Area And Perimeter Robots 704i1e

Area and Perimeter Robots Materials/Equipment: Colored paper, fill

in the blank robot quote bubbles, graph paper, writing paper, scissors, glue sticks, crayons or colored pencils, Youtube video “Math Rocks! Perimeter and Area Song” and lyrics to the song for each student

Curriculum Integration: Music Social Studies Science Language Arts Writing

Math PE Reading Health Theatre Technology Art

Bloom’s Taxonomy:

Knowledge/ Analysis Comprehension/Understand Evaluate Application Create

TEKS Achieved: (Include all TEKS and ELPS labeled, numbered, and summarized.) –

Differentiated Learning: Auditory Kinesthetic Verbal/Linguistic Intrapersonal

§110.15 (b): (16A), (21), §111.16-(b): (5C), (5D)

Visual/Spatial Logical/Math Musical Interpersonal

Classroom Strategies:

Cooperative Groups Hands-On Technology Centers Independent Activities Simulation Charts/Graphs/Maps Lecture Problem Solving Wholegroup Peer tutoring Pairing

Submitted by: Christine Gatlin Grade Level: 4th Subject/Topic: Math/Perimeter and Area Rationale: Students will be able to find the perimeter and area of squares and rectangles using the appropriate formulas. They will also write imaginative stories about the robot they created using appropriate punctuation and capitalization.

Objectives:    

TSW use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). TSW solve problems related to perimeter and area of rectangles where dimensions are whole numbers. TSW write imaginative stories that build the plot to a climax and contain details about t TSW write legibly and use appropriate capitalization and punctuation conventions in their compositions.

Lesson Plan: Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the children’s attention and interest.)

Begin the lesson by asking the students to raise their hand if they the definition of area, which we went over last week. Then ask them to raise their hand if they know the definition of perimeter. After, out the lyrics to “Math Rocks! Perimeter and Area Song” and tell them they are going to listen to a song that will help them perimeter and area better. First, have the students listen to the song and then play it again and have them sing it as a class using the lyrics they just received. Process: (Plan how you will teach the lesson and follow the lesson plan cycle: Information Giving, Modeling, Check for Understanding, Guided Practice, Independent Practice, Closure/Culminating Activity)

Information Giving: Review over the definitions and formulas of area and perimeter.  Area is the measure of the inside of a closed 2D shape, it tells us how much surface it covers. We measure area is square units. (A= L x W)



Perimeter of a figure is the total distance around the edge of the figure. P= (L x 2) + (W x 2)

Modeling: Draw a giant robot using both rectangles and squares to create a head, arms, legs, and body, which should include squares inside each shape so they can count the length. Then, show the students how you find perimeter and area for one of the body parts. Check for Understanding: During the guided practice, make sure each student is using the appropriate formulas and that their answers are correct. Have them write out the formulas on the board and then have them explain to the class how they got their answer. Make sure to call on a different student for each different problem, one to find the perimeter and one to find the area of each body part. Guided Practice: After modeling how to find the perimeter and area of the first body part, call on different students to solve the perimeter and area of the remaining body parts on the board. Make sure they show their work and explain their answers. Independent Practice: After you have completed the guided practice on the board, have all the students go back to their desk and then hand out the grid paper and construction paper to each student. Have them draw their robot first on the grid paper using squares and rectangles. Make sure to explain they can do whatever size they want, but it must be a square or rectangle and the legs and arms need to be the same size. After they have drawn their robot, have them cut out each body part and then determine the perimeter and area of each body part (body, head, legs, and arms) on a separate sheet of paper. After they have done this, check each students work and if it is correct give them the fill in the blank quotes. This is where they will write each body parts area and perimeter. Then have them put together their robot and glue it and the quotes onto their construction paper. After they have glued everything down, they can color and decorate their robot and make sure they give it an original name. Enrichment/Extension: After the student has finished their robot, have them write an imaginative story about their robot on a separate sheet of paper. Tell them they can write the story however they want and to be very creative. They can tell about how the robot was created, what the robot’s name is, where it is from, what they do, and/or tell about their robot’s family and friends. Accommodations:

(what YOU will do to modify your lesson…)

1. (for a child with autism) Provide the student with a computer, so they can type their story instead of writing it on paper. You can also provide the student with body parts that have already been cut out, so they do not have to do it themselves. 2. (for a student that is an ELL) Provide students with access to manipulatives, such as counters or area tiles, which will enable them to complete assignments at their level of instruction. Assessment/Evaluation (Students): After each student has determined the area and perimeter of each body part on a separate sheet of paper, check each of their answers to make sure they solved each problem right and understand how to find the perimeter and area of squares and rectangles. If they do not have the correct answer, work out a few of the body parts together and then have them redo the ones they got incorrect. After they finish, recheck their answers to check for understanding. After a student has completed their robot and story about their robot, provide them with an opportunity to show their robot and read the story they wrote aloud to the class. Assessment/Evaluation (Self): Observe if the students are solving perimeter and area correctly. See if having them create their own body parts is successful or a waste of time because they are having to cut them on their own. Since I cut all the quotes before I started the activity, which was very time consuming, see if there is time for the students to cut their quotes on their own. In order to do this, examine how long it takes each student to cut out their robot.