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    Lesson Three For Online Portfolio

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    The document outlines a Grade 5 math lesson on area and perimeter. It includes 3 learning activities: 1) Students will design rectangles with the same area but different perimeters using whiteboards. 2) Students will construct rectangles using manipulatives to demonstrate the same concept. 3) In groups, students will design the most cost-effective rectangle for building a hockey arena given constraints on the area and perimeter's relationship to cost. The teacher will assess students' understanding through observations and questions.

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    Lesson Three For Online Portfolio

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    api-267003417
    53 views7 pages
    The document outlines a Grade 5 math lesson on area and perimeter. It includes 3 learning activities: 1) Students will design rectangles with the same area but different perimeters using whiteboards. 2) Students will construct rectangles using manipulatives to demonstrate the same concept. 3) In groups, students will design the most cost-effective rectangle for building a hockey arena given constraints on the area and perimeter's relationship to cost. The teacher will assess students' understanding through observations and questions.

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    The document outlines a Grade 5 math lesson on area and perimeter. It includes 3 learning activities: 1) Students will design rectangles with the same area but different perimeters using whiteboards. 2) Students will construct rectangles using manipulatives to demonstrate the same concept. 3) In groups, students will design the most cost-effective rectangle for building a hockey arena given constraints on the area and perimeter's relationship to cost. The teacher will assess students' understanding through observations and questions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    53 views7 pages

    Lesson Three For Online Portfolio

    Uploaded by

    api-267003417
    The document outlines a Grade 5 math lesson on area and perimeter. It includes 3 learning activities: 1) Students will design rectangles with the same area but different perimeters using whiteboards. 2) Students will construct rectangles using manipulatives to demonstrate the same concept. 3) In groups, students will design the most cost-effective rectangle for building a hockey arena given constraints on the area and perimeter's relationship to cost. The teacher will assess students' understanding through observations and questions.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 7

    Lesson #3

    Same Area Different Perimeter

    Date

    December 6, 2014

    Subject/Grade
    Level

    Grade 5

    Time
    Duration

    60 min

    Unit

    Measurement (Space and Shapes)

    Teacher

    Mr. Dakoda Boser

    OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


    General
    Learning
    Outcomes:

    Use direct and indirect measurement to solve problems.

    Specific
    Learning
    Outcomes:

    1. Design and construct different rectangles, given either perimeter or area, or both (whole
    numbers), and make generalizations

    LEARNING OBJECTIVES
    Students will:
    1.
    2.
    3.

    Students will design multiple rectangles whose areas will remain constant but perimeters will change.
    Students will construct rectangles whose areas will remain constant but perimeters will change.
    Students will determine the most effective shape in relation to area and perimeter

    ASSESSMENTS
    Observations:

    In the lesson I will be looking for the following indicators from my students to insure
    that they are understanding and grasping the material that is being taught to them.

    Key Questions:

    Products/Performances:

    1.
    2.
    3.
    4.
    5.

    Observe students designing rectangles with same area and different


    perimeter with white boards, which students can demonstrate this
    Observe students constructing multiple rectangles with same area and
    different perimeters using manipulatives, which students can demonstrate
    this
    Observe students creating plans for the most effective rectangle in terms of
    area vs perimeter and its relation to cost effectiveness, which students can
    determine effective shapes
    What is perimeter and how do we calculate it?
    What is area and how do we calculate it?
    How are all the rectangles you made the same?
    How are all the rectangles you made different?
    How can we create rectangles demonstrating same area, different
    perimeter?

    During the following lesson I will be looking for the following indicators
    Visual representation of rectangles on their personal whiteboards.
    Construct various rectangles using manipulatives.
    Collaborative group plan for most effective rectangle in relation to area and
    perimeter.

    LEARNING RESOURCES CONSULTED

    MATERIALS AND EQUIPMENT

    Learn Alberta
    Math Program of Studies
    Pearson Math Makes Sense 5; Unit 4
    Measurement Teaching Resource
    http://www.online-stopwatch.com/

    SMART board slides


    Individual white boards
    White board markers
    Erasers
    Grid paper
    Pencils
    Manipulatives
    Stickies
    Timer

    PROCEDURE
    Prior to lesson

    Have materials set up and ready for the lesson


    Introduction

    Attention Grabber

    Have chart paper and coloured pens laid out on group tables. Shapes
    will be drawn on the whiteboard with group numbers listed above it.

    Assessment of Prior
    Knowledge

    QUESTIONS ANSWERED:

    Time
    0 min

    What is perimeter and how do we calculate it?


