My Theme Park

Olivia Simpson
4th Grade/Math

Common Core Standards:

Domain: Mathematics
Strand: Measurement and Data
Topic:Geometric Measurements
Statement: Geometric measurement: understand concepts of angle and measure angles

Domain: Mathematics
Strand: Geometry
Topic: Area
Statement:Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Lesson Summary:

Children will be designing their own theme park using geometry. The purpose of this is to teach diameter, area,
and perimeter. Children will initially create their theme parks on paper and convert it online to make a 3D
model. This can be an individual activity or up to 3 children working together.
Estimated Duration:
This lesson will take about an hour. I plan on dividing the lesson into four days, each class period will be 35-45
minutes. The first day will be for research. The second and third day will be for creating the math and
dimensions of the theme park. The fourth day will be for making the 3D model.
Commentary: I believe that the activity will be a very engaging activity for children to be able to create their
own ideas and make them reality. What child has not wanted their own theme park? The challenge will be for
children to come up with their own dimensions and thinking of them realistically.

Instructional Procedures:
Day 1:
First 20 minutes: Introductory activity- Students will research different types of theme parks to get ideas about
rides and one concession stand for their park. They will look online at more popular theme parks.
20 minutes: I will hand out materials. Students will work on dimensions of their park by using squares as a
predetermined size. They will then translate it to area and perimeters.

I will be walking around the classroom to ensure that children are able to visualize and actualize the size. They
will research online more popular theme parks. They can use any type of rides and predict dimensions. I want
the children come up with their own ideas shaped around what they have seen or experienced.

Day 2/3:
10 min: Children will group together and go over what was accomplished the previous class time and discuss
what will be worked on today. I will give the children a link to a charts where they fill out their numbers using
google sheets. .
25-35 min: Children will work on creating sizes of their rides and filling them in on their paper graph.

Children will be working diligently on sizing. Children will have a chart with the top having ride, area,
perimeter, and fencing size. The children will be using the graph paper to have an initial visual of their park.
Day 4:
10 min: Children will group together and go over what was accomplished the previous class time and discuss
what will be worked on today. Children will begin using the computer to create a 3D model of their park.
35 min: Children will work on creating their park online.
Children will work on creating a 3D model of their park that will be able to be viewed and presented to the
class. I will walk around the room and give guidance where necessary. I will also guide children with the
computer program. This will be a simple, low complexity, program that will introduce children to 3D design
online.

Pre-Assessment:
By now, we are moving to more physical and visualized math where basic geometry is being introduced to the
children. We will have lessons the week before we start this project to go over basic geometry such as
measurements and area of objects. I will work with the children for at least a week to assess whether they are
ready to put geometry to their own dimensions.
Scoring Guidelines:
_____/5 Children work cooperatively and participated
_____/10 Created a spreadsheet
_____/10 2D version of park
Post-Assessment:
The children will be assessed by how they present their park. I am looking for the understanding of dimensions
and area. Children should also have a better understanding of the mechanics of 3D programs.
Scoring Guidelines:
_____/10 3D version of park
_____/5 Presentation
Children should be able to present their park to the class and be able to explain the measurements of
their park. This also gives a beginning opportunity to present a project in front of their peers.
Differentiated Instructional Support
Children that may be gifted and have a difficulty with this activity can be partnered with other groups of
children. There will be peer tutoring for this activity. Roles such as writing down the numbers could be
assigned to them.

Extension
https://www.khanacademy.org/math/geometry/hs-geo-foundations/hs-geo-area/v/perimeter-and-area-basics

This will help with calculations for perimeter and area.

Homework Options and Home Connections

This can connect to a further weekend assignment of working with a parent to gather dimensions of either all
objects/ furniture in a room or dimensions of their backyard and landscape. Children will retrieve actual
lengths and area of a room. They will then translate to a 3D model.

Interdisciplinary Connections
With this activity, you can dive farther and talking about fair pricing for the rides. Adding in a monetary value
to each ride will teach them value. Such as comparing what should be more expensive.

Materials and Resources:

For teachers Laptop- for creating a demonstration and having the sheets. I will be linked to the
google sheets.
Smart Board- This will be what the children will present their parks on.

For students Laptops- this will be used to fill out the chart.
IPad- 3D model
Graph Paper- this will be to have a physical layout for their park.
Rulers- for measuring
Colored Pencils - Filling in their rides on graph paper.
Key Vocabulary
- Diameter
- Perimeter
- Model
- Dimension
- Spreadsheet
- Graphing