Kristi+Carlson

Choose from the links below which lesson you would like to view: Problem Based Learning Online Collaboration Lesson Digital Storytelling Lesson

Perimeter and Area of Rectangles, Perimeter and Area of Complex Figures, Perimeter and Area of Parallelograms || Washington State Mathematics Standards 4.1.F Fluently and accurately multiply up to a three- digit number by one- and two-digit numbers using the standard multiplication algorithm. 4.1.H Estimate products to approximate solutions to problems and determine reasonableness of answers 4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work. 4.3.D Determine the areas of figures that can be broken down into rectangles. 4.5.J Make and test conjectures based on data (or information) collected from explorations and experiments. || 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Technology operations and concepts
 * = Problem Based Learning-- Daily Lesson GAME Plan = ||
 * Lesson Title: Exploring Perimeter and Area |||| Related Lessons:
 * Grade Level: 4th--easily adapted for grades 3rd-6th |||| Unit: Math--Perimeter and Area of Quadrilaterals ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: The student will construct a floor plan for our classroom. The student will work in a group to make sure their calculations are correct. The student will share their completed floor plan with the class.


 * Note--Next year we will be moving into a new school. After Christmas break I will be moved into a new classroom because my portable will be moved to make room for the new school. Students have a vested interest in their floor plan because they know we will be in a new (actually quite old) classroom in January. ||
 * == ACTION == ||
 * Before-Class Preparation: Students will need to have a solid understanding of how to find the perimeter and area of a rectangle and other shapes that can be broken down into rectangles. Students will also need to have a basic understanding of the US Customary System of Measurement. The teacher will need to make sure their is access to the laptops and computers. Prior to this lesson students will have calculated the area and perimeter of all the items needed to create their floor plan--see checklist for items needed. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15-20 minutes

p 10-15 minutes p 60-75 minutes p pp  p

p 25-35 minutes |||| Share with students the problem. They are going to get the opportunity to create a floor plan for our new classroom. Because it will be a functional classroom there are certain requirements that students must follow. Discuss checklist with students and make sure students understand each item on the checklist. p Students will be paired up with their partner and begin discussing what they would like their floor plan to look like. They will create a very rough sketch of their idea. p Students will be using the SMART Notebook Software to create their floor plan. A "slide" represents the classroom and students will use the drawing toolbar to add all of the necessary items. Students will need to label each item's dimensions and the perimeter and area. Students can label using the SMART Notebook software or may choose to label after their floor plan has been printed out. p p  p After completing their floor plan each pair of students will share their floor plan with their classmates. || Document Camera and Projector Floor Plan Checklist p p  Floor Plan Checklist Scratch Paper p Rough Sketch Floor Plan Laptops/Computers SMART Notebook Software Floor Plan Checklist Area and Perimeter of Items (dimensions included) in Classroom

Completed Floor Plans Document Camera and Projector ||
 * Note student groupings, environmental modifications needed, etc: For this lesson students will be in homogenous groups of two. I choose homogeneous grouping so that each student could be held accountable for their work--instead of one person doing all of the work. I will have two student groups that will need extra support because of their IEP and will make sure I have Special Ed support during the time of the lesson. I will also have extra copies of the perimeter and area of the items in our classroom. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Before students begin creating their floor plan using SMART Notebook they will need to have their rough sketch checked by me. Monitoring by walking around will be key to help make sure students are on the right path. I will redirect and provide guidance as needed.

Accommodations and Extensions: One way to extend this lesson would be for students to determine the perimeter and area of an entire table group--instead of the individual desks. Another extension would be for students to add other items to the floor plan such as floor lamps, class supplies on shelves, etc. One way I will accommodate students is to allow them to use calculators. For some of my students they are still learning 2 digit multiplication and this would get in their way of completing the project. By allowing them to use a calculator I will be able to truly asses the learning objectives for this lesson.