    What is area and how do we calculate it?
    When students arrive to class they will have to complete questions in
    relation to area and perimeter in their seating groups. There will be four
    shapes that students have to solve, one for each group.
    Students will have to complete a timed objective before the timer runs
    out! Their mission, which they will have to accept, is to calculate the
    area and perimeter of the shape that is prescribed to their group. This
    also acts as a way to assess prior knowledge.
    WRITE GROUP NAMES ON CHART PAPER
    http://www.online-stopwatch.com/ This will be used as visual showing
    that students only have 8 minutes to complete the task that has been
    assigned for them.
    Group 1: This group will have to calculate the area and perimeter of a
    rectangle with a 4 unit length and a 3 unit width. P=14 & A=12
    Group 2: This group will be calculating the perimeter and area of a
    rectangle with the length of 12 units and a width of 1 unit. P=26 & A=12
    Group 3: This group will be calculating the perimeter and area of a
    rectangle with the length 8 units and a width of 1 unit. P=18 & A=8
    Group 4: This group will be calculating the perimeter and area of a
    rectangle with the length 4 units and a width of 2 units. P=12 & A=8

    REMEMBER TO ASK HOW STUDENTS GOT THE ANSWERS


    THAT THEY DID.

    8 min

    Expectations for
    Learning and Behaviour

    Advance
    Organizer/Agenda

    Transition to Body

    EACH GROUP WILL NOMINATE ONE SPEAKER TO SHARE THEIR


    RESULTS WITH THE CLASS.
    WHAT DOES GROUPS 1 & 2 NOTICE ABOUT THEIR SHAPES?
    WHAT DOES GROUP 3 & 4 NOTICE ABOUT THEIR SHAPES?

    1.

    Students will respect the instructor when they are explaining


    instruction for the lesson.
    2. Students will respect each other.
    3. If a students are having trouble they are asked first to ask their
    partner for help. If they are still having trouble they then can ask
    their instructor for help.
    4. Student are to keep trying. Quitting is not an option; ask for
    assistance if you need it.
    The lesson will proceed as follows (Write overview of class on white
    board prior to beginning of the lesson)
    First, students will have to quickly find their seats and begin
    calculating area and perimeter of their shapes.
    Second, students will need to create their own rectangles using
    personal white boards and areas given to them by me.
    Third, students will create multiple rectangles with the same
    area different perimeter with manipulatives.
    Fourth, students in their groups will complete a final
    assessment activity that requires them to create plans for the
    most effective rectangle in terms of area vs perimeter and its
    relation to cost effectiveness.
    Alright grade 5s now that you have shown me how to calculate area
    and perimeter, and you are all experts, we will be moving on to discuss
    how to make shapes with the same area but a different perimeter! We
    have a lot to get through today, and I know we can do it! I really need
    you guys to work hard and have fun!
    Body

    Learning Activity #1

    Ongoing

    Ongoing

    Time

    Personal White Boards:


    QUESTIONS ANSWERED
    How are all the rectangles you made the same?
    How are all the rectangles you made different?
    Here students will begin to use personal white boards to create their
    own rectangles with area that has been already been determined by
    me.
    Example 1: How man rectangles (use your little squares when drawing)
    can be created with an area of 4?
    Explain to students that they can only use 4 blocks to create
    their rectangles
    Students will then be asked to show the rectangles they made
    on their whiteboards using the cue ready, set, reveal!
    Ask: What do you notice about the rectangles everyone has
    made? (Prompt for different shapes of rectangles)
    Acknowledge that there is more than on way the rectangle can

    15 min

    be presented to meet the requirements of the question (same


    area different concept)
    Answers:
    1. L: 4 & W: 1
    2. L: 2 & W: 2.
    Example 2: How many rectangles (use your little squares when drawing)
    can be created with an area of 8?
    Answers:
    1. L: 8 & W:1
    2. L: 4 & W:2
    Example 3: How many rectangles (use your little squares when drawing)
    can be created with an area of 10?
    Answers:
    1.
    2.
    Teacher Notes:
    Assessments/
    Differentiation

    Learning Activity #2

    L: 10 & W: 1
    L: 5 & W: 2

    Students are expected to be able to construct rectangles with


    same areas and different perimeters by the end of the first
    learning activity.
    I will also be observing if students are able to perform this task
    individually, or if they are struggling and require extra
    assistance from peer (these students will be the first I go see
    during the next learning activity).
    Manipulatives:

    I will have two helpers hand out pre-made bags of


    manipulatives (ones squares).
    Explain that each student (individually) will use his or her bags
    (36 ones squares) to create a rectangle with a specific area.
    Once students have made their first rectangle, they will
    calculate the perimeter.
    I will be choosing students, using Popsicle sticks, to share their
    answers with the class and record their answers on the
    whiteboard.
    Students will be asked to leave the shape they made on their
    desks (move it to the side) and use new ones squares to
    construct the next rectangle. This way they will be able to see
    what same area different perimeter looks like, and that we can
    make rectangles in many different way
    I will repeat these steps, doing 2 more examples choosing
    students and recording answers in the same way
    Variations
    1.
    2.
    3.

