Grade 4 Measurement Unit: Measurement & Proportional Reasoning

Overview

Measurement is one of the most prevalent and useful content areas in mathematics. It is a skill that can be applied to almost every ones daily life. We use measurement on regular basis in areas from occupational tasks to life skills. We encounter measurements on our computers (bytes, kilobytes, megabytes, gigabytes), in our refrigerators (grams, millilitres, litres), in our travels (meters, kilometers), our height (centimeters), our weight (kilograms), and in many other places. Data from international studies such as TIMSS and NAEP show that students consistently score lower in measurement than in other content areas. Through this unit in measurement students will learn about standard units and area while continuing to develop their understanding of perimeter. The fifth lesson will introduce the topic of proportionality, as it pertains to area. There are nine key ideas in understanding the attribute of area. All nine of these key ideas have at least been touched on in one of the units that we created, as follows

Conservation(Lesson 4)an object retains its size when the orientation is changed or it is rearranged by subdividing it in any way Iteration (Lesson2)the repetitive use of identical nonstandard or standard units of area to entirely cover the entire surface of the region Tiling (Lesson 2)the units used to measure the area of a region must not overlap and must completely cover the region, leaving no gaps Additivity (Lesson 4)add the measures of the area for each part of a region to obtain the measure of the entire region Proportionality (Lessons 1 & 2)there is an inverse relationship between the size of the unit used to measure area and the number of units needed to measure the area of a given region; o i.e., the smaller the unit, the more you need to measure the area of a given region Congruence (Lesson2)comparison of the area of two regions can be done by superimposing one region on the other region, subdividing and rearrangement as necessary Transitivity (Lessons 1 & 2)when direct comparison of two areas is not possible, use a third item that allows comparison; e.g., to compare the area of two windows, find the area of one window using nonstandard or standard units and compare that measure with the area of the other window; i.e., if A = B and B = C, then A = C Standardization (Lessons 1-5)using standard units for measuring area such as cm2 and m2 facilitates communication of measures globally Unit/Unit-Attribute Relations (Lessons 1-5)units used for measuring area must relate to area; e.g., cm2 must be used to measure area and not cm or ml. (Alberta Education 2006, pp. 24)

Lesson 1 of the unit covers square units. This unit should help students understand that the area of a shape can be expressed as the number of units required to cover a certain surface and that the square unit is the most efficient unit to use for measuring area. The second lesson then explores the use of referents for square units, a topic introduced in Lesson 1. Students will select referents for cm2 and m2. Students will then estimate the size of classroom objects using the cm2 referents. They will then compare their estimations to the real area using square centimetre grid acetates. Students will learn that estimating using referents can give us standard square unit guesses but arent nearly as accurate as the square units themselves. Lesson three uses the standard units that have been introduced to explore area in a new way. Students are asked to measure the sides of a regular rectangular object and then draw that figure on graph paper labeling the lengths of the sides. Students are then asked to count the squares in the figure to calculate the area. The teacher will then get the students to draw the connection between the length of the sides and the area. In lesson four the students continue to learn about perimeter and area, the topics of the third lesson. The students are given square unit manipulatives that they can move around. The students alter the figures changing the perimeter, but the area stays the same. The fifth lesson concerns proportional reasoning. This lesson involves increasing the area of an object by creating a similar shape of a larger size. Students will learn that if you double the length of the sides of a rectangle that the area quadruples. This multiplicative proportional reasoning is one of the unifying themes of mathematics. Finally, students will use the skills they have built throughout the unit to do the final unit project, where the students are asked to draw a scale representation of a new playground for their schools.

Concept 1 Square Units Introduction NCTM Content Standards: Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.

NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V] Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

different shapes for a Determining and recording area given perimeter (cm, m); Constructing different rectangles for a to demonstrate that many given area (cm2 or m2) in order to shapes are possible for a demonstrate that many different perimeter. rectangles may have the same area. Purpose: By completing the following exercises students should understand that the area of a shape can be expressed as the number of units required to cover a certain surface and that the square unit is the most efficient unit to use for measuring area. Students will work in teams to measure classroom items and compare their shoe measurements with other students measurements. Through this process they will learn that they all had different numbers because their shoes were different sizes. They will then discuss the value of using standard measures to compare measurements. The two measures they will be introduced to will be the square centimetre and the square metre for larger items. Objective(s): As a result of these activities, students will be able to: 1. Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems 2. Carry out simple unit conversions, such as from centimeters to meters, within a system of measurement; 3. Understand that measurements are approximations and how differences in units affect precision Assessment: Pre-assessment Questions: Draw a shape on centimetre grid paper that has a perimeter of 18 cm. Explain how you know your answer is correct. Measure and record the perimeter of the following shapes. Explain your thinking.

Unit assessment will culminate in a final unit project. Todays assessment will be through observation with a checklist that tracks if students are grasping grade level concepts on their own and exit slips to inform the teacher of any concepts that need to be re-taught. Resource Materials: One shoe per student Eraser

Pencils Guided reading books Student desks Student chairs Paper Marker A copy of each paper model for each student A square centimetre and a square metre cut-out for each child.

Development Activities and Procedures: 1. At the beginning of the lesson, it will be important to have a discussion with students about area and perimeter and to define each term. Ask students what they know about area and perimeter before telling them what the definitions are. Area means what it takes to fill in a shape (such as coloring in a picture) and perimeter it is the outline a shape (such as tracing the outermost sides of a picture). 2. Tell students We are going to find the area of the desk by using your shoes. Everyone will take off one of their shoes and we will complete our paper models. I will group you in groups of 4 humans to complete this activity. 3. Students will spend 20 minutes measuring the area of the items on the paper model using each of their group members shoes and then they will compare the varying answers they came up with. 4. After 20 minutes are up, the teacher will have a discussion with the class. Students will notice that the measurement is different from one shoe to another even though they measured the same items. The teacher will ask them what they could have we done to get the same number. One of the answers could be using all the same shoes for each group to measure would give them the same answers. It is at this point that the teacher will introduce the concept of standard unit and discuss with the class the value of using the same measuring units for people around the world. (Ie. Consistency and the ability to compare findings). 5. Choose one shoes from the whole class and use it to make a square paper unit. Tell students that a square unit means both sides are the same length and make a square, making standard measurement easier. Now that they have a standard unit they can use it to re-measure the things that they were measuring before. They will notice now how quick it is to measure and compare measurements. On the back of the sheet ask the students to write down what they notice about the new measurement with the square shoe unit as compared to the old shoe measurements. Students answer will see it is faster and easier to measure the area this way. 6. The teacher introduces the square centimetre and square meter by reminding them that they used centimetres and metres to measure perimeter in grade 3 and now they will

make squares to measure area. Students will get another copy of the paper model to complete with the square centimetre and square metre cut-outs you will supply; they will notice at the end that they all get the same answer. 7. The teacher will ask students what they could measure with a scare unit: house, school, garden, classroom, wall, window, etc 8. The teacher will introduce the concept of square kilometers by asking some questions such as what kind of measurement will you use to find the area of Fredericton? Leading question: What measurement is bigger than a meter? The speed limits is [---]? Hundred [---] per hour, Etc.

Adaptations For this lesson students will be in groups of four members to help those who need extra guidance. Students could also be given extra time to work on paper models if they need it. The teacher may also decide to take a group aside and work through the concepts in a more guided way while the rest of the class is measuring. Follow-up Tying it all together: 1. The teacher will have a discussion with the students about their understanding of the square unit. 2. Students will be asked to hand in their paper model at the end of class and will be able to notice where students have gaps in their learning by looking them over. The checklist is to be used by the teacher as the students measure to see if they are meeting outcomes.

Appendix Resources A: Students name: Date:____________________________

Perimeter and Area

1. Draw a shape on centimetre grid paper that has a perimeter of 18 cm. Explain how you know your answer is correct.

2. Measure and record the perimeter of the following shapes and explain your thinking.

a.

b.