Back-Up Plan: If we are unable to use the laptops/computers to complete this project students will complete their floor plan using pencil and paper. All other requirements will stay the same. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson: ||

LESSON REFLECTIONS AND NOTES:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements || The floor plan includes all required elements as well as additional information. || All required elements are included on the floor plan. || All but 1 of the required elements are included on the floor plan. || Several required elements were missing. ||
 * Content - Accuracy || The floor plan items included all contain the correct perimeter and area. || The floor plan items included contain 1-2 errors in calculation of perimeter and area. || The floor plan items included contain 3-4 errors in calculation of area and perimeter. || The floor plan item included contain 5 or more errors in calculation of perimeter and area. ||
 * Use of Class Time || Used time well during each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||
 * Attractiveness || The floor plan is exceptionally attractive in terms of design, layout, and neatness. || The floor plan is attractive in terms of design, layout and neatness. || The floor plan is acceptably attractive though it may be a bit messy. || The floor plan is distractingly messy or very poorly designed. It is not attractive. ||

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Perimeter and Area of Rectangles, Perimeter and Area of Complex Figures, Perimeter and Area of Parallelograms || Washington State Mathematics Standards 4.1.F Fluently and accurately multiply up to a three- digit number by one- and two-digit numbers using the standard multiplication algorithm. 4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work. 4.3.D Determine the areas of figures that can be broken down into rectangles. 4.5.J Make and test conjectures based on data (or information) collected from explorations and experiments. || 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Technology operations and concepts
 * Online Collaboration Lesson-Daily Lesson GAME Plan ||
 * Lesson Title: Perimeter and Area of Black Diamond Elementary |||| Related Lessons:
 * Grade Level: 4th--Easily adapted for grades 3rd-6th |||| Unit: Math--Perimeter and Area of Quadrilaterals ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: 1. Students will create a wiki in a small group 2. Students will determine an approximate perimeter and area of at least 3 items (places) 3. Students will determine the approximate perimeter and area of Black Diamond Elementary School and playground. 4. Students will present their findings to the class and discuss why there may be differences in calculations. || p p  p 10-15 minutes p p 45-60 minutes p p 20-25 minutes p p 30-40 minutes |||| Share and model for students how Google Earth can be used to determine area and perimeter. Possible examples--Century Link Field (Seattle Seahawk Stadium), Washington Husky Stadium, Washington State, the Pentagon. Record on my wiki page length and width of examples used. Calculate the perimeter and area and record on Wiki page. Be explicit in modeling for students what the Wiki page should include. p Students will discuss in their group what section of the school each of them will measure. p p  p Students work on individual laptop to measure the length and width of the three sections of BDES. Record length and width on class wiki page. Calculate perimeter and area of each section and record on wiki page. Determine total area of sections measured. p Students work in group to determine total area of all sections of school measured. Record on group Wiki p p  p Student presentations to class. Students will share the sections measured (perimeter and area) and the total area of all sections measured. I will facilitate a discussion on why different groups may have different totals. || Document Camera and Projector Laptop Connected to Projector Google Earth Installed on Laptop Class Wiki Page p Student Directions List of possible sections of the school to measure p Laptops installed w/Google Earth Student Directions Class Wiki Page p Laptops installed w/Google Earth Student Directions Class Wiki Page p Laptop Connected to Projector ||
 * == ACTION == ||
 * Before-Class Preparation: Students need to have a good understanding of how to determine perimeter and area of objects that can be broken down into squares and rectangles. Students will also need to be able to use estimation to determine perimeter and area of an irregular shape. Student groups will already be determined and wiki pages will already be set up. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15-20 minutes
 * Note student groupings, environmental modifications needed, etc: For this lesson students will be grouped in heterogenous groups. Students who are still developing the skills to correctly determine perimeter and area will be grouped with students who's skills are more concrete. Calculators will be available for my students who are still learning to multiply multi-digit numbers--I'm allowing calculators to be available because I'm assessing the ability to determine perimeter and area not multiplying multi-digit numbers. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): When students first begin I will have each student measure the same section of BDES--parking lot adjacent to the school. I will make sure each student has measured correctly before they are able to move on to measuring independently. I will have also determined perimeter and area of all sections of the school the students will be measuring so I can monitor by walking around to see if they are measuring correctly and determining the correct perimeter and area.

Accommodations and Extensions: Calculators will be available for students who still need help with multi-digit multiplication.