    L= 12 & W= 1, A= 12 & P= 26
    L= 6 & W= 2, A= 12 & P= 16
    L= 4 & W=3, A=12 & P= 14

    15 min

    Teacher Notes:
    Assessments/
    Differentiation

    Learning Activity #3

    Utilizing classroom management by having student helpers


    assist in handing out the pre-made bags of manipulatives.
    Observe the classroom and aid students who show signs of
    misunderstanding.
    Assist student who require further instruction or guidance.
    Differentiate for students if they show struggle by partnering
    them up with an elbow partner that shows strength in this
    learning activity.
    Construction Project: ASSESSMENT ACTIVITY
    QUESTIONS ANSWERED:
    How can we create rectangles demonstrating same area, different
    perimeter?
    Here, students in their seating groups will have to have to come up with
    the best possible size rectangle that would be used in construction of a
    new hockey arena. However, there is a catch. The procedure is as
    follows

    First, students will be asked to name their construction


    company. Groups will be the seating arrangements that they
    already have to save time. THIS WILL ONLY BE A MINUTE.
    WRITE YOUR REAL NAMES ON THE SHEET AS WELL.
    Second, the students will receive the following question.

    QUESTION: The Town of Taber has just recently decided to construct a


    new hockey arena. The Town has chosen four final companies who
    could build the complex however, there are some requirements that the
    companies must follow. YOU CAN USE CALCULATORS. TEAM WORK IS
    KEY!
    2

    First, the complex must have an area that is 1600 m . (REMEMBER THAT
    IS THE SPACE INSIDE). If the number seems too big, remember you can
    think of what numbers X what numbers = 16. Remember to add zeros
    later!
    Second, each meter of the perimeter costs $200 (per meter). So, a
    building with a smaller perimeter would be cheaper. (PERIMETER IS THE
    DISTANCE AROUND THE SHAPE).
    Calculate the cost of the building once you have found out the
    LENGTH, WIDTH and PERIMETER.
    ONLY THE CHEAPEST PLANS WILL BE CHOSEN FOR THE JOB AND THE
    PRIZE!!
    PLEASE SHOW YOUR WORK IN GROUPS!!! REMEMBER THAT THESE
    ARE PLANS!! DRAW SHAPES, MATH STEPS AND PROCESSES, ANYTHING
    THAT HELPED YOU SOLVE THE PROBLEM.
    For this problem there are three possible answers that are as follows

    20 min

    BEST POSSIBLE ANSWER IS NUMBER 1


    1.

    2.

    3.

    A= 1600 m
    L= 40 m
    W= 40 m
    P= 160m X $200
    C= $ 32,000
    2
    A= 1600 m
    L= 80 m
    W= 20 m
    P= 200 m X $200
    C= $40,000
    2
    A= 1600 m
    L= 160 m
    W= 10 m
    P= 340 m X $200
    C= $68,000

    Once students have completed what they are supposed to do they will
    pick a group representative to from each group to explain what they
    have found.

    Teacher Notes:
    Assessments/
    Differentiation

    Consolidation of
    Learning:

    Time

    What did we learn today class?

    Feedback From
    Students:

    Finally, students will do a gallery walk of the other projects to


    see what other students did to allow them to see other ideas.
    I will be walking around the class room monitoring each of the
    groups progress. If there is some issues I will provided help
    (little) but the students must work together to solve the
    problem. This is more for discovery learning.
    Once the project has been completed I will look at the work
    that was compiled on the sheet to get a sense of how the
    students managed to come up this their answers.
    When the representative from each group speaks this allows
    them to explain in their own words what they know and reenforces the learning.
    Finally, the groups will walk around and see what the other
    students did to get their answers.
    Closure

    You can have the same area within the shape but have a
    different perimeter.
    The closer the shape is close to a square (having equal sides),
    the area inside will be the same but it will have the less
    perimeter. This is great for buildings/ cost.
    REMEMBER TO WRITE DOWN TWO THINGS THAT YOU LIKE
    ABOUT THE OTHER PROJECTS AND ONE THING THE COULD
    CHANGE. REMEMEBR TO INCLUDE THE TEAM NAME YOU ARE
    TALKING AOUT ABOUT AT THE TOP OF THE STICKY.
    Exit Slips
    Whiteboards
    Group work
    Chart Construction Plans

    2 min

    Feedback To Students

    This will be provided from the ability to complete the learning activities
    and the assessment problem presented in class. Also, the work
    displayed on the big sheets will show how students got their answers.
    Feedback will be given verbally through the lesson letting students
    know what they are doing right and what they have to work on. Give
    students timely and efficient feedback on their graph sheets.

    Transition To Next
    Lesson

    Alright class remember this lesson for next week because we will
    flipping the lesson around a little bit where we have same perimeter
    different area.

    Sponge
    Activity/Activities

    Students can quietly read or do box problems.

    Reflections from the


    lesson

    Insert any related student materials, assessment tools, etc. for this lesson. Ensure the next lesson plan
    starts on a new page.

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