Square Unit Checklist Do students estimate area using nonstandard units? Do students use, repeatedly, the same size unit to find the area of a shape? Do students show with examples that more units are needed to measure a given area when the units are smaller?

Student name

0-Behind grade level (cannot complete with teacher prompts)

1-Instructional (can complete with teacher prompts) 2- Independent (requires no teacher prompts)

Standard Unit Paper Model

Name: ______________________________ Date:_________________

Student #1
How many shoes will it take to cover the top of a student desk? How many shoes will it take to cover the seat of a student chair? How many guided reading books will it take to cover the front of the shortest person in your group? How many guided reading books will it take to cover the front of the tallest person in your group?

Student #2 Student #3

Student #4

Square Unit Paper Model

Name: ______________________________ Date:_________________

Number of square units

How many square units will you take to cover the top of your desk? How many square units will you take to cover the top of the seat of your chair? How many square units will you take to cover the front of the shortest person in your group? How many square units will you take to cover the tallest person in your group?

Concept 2 Referents for 1cm2 and 1m2 & Estimation of Area NCTM Content Standards: Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.

NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V] Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for a given perimeter (cm, m); to demonstrate that many shapes are possible for a perimeter. Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area Constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area. Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

Purpose: This activity will review the concept of the standard units of squared centimetre and squared metre. The square unit is the most efficient unit to use for measuring area. Students will brainstorm referents for each measure and then estimate the size of classroom objects using those referents. They will then compare their estimations to the real area using square centimetre grid acetates. Students will learn that estimating using referents can give us standard square unit guesses but arent always as accurate as the standard units themselves. Objectives:

develop strategies for estimating area based on 1cm2 and 1m2 Select and apply appropriate standard units and tools to measure area, select and use benchmarks to estimate measurements.

Assessment: Assessment will culminate in a final unit project. Todays assessment will be through observation with a checklist and an exit slip. Materials:

Rubric Exit slips for each student in the class Graph paper transparencies (for students who finish early)

Body Activities and Procedures: 1. Review the linear units (centimetre and metre) used to find the perimeter of 2-D shapes. Explain that these standard units of measure were used to find perimeter so that the perimeters of shapes could be compared and communicated clearly. Connect the need for standard units in finding perimeter to the need for standard units in finding area. 2. Review the discussion on using a square unit for area in the previous activity and ask the students to suggest standard units for measuring area. Through discussion, conclude that the standard units used for area are cm2 and m2. Write the symbols and explain that 1 cm2 is read as "one square centimetre," not "one centimetre squared." 3. Tell students that referents can be used for a square centimetre (The pinky finger nail) and square metre (a pegboard). Ask the students to brainstorm other suitable referents for 1 cm2 and explain why they think it would work; write the ideas on the board. 4. Have the students use their referent for 1 cm2 to estimate the area of a book cover in square centimetres. Then, have them check their estimate by finding the area of the book cover by laying a transparency of a centimetre grid over the book.

5. Similarly, discuss possible referents for 1 m2. Have the students make a square on the floor that is one square metre, using masking tape. Have the students use their referents and estimate the area of a large tabletop or a section of the classroom floor. Use a square piece of paper that is 1m by 1m to measure the area and check the estimates. 6. Ask students when they might use a referent to estimate area in real life. Discuss the concept of estimate as being close to the desired measurement but not exact. Adaptations: Students can be given extra time to work on their paper model if they need it. The teacher may also decide to take a group aside and work through the concepts in a more guided way while the rest of the class is measuring. Follow-Up Exit Slip: Question: (Not for marks- to check for understanding) Estimate the area of the following rectangle. Explain the referent that you are using to make the estimate and name one more you could have used.

Appendix Resources B: Estimation with Referents Checklist Compares the standard units for perimeter with the standard units for area? Uses a personal referent for estimating area that relates well to the standard units? Explains clearly how to estimate the area of a given shape?

