ______

Day 3

Area and Perimeter Leveled Task cards

4.MD.3

I can apply the area and perimeter formulas for rectangles in real world and mathematical problems. Materials needed for the Lesson(s)
Chart paper and Markers Below/On/Above leveled Area and Perimeter Task Cards Teacher record sheet for the week

Manipulative for groups: grid paper, pattern blocks squares Practice Sheet #2

1.

Review the Cracker Activity from day 2 and discuss how the activity helped students understand the concepts of area and perimeter. Students will give suggestions to help improve the activity. Area and Perimeter task card activity Students were put into groups based on their formative assessment from day 2. Students were leveled (below, on, above grade level). Each group has task card which ask them to find the area and/or perimeter of a given shape. The tasks are appropriate for each of the three levels by task complexity and/or number values being computed. Students in each group will be asked to record their answers to each task card on a record sheet. The record sheet will be collected and the scores of the first 10 problems will be used as a formative assessment. (The students will be paired up with a person for the day 4 stations based off of this information. For day 4 the pairs will be homogenous)

2.

3.

Students will be introduced to the final project activity for this concept.

Day 4

Area and Perimeter Stations

4.MD.3

I can apply the area and perimeter formulas for rectangles in real world and mathematical problems. Materials needed for the Lesson(s)
Chart paper and Markers 5 Station Question for each student (a and b) Grid Paper Video for Review

Station Rotation Record sheet

Teacher record sheet for the week

As a review the class will view and participate in a Video about Area and Perimeter Students will work through 5 different stations with heterogeneous group of students. Each station will pose a different problem for students to work through. The stations will have two question options. The READER will read both options to the group. Students will get to choose which question they would like to attempt. They are to pick their JUST RIGHT question. (Not too easy and not too hard) The a question is the more difficult of the question and the b question is still grade level material, but the numbers used, or the number of steps to the problem have been adjusted. Students will be traveling with their group from station to station. Example of the two question options for students.

Students may ask each other for help, but it is more of an individual type of activity now because I have adjusted the stations. Stations will still be timed and students will rotate through the stations. But students who do not complete their station in the time are to go to the Working station. They will remain there for the next station time of 8 minutes to complete their work. When that time is up students will then move to the next station in the rotation. This means that they will be with a different group at that

next station but that is ok. The groups are heterogeneously mixed to allow for there to be students who can support struggling students who need a little bit of help.

While completing the station, each student will have a station rotation slip to record which question they picked to complete and if they had to go to the working station.

Each station will have different manipulative students could use to help aid them in working through the problems. Students will also have anchor charts with examples of area and perimeter problems we worked during the week and the area and perimeter formulas posted. o One of the stations will be where I will stay to monitoring the students at that station. I will be able to assist and record information about how different students are working through the question at that station. My observations will be recorded as an informal assessment. Before the groups start the class will help me work through a question the is very similar (numbers changed) to one of the questions they will be working to solve. I will model how to work through the problem solving process students should work through to complete each problem. I will then explain the rotation and still working station.

Students will be given 8 minutes at each station for start working on the problems with their partner. Students who dont finish a station will be given time after the final rotation to complete any of the problems the need to solve. When students are finished they will turn in their record sheet for each station. The record sheet will be used to level the class into three levels. (Below level, On level and Above level) o If I notice that students are needing more time, I will adjust the lesson and allow more time and have students complete this lesson over two class periods.

Day 5

Build a house end of unit activity.

4.MD.3

I can apply the area and perimeter formulas for rectangles in real world and mathematical problems. Materials needed for the Lesson(s)
Summative Assessment End of unit Activity Teacher record sheet for the week

1. Students will take a summative assessment. The question will increase in complexity starting with a 3rd grade level question and increasing through 4th grade level. There is multiple choice short answer and extended response. The Summative assessment will be used to create lessons for Team Time intervention and enrichment lessons in the future.

