Web+Lesson+-+Perimeter+&+Area

**Lesson name ** A Problem-Based Lesson for Area and Perimeter //4th and 5th Grade Math// Designed by //Katie Warke Beth Bordner Jillian Small kwarke@fusd1.org lbordner@wusd1.org [|jsmall@fusd1.org]//     

You've all seen the overgrown weed filled area next to our wing of the school. You and your classmates will clear the area and plan a garden. How will you use perimeter and area to best plan your garden? You will also write letters to local nurseries asking for assistance and materials. Make sure to research plants that will be appropriate in this region and the environment.
 * Task**

**Standards** Arizona State Standards M05-S4C4 PO 5: Solve problems with perimeters of convex polygons. PO 6: Determine the area of figures composed of two or more rectangles on a grid.

W05-S3C3 PO 2: Write communications (including thank you notes, friendly letters, formal letters, messages, invitations). PO 3: Address an envelope for correspondence that includes an appropriate return address and an appropriate recipient address. 21st Century Skills Standards
 * Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs
 * Framing, analyzing and synthesizing information in order to solve problems and answer questions
 * Assuming shared responsibility for collaborative work

ITSE National Technology Standards for Students a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
 * 2.** **Communication and Collaboration**

d. contribute to project teams to produce original works or solve problems.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 3.** **Research and Information Fluency**

b. select and use applications effectively and productively. <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif">**//Procedure//** and places that people use area and perimeter. || 1. Arrange to schedule visit to elementary school. Prior to visit introduce essential question and task to students. || 1. Smart Board for Brainstorming || of questions for community at another elementary regarding the planning of the garden. || 2. Group students in groups no larger than four students. Groups will be the same throughout project. ||  || with established garden. Take notes on important information and sketch the basic layout of the garden. || 3. Permission slips and reminders for students to bring their questions. Get digital cameras charged and ready to take on the trip. || 3. Digital cameras for pictures of activity. || and create a more detailed sketch in reflection journal. Estimate how large the garden plot was according to length and width. ||  ||   || p & a using white boards when appropriate. Get into your groups for the project and work on an activity sheet for finding area and perimeter. On the third day use online resources to review p & a (i.e shape surveyor and rainforest math and SMART board manipulatives. || 5. Teacher whole group and small group review of perimeter and area. First day whole group review of perimeter and area of simple polygons. Second day whole class instruction perimeter and area for complex polygons and irregular shapes. Also, small group practice on simple polygons. Third day, relationships between perimeter and area. follow up using the internet resources of shape surveyor, rain forest map, and SMART board manipulatives. || 5. Several computers/ laptops SMART board || landscape expert regarding his/her profession, how he/she uses area and perimeter, and blueprints. || 6. Model how to use the double entry journal by using the SMART board. Hand out the double entry journal. || 6. SMART board || journal while the presenter is speaking. Later fill in the right side with how the speaker's comments relate to what you are doing in your project. ||  ||   || the garden area for our school by measuring the length and width of the garden space. Create a rough draft using graph paper in your small groups. As a class we will create a master blueprint to include paths and plots for each class. || 8. Prepare measuring tools and graph paper ready for the students. Assist them in the measurement of the garden plot. ||  || research and use the note taking paper to identify plants that are most successful in our mountainous region. Remember to think about if our garden plot is mostly shady or sunny. make a list of at least ten plants that would grow successfully in our garden and what the plants need to grow successfully. || 9.Provide note taking paper guiding students with the following: Give three facts from each website that will help us in our project. Also, name plants that would do well in our garden. As a final list, students need 10 plants that will do well in our garden. || 9. Internet for research
 * 6.** **Technology Operations and Concepts**
 * < Student Steps ||= Teacher's Note ||= Technology to be used ||
 * 1. Students create a list of all the jobs
 * 2. Students in small groups create a list
 * 3. Field trip to local elementary school
 * 4. Reflect on experience at the garden
 * 5. Follow teacher presentation on
 * 6. Brainstorm questions to ask the
 * 7. Take notes on your double entry
 * 8. Make a rough draft of a blueprint of
 * 9. Using the four sites provided to you,

[|The Arboretum] [|Native Plant and Seed] [|Flower Gardens] [|Arizona Native Plant Society] || local garden centers i.e. Warners, Native Plant and Seed, Violas, Wal-Mart, Home Depot. Create a rough draft of a letter explaining the garden project and asking if they would be willing to donate materials, plants, or time in April or May for our garden. || 10. Review letter writing letter format and skills. Explain the letter writing rubric and what is expected. ||  || the final copies using Microsoft Word. Address an envelope with the appropriate return and recipient address by looking up the address on the internet or phone book. ||  || 11. Microsoft Word Internet || Group 1: Area of Triangles activity using Geoboard Group 2: Area of Simple Polygons activity using graph paper. Create four squares or rectangles and give them to a partner to find area and perimeter. Group 3: Area of complex polygons activity sheet. Group 4: Using Shape Surveyor or rainforest math for practice. || 12. Prepare for class by having activity sheets for area and perimeter. Supply geoboards, rubber bands, graph paper, and laptops. || [|Shape Surveyor] [|Rainforest Math] || from IDEAL portal and/or the assessment from the text book. || Prepare assessment from Ideal Portal and or from the text book || IDEAL || each group's rough draft blueprint to decide how the master plan should look. The class then creates a master plan with the teacher for the garden using butcher paper. The master plan will include paths and three separate plots within the garden area for each of the three fifth grade classes. || 13. Take a snapshot with document camera of each classes master plan. Down load to the notebook to show all three plans. || Document Camera Laptop SMART Board || have consensus on which master plan they like. Each class decides which plot they are doing. || 14. Display with the smart board all three plans. || SMART Board || master blueprint onto their own piece of graph paper. Each group must label all the sides of the garden including each plot and calculate the perimeter and the area. Make sure to show your work. || Hand out blueprint checklist for students to use as a resource. ||  || garden plot and label the plants they choose based on their research. ||  ||   || blueprint electronically using inspiration. They will then present their blueprint to the class. || Prepare document camera and SMART board for presentations of blueprints. Collect blueprints to assess using the checklist. || Inspiration SMART board Document Camera || At an appropriate planting time, the students will plant their garden plot according to their blueprint. ||  ||   ||
 * 10. Each group will choose one of the
 * 11. Revise and edit your letters and begin
 * 12. Small group centers:
 * Students will take an assessment
 * 13. Whole class gallery walks to look at
 * 14. All three classes come together to
 * 15. Each individual student copies the
 * 16. Each student may then fill in their
 * 17. Each student will create their
 * 18. Later:

<span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="FONT-FAMILY: Arial,Helvetica,sans-serif">[|Rubric for Writing] Ideal Assessments on perimeter and area Math textbook assessment for perimeter and area
 * Assessment**

Bibliography:
 * Materials**
 * Curriculum || Technology || Resources || Teacher Tools ||
 * Math Text Book || Digital Cameras || [|The Arboretum] || [|ABC of School Gardens] ||
 * || SMART board || [|Native Plant and Seed] || [|Kids Garden] ||
 * || laptop || [|Flower Gardens] ||  ||
 * || document camera || [|Arizona Native Plant Society] ||  ||
 * || Internet || [|Rainforest Math] ||  ||
 * || Microsoft Word ||  ||   ||
 * || IDEAL ||  ||   ||

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