Back-Up Plan: If laptops or Google Earth were not working my first back-up plan would be to move the lesson to a different day. If laptops and/or Google Earth continued to be unavailable I would have a paper map of our school and students could use this to determine perimeter and area of their sections. However, if we used this I would also have to teach students about scale models and this might further complicate an already complex lesson :) || ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson: || 
 * Category || 4 || 3 || 2 || 1 ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Problem-solving || Actively looks for and suggests solutions to problems. || Refines solutions suggested by others. || Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Area of Sections || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the area of all sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the area of 2 out of 3 of the sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the area of 1 out of 3 of the sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the area of 0 out of 3 of the sections measured. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Perimeter of Sections || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the perimeter of all sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the perimeter of 2 out of 3 of the sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the perimeter of 1 out of 3 of the sections measured. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Correctly determines the perimeter of 0 out of 3 of the sections measured. ||

LESSON REFLECTIONS AND NOTES: I have been using Google Earth a lot recently to teach my students about the geography of Black Diamond and Washington State. When beginning to think and research about what do to for a collaborative online lesson on area and perimeter I was surprised to see that I could use Google Earth to reinforce the skills of perimeter and area. There are many great sources on the web about how you too can use Google Earth to teach area and perimeter. Back To Top

Washington State Mathematics Standards 4.1.F Fluently and accurately multiply up to a three- digit number by one- and two-digit numbers using the standard multiplication algorithm. 4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work. 4.3.D Determine the areas of figures that can be broken down into rectangles. 4.5.E Select and use one or more appropriate strategies to solve a problem and explain why that strategy was chosen. 4.5.J Make and test conjectures based on data (or information) collected from explorations and experiments . || > Instructional Objectives: 1. In pairs students will create a digital story about how to measure the perimeter and area of a room. 2. In pairs students' digital story will need to include the correct formula for determining the area of a room 3. In pairs students' digital story will need to include the correct formula for determining the perimeter of a room || p p  p 15-20 minutes p p 20-30 minutes p p Multiple 45-60 minute periods p p 30-40 minutes |||| Share several online "how to" tutorials that companies or private individuals have created on determining area and perimeter of a room. p Share with students they will be creating a PowerPoint w/narration to create their digital story.
 * = Digital Storytelling Lesson--Daily Lesson GAME Plan  = ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Lesson Title: How to Correctly Measure Perimeter and Area for Paint, Carpet and Molding |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Related Lessons: Perimeter and Area of Rectangles, Perimeter and Area of Complex Figures, Perimeter and Area of Parallelograms, Perimeter and Area of Black Diamond Elementary ||
 * Grade Level: 4th--easily adapted for grades 3rd-6th |||| Unit: Math--Perimeter and Area of Quadrilaterals ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * 1) Creativity and Innovation
 * 2) Communication and Collaboration
 * 3) Research and Information Fluency
 * 4) Critical Thinking, Problem Solving, and Decision Making
 * 5) Technology Operations and Concepts
 * == ACTION == ||
 * Before-Class Preparation: Inform students that they have been hired by the local home improvement store to create a digital story about how to determine how much paint or carpet a customer needs to buy based on the room size (area). Students will also need to include how a customer would determine how much crown molding they would need for the room (perimeter). Students will not actually need to determine how much paint (gallons) or carpet to buy but will show through their digital story how a customer could determine how much is needed. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5-10 minutes

Students will create story map. Teacher should approve before students move ahead with project. p Students will create their digital story. p p  p  p In groups of 8-10 students will share their digital stories. Students will offer constructive feedback. || Laptop w/Projector You Tube Videos p pp  Checklist for Digital Storytelling pp p  p

p http://freeplaymusic.com/ http://pics4learning.com Microsoft PowerPoint Microphones p 3-4 laptops ||
 * Note student groupings, environmental modifications needed, etc: For this activity I will allow students to work with a partner of their choice. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Students story map will be checked to make sure they are using the correct formula(s).

Accommodations and Extensions: One way this lesson can be extended is for students to use an online paint or carpet calculator to determine the exact amount of paint or carpet that would be necessary to buy. For example if a room size is 100 sq. ft how many gallons of paint would be needed, etc. This lesson could be adapted by having some student pairs use a room whose shape is a basic square or rectangle and other student pairs could do a more complex room.

Back-Up Plan: As with previous lessons my first back-up plan would be to delay the start of the lesson until all technology is working well. However, students could also present an oral story of how to determine area and perimeter in small groups as if they are trying to sell the paint/carpet to the customer. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson: This lesson will be evaluated using a checklist.

||

LESSON REFLECTIONS AND NOTES: My initial thinking was to provide my students with several choices to make their digital story but ended up deciding to have all students use PowerPoint. Perhaps next time I could introduce a different tool to capture digital stories but for my initial project I want to keep it as basic as possible so students can focus on the digital story and learning objectives not the technology.

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