Student name

0-Behind grade level (cannot complete with teacher prompts) 1-Instructional (can complete with teacher prompts) 2- Independent (requires no teacher prompts)

Paper Model for Referents and Estimation

Name:______________________________ Date:_________________________

Item Measured

Referent Measurement

Square Unit Exact Measurement

Book Cover

Classroom

Other:

Concept 3

Finding Area Using Multiplication Introduction NCTM Content Standards :Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.

NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V] Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for a Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

given perimeter (cm, m); Constructing different rectangles for a to demonstrate that many given area (cm2 or m2) in order to shapes are possible for a demonstrate that many different perimeter. rectangles may have the same area. Purpose The purpose of this lesson is to enable students to understand the concept of Area. They will be expected to be able to calculate the Area of a rectangle by individually counting units of measurement, and will then gradually progress to calculating Area through multiplication.

Lesson Objective(s) As a result of this lesson, students will: Know: Perimeter is the distance around a closed figure Perimeter is measured with units of length (cm2, m2) Perimeter of a figure can be found by adding the lengths of the sides Area is the size of a two dimensional object; it is the (two dimensional) space inside a region Area is measured by units of area The area of a rectangle can be found by multiplying length by width Understand: Perimeter and area are important concepts in daily life, and are widely applied by builders, architects, painters, farmers/gardeners and other designers There is a relationship between the perimeter and shape of a rectangle and its area Rectangles of a given perimeter dont necessarily have the same area Rectangles of different shapes can have different areas but the same perimeter Be able to do: Select appropriate tools and units to measure perimeter and area of both physical objects and representations Label rectangles with measurements of perimeter and area Identify and describe real-life situations in which area and perimeter are usefully applied Communicate effectively through drawings, words and numbers Work cooperatively in a small group

Assessment Will culminate in a final unit project. Todays assessment will be through observation with a checklist and exit slips. Materials Per group:

Referents (buttons, cork board) Several sheets of graph paper Pencils and erasers 1 meter stick 1 activity sheet with six rectangles 1 sheet containing word questions

Development Activities and Procedures 1. The lesson will begin by a review of previous concepts (Estimation and Perimeter). The students will be provided with a list of referents, and asked to measure things found around the classroom with them. For example, things such as buttons (used to represent cm2) and cork boards (used to represent m2), will be used to measure things the students choose around the classroom. Students will be placed in groups of two. 2. Each group of two students will be given graph paper and a meter stick. They will take the measurement of an object they chose to estimate, and then actually measure it with the meter stick. They will then graph the measurements on the graph paper. 3. Next, each group will be asked to color in the measurement they graphed, creating a rectangle. Students who do this quickly can graph several objects. Students will count each square of the rectangle(s) they colored, finding the area. 4. The teacher will express that Wow, that took a really long time to do. Is there an easier way to find the area of a rectangle? The teacher will then use an example of a graph, saying The area of this rectangle is 50. I know that because I counted each square individually. The length of the rectangle is 10 squares long, and the width of the rectangle is 5 squares long. Can you think of any connections between the total area size and the length and width measurements? 5. Hopefully, the students will suggest multiplying the width and length to achieve the area. If after prompting the students, they do not suggest anything similar to this, the teacher will fully introduce finding the area of a rectangle through multiplication. 6. Not all students will understand this immediately. Instead, finding the area using multiplication may be an alternative. Each group of two will be given an activity on graph paper possessing six rectangles in total. The first three rectangles will include the length of the rectangle. This is to prompt students who are still having difficulty with the concept of area and multiplication. The last three rectangles will be graphed, but will include no numerical values at all.

