ECED 7259ENHANCING COHERENT UNDERSTANDING OF MATHEMATICS CURRICULUM STANDARDS(ECUMCS)AREA

Dawn Laney McGarrah Elementary Schooldawn.laney@gmail.comSummer 2008

TOPIC THEME TREE

MKG1aMKN1a MKN1c

M2M1aM2N3a

Area

Area Rationale

I chose to area because it is a difficult concept for children to learn and I found this year, in 3rd grade, that some of my students struggled with it. I wanted to look more in depth to find the missing parts that were causing the gaps in their learning.

I took a hands-on manipulative approach for my project because it is easier for students to learn a more difficult concept when they can manipulate things in the classroom.

PBwiki Use in the Classroom

The website, pbwiki, can be used in the classroom for: Newsletters Daily homework assignments Test reviews CRCT practice Examples of student work Examples of projects and rubrics for the students

to look at Communication link between teacher and

parents, and teachers with other teachers as well

AREAMATRIX OF CONTENT STRANDS AND GRADE LEVELS

Number and

Operations

AlgebraGeomet

ryMeasureme

nt

Data Analysis

and Probabilit

y

Second

ThirdThird Grade Lessons

GPS: M3M4a-c

Fourth

FifthFifth Grade Lessons

GPS: M5M1a-f

SixthSixth Grade Lessons

GPS: M6M4a

Grade Levels

Content Strands

Done with the matrix

AREA OF SIMPLE GEOMETRIC FIGURESGRADE 3

GPS content standard: M3M4. Students will understand and measure the area of simple geometric figures (squares and rectangles).

a. Understand the meaning of the square unit and measurement in area.

b. Model (by tiling) the area of a simple geometric figure using square units. (square inch, square foot, etc.)

c. Determine the area of squares and rectangles by counting, addition, and with multiplication models.

Return to the Matrix

Developing a Standards-Based Mathematics Activity Project

AREA OF FUNDAMENTAL GEOMETRIC PLANE FIGURESGRADE 5

GPS content standard: M5M1. Students will extend their understanding of area of fundamental geometric plane figures.

a. Estimate the area of fundamental geometric plane figures.

b. Derive the formula for the area of a parallelogram (e.g., cut the parallelogram apart and rearrange it into a rectangle of the same area).

c. Derive the formula for the area of a triangle (e.g. demonstrate and explain its relationship to the area of a rectangle with the same base and height).

d. Find the areas of triangles and parallelograms using formulae.

e. Estimate the area of a circle through partitioning and tiling and then with formula (let pi = 3.14). (Discuss square units as they apply to circles.)

f. Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes.

Return to the Matrix

Developing a Standards-Based Mathematics Activity Project

SELECTING APPROPRIATE UNITS FOR AREA MEASUREMENT

GRADE 6

GPS content standard: M6M4. Students will determine the surface area of solid figures (right rectangular prisms and cylinders).

a. Find the surface area of right rectangular prisms and cylinders using manipulatives and constructing nets.

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Developing a Standards-Based Mathematics Activity Project

THE ENDCreated by: Dawn Laney