2. Students will start and for some continue working on the Build your house and yard activity. Students will have to create a blue print of their future house and yard area. Each will have grid paper to create their project. Students will have a list of required elements for their project and minimum sized for each element.

NAME ___________________________________ Date __________________ 4.MD.3 Martha bought a picture frame with a perimeter of 36 inches. If the frame is 10 inches wide, find the area of the frame?

The area of Bobbys bedroom is 300 square feet. If the length of his room is 15 feet, what is the perimeter?

Name: ___________________________________________ 4.MD.3

Date: ____________________

Katie created a three-inch by four-inch rectangular artwork using 12 one-inch square tiles made of colored glass. She glued the colored tiles down to a piece of wood and put a frame around the tiles.

Katie would like to make a larger art piece using 36 one-inch square tiles. The piece will need to be rectangular. What are all the possible dimensions she could use for her new artwork? Use the space to show your thinking, and then write the possible dimensions for Katie new piece of art.

Name _____________________________________________ 4.MD.3

Date ______________________________

Sam, Holly, and Will each built some wooden picture frames in art. Read the descriptions of their picture frames and use the clues to answer the question about the frames. Sam My frame is 15 inches long and has a width that is 6 inches less than the length. What is the perimeter of my frame? ________________________________________

Holly My frame has a perimeter of 50 centimeters. The length of my frame is 12 centimeters. What is the width? __________________________________

Will The width of my frame is double the length of my frame. If my frame is 10 inches long, what is its perimeter?______________________________________

NAME ___________________________________ Date __________________ 4.MD.3 1. Martha bought a picture frame with a perimeter of 36 inches. The frame is 10 inches wide. Draw Marthas frame labeling all the sides and their measurements.

What is the area of Marthas frame? __________________________

2. The area of Bobbys bedroom is 300 square feet. If the length of his room is 10 feet, what is the perimeter?

Name ________________________________________ Date _________________________________

4.MD.3

Will drew a rectangle that he labeled rectangle A. The rectangles area is 32 squared centimeters and the width is 4 centimeters. Label the rectangle and find the missing length.

What is a perimeter of Wills rectangle?

Name ________________________________________ Date _________________________________ 4.MD.3 Draw three different rectangles that each has an area of 24 square units. Label the length and the width of each rectangle. Then find the perimeter of each of the three rectangles. a.

Perimeter = ___________

b.

Perimeter = ___________

c.

Perimeter = ___________

Name: ___________________________________________ 4.MD.3

Date: ____________________

Katie created a three-inch by five-inch rectangular artwork using 15 one-inch square tiles made of colored glass. She glued the colored tiles down to a piece of wood and put a frame around the tiles. This is what her art work ended up looking like.

Katie would like to make a larger art piece using 36 one-inch square tiles. The piece will need to be rectangular. What are all the possible dimensions she could use for her new artwork? Use the space to show your thinking, and then write the possible dimensions for Katie new piece of art.

Name _____________________________________________ 4.MD.3

Date ______________________________

Sam and Holly each built some wooden picture frames in art. Read the descriptions of their picture frames and use the clues to answer the question about the frames. Sam My frame is 12 inches long and has a width that is 6 inches. What is the perimeter of my frame? ________________________________________ What is the area of this frame? ________________________________ Show your work below.

Holly My frame has a perimeter of 40 centimeters. The length of my frame is 10 centimeters. What is the perimeter of my frame? ________________________________________ What is the area of this frame? ________________________________ Show your work below.

Name ________________________________________ Date _________________________________

Station #
1 2 3 4 5

Question Choice
A A A A A B B B B B

Did you go to the Work Station

Yes Yes Yes Yes Yes No No No No No

Did you go to all 5 stations? ______________

Do you need more time? _____________

Name ________________________________________ Date _________________________________

Station #
1 2 3 4 5

Question Choice
A A A A A B B B B B

Did you go to the Work Station

Yes Yes Yes Yes Yes No No No No No

Did you go to all 5 stations? ______________

Do you need more time? _____________