7. When a group has finished the activity sheet, they will then be given word problems, in which finding the area of a rectangle is connected to real world situations. The word problems will include: You have to create a garden with an area of 12 square meters. The length is 6 meters long. How long is the width? You are painting your house. You only have one wall left to paint. The unpainted wall is 6 meters long and 8 meters wide. How large is the area of the wall? Your father has to put new tiles on your bedroom floor. The length of your room is 8 meters long, and 7 meters wide. What is the area of your room? 8. Lastly, each group will create one problem themselves, in which the area of a rectangle must be calculated using multiplication. The question should be related to a real world situation, and should be different than the word question they have already answered. They also must be able to answer their question. 9. Groups can share their question with the class if they so desire. 10. Each individual student will receive an Exit Slip that they will return the following lesson. Adaptations Students are grouped in pairs, so that they can help each other with difficult concepts. There are many activities throughout the lesson plan. For those students who are struggling they can spend more time on a particular activity, ensuring they are mastering the basic concept. Graph paper is used extensively throughout the lesson, which will enable struggling students to count individual square units, as well as multiply width and length to find area. Guided grouping: The teacher will be available to provide help to those students requiring it, providing them with prompting questions, as well as differentiated versions of activity sheets. Follow-Up Exit Slip Students will complete their Exit Slips individually. Students will be given an Exit Slip, in which they will be asked to find three real world situations (not mentioned in class) in which the calculation of Area is important. The exit slip will also include a rating section, in which the student will rate their own understanding of the concept (1-little to no understanding, 2-moderate understanding, 3-strong understanding).

Appendix Resources C: Estimation with Referents Checklist Describes area as the Determines the area measure of surface of a 2D shape and recorded in square explains the units? strategy? Constructs a rectangle for a given area?

Student name

0-Behind grade level (cannot complete with teacher prompts) 1-Instructional (can complete with teacher prompts) 2- Independent (requires no teacher prompts)

Concept 4 Measurement of Two-Dimensional Shapes When the Figures are Altered Introduction NCTM Content Standards: Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements. NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V] Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for a given perimeter (cm, m); to demonstrate that many Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area Constructing different rectangles for a given area (cm2 or m2) in order to Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

shapes are possible for a perimeter.

demonstrate that many different rectangles may have the same area.

Purpose: In this lesson students will further develop their knowledge of perimeter and area. This development is fostered through the manipulation of shapes. By using the same number of blocks, which can be arranged in many different ways, students will learn that all arrangements create a shape with the same area. However, they will also learn that the perimeter can change even though the area does not. We will also use graph paper to record our solutions. This process will help us learn a key math concept: drawing a picture can help you solve a problem. Objective: As a result of these activities, students will be able to: 1. Explore what happens to the perimeter of a two-dimensional figure when its shape is changed in some way. 2. Explore what happens to the area of a two-dimensional figure when its shape is changed in some way. 3. Interpret problems and determine an appropriate strategy for solving the problem. 4. Given a specific area, students should be able to create multiple rectangles with said area. (ex. 12cm2 could be 3cmx4cm, 4cmx3cm, 1cmx12cm, 2cmx6cm, and 6cmx2cm) Assessment: A rubric will be used to evaluate the progress of the students as they work. Teacher will check that students: 1) Demonstrate an understanding of the problems. 2) Select an appropriate strategy to solve the problems. 3) Can justify their solutions. Resource Materials: 4 - 1mx1m square manipulatives for group mini-lesson 6 - smaller square manipulatives (1cmx1cm might be too small 5cmx5cm might be easier) graph paper

