Grade: 4 Lesson Title: Finding the Perimeter and Area

Date: Mon May 26, 2014

Curriculum Expectations – estimate, measure using a variety of tools (e.g., centimetre grid paper, geoboard) and strategies, and record the perimeter and area of polygons;– pose and solve meaningful problems that require the ability to distinguish perimeter and area What do students need to know and be able to do? Grade 3This is a consolidation task. Students have investigated and used a variety of strategies to determine area and perimeter already.– compare and order various shapes by area, using congruent shapes (e.g., from a set of pattern blocks or Power Polygons) and grid paper for measuring – describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface Learning GoalsContent:I can use the area and perimeter of different shapes to plan the construction of a petting zoo

Process:Problem Solving: Make and Carry out a plan

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsAction!

You and your team have been asked to design a map of a petting zoo for the Cobourg waterfront. Here are some of your guidelines:

The petting zoo is a rectangle with a fence that measures 60m.

It must have separate area for the animals: rabbits, goats, sheep, and pigs.

Each area where the animals are must be a different shape.

On your map, you must show the measurements of your petting zoo and the area and perimeter of each pen.

How much space is left over?Be as creative as possible.

Anticipated Student Responses and Possible MisconceptionsStudents may use a variety of polygons – triangles, squares, octagons, and parallelogram.Students may have difficulty or make mistakes finding the area and perimeter of irregular shapes (i.e. not squares and rectangles)Students may confuse units of measurement

Sample Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?

Minds-On AFL

What are we listening and looking for from the student conversation and responses?

-we want them to use the vocabulary of area and perimeter-show understanding that area is the space in the middle (how much space the objects takes up)-show understanding that perimeter is the length around a shape (the outside)-use the proper units of measurement

Lesson ComponentAfter / Consolidation / Reflecting and Connecting

Consolidation Highlights and Summary(Uncover Learning Goal, Success Criteria)

The students enjoyed the task and persisted through hurdles while working together.

There were many discussions about whether the fence was perimeter or area. Some groups had difficulty finding the side lengths of the rectangle, but when they were given reminders of what a rectangle is (2 sets of sides of equal lengths) which helped them find the perimeter.

They also had difficulty with determining which unit of measurement to use.

In consolidation we looked at: What is perimeter? What is area? When do you use each

area of measurement? Importance of drawing

shape on the grid lines and with a ruler.

Double check your work – are your calculations correct?

Independent Practice: Exit Card Reflection Homework

Student Next Steps (Large Group/Small Group/Individual)

Exit Card/Independent

Practice

Exit Card Task: Area and PerimeterThe area of a polygon is 40cm². Draw the shape. What is the perimeter?

Most of students did very well on the final task, only 4 or 5 had mistakes on their final task. My next step is to speak to them about what they need to work on for feedback. And then check in with them during the review for the test so that I know they understand their errors before they write the test.