Development Activities and Procedures: 1. Start lesson with a review of the concepts of estimating and measuring area, with a focus on finding area using multiplication. See pre-assessment sheet attached. 2. Use four 1mx1m squares to introduce this lessons topic on area and perimeter. Have the students make as many different figures as they can where whole sides are touching. Figure out the perimeter and area of each figure. Do the students notice any patterns? 3. Draw the figures that were created on the graph paper and record the area and perimeter for each. One square on the floor (1mx1m) is 100 times bigger than one square on the graph paper. The students might not recognize this similarity but if they do, it is a great lead in to the next lesson on proportional reasoning. 4. The smaller square manipulatives should be in the middle of the table for the next part of the lesson for students that want to use them. Give the students the graph paper with the following question on it: Your parents are getting you a new puppy. They give you 6 1m2 pieces of plywood and enough fencing to build a play area for him outside. How many different looking play areas can you make for your new puppy? Show your different ideas on the graph paper and make sure to show the area and perimeter. 5. Students are given 12 1cm2 squares and asked to find as many different rectangles as they can. Does the area change? Does the perimeter change? Students can use graph paper to show the possible solutions. Adaptations: As this lesson is asking students to use their reasoning skills, instead of introducing an algorithm, all students should be able to participate. The extensive use of manipulatives in this lesson will give everyone the opportunity to contribute and learn. This lesson will engage several different learning styles. If students are working above grade level, they can be given a greater number of the square manipulatives to use in generating their solutions for each of the steps in the lesson. If students are working below grade level they should still be able to count squares and the sides of squares. Even if they have to count every time instead of making the connection that the area doesnt change, they will still get the correct answer. If students are really struggling with the material, then several adaptations can be made. We can pair or use flexible groups to use the manipulatives and do the activities. The teacher can draw the conclusion that area does not change for the students if they are not figuring it out on their own.

Follow-Up Tying it all together: 1) Students will be asked to show the product of our activities. Do the students comprehend that area is not changing, only the perimeter. 2) Students will be given exit cards to inform the instruction. The exit cards will ask them a question and/or a self-assessment on how well they applied the new principle.

Appendix Resources D: Estimation with Referents Checklist Demonstrates an Select an appropriate understanding of the strategy to solve the problems problems

Student name

Student can justify their answer

0-Behind grade level (cannot complete with teacher prompts) 1-Instructional (can complete with teacher prompts) 2- Independent (requires no teacher prompts)

Exit Slip
Can two shapes with the same area have a different perimeter? Draw two different rectangles with an area of 16cm2.

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 I have a rectangular garden with an area of 24m2. Show two possible rectangles that my garden could look like.

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 Draw two shapes with the same perimeter that have a different area.

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4

Concept 5 Developing Measurement Concepts and Proportional Reasoning Introduction NCTM Content Standards :Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.

NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V] Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for a Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

given perimeter (cm, m); Constructing different rectangles for a to demonstrate that many given area (cm2 or m2) in order to shapes are possible for a demonstrate that many different perimeter. rectangles may have the same area.

Overview: Measurement is one of the most prevalent and useful content areas in mathematics. It is a skill that can be applied to almost every ones daily life. We use measurement on regular basis in areas from occupational tasks to life skills. We encounter measurements on our computers (bytes, kilobytes, megabytes, gigabytes), in our refrigerators (grams, millilitres, litres), in our travels (meters, kilometers), our height (centimeters), our weight (kilograms), and in many other places. Data from international studies such as TIMSS and NAEP show that students consistently score lower in measurement than in other content areas. This lesson will begin with a review of the measurement of the area of rectangles, squares, and other irregular shapes. The lesson will then explore what happens to these shapes, as far as perimeter and area are concerned, when the shape is changed. This will be how we introduce the idea of proportional. We will experiment with changing the shapes in a proportional manner. Proportional reasoning is one of the unifying themes in mathematics, so introducing them to proportional in this uncomplicated manner at an early stage is important. It is estimated that less than half of adults are proportional thinkers. That means that this is not a skill or habit that we learn as we get older. Therefore, the more students are exposed to reasoning situations the more likely they are to become proportional thinkers. Purpose: In this lesson, students will further develop their understanding of area and perimeter. Additionally, they will look at what happens when they change the shape of the figures. Students will be actively engaged in this lesson by engaging in several different intelligences to investigate similar problems. The students will use the interactive white board to manipulate shapes and explore relationships; they will use squares of chocolate to explore proportions in a multiplicative manner. Finally, students will be creating pumpkins to decorate the room for Halloween. These pumpkins will be created from a smaller/larger template, to make them think about creating a pumpkin of a different size that is proportional to the template. Objectives: As a result of these activities, students will be able to: 5. Recognize that area is measured in square units and use the proper language to describe area.

6. Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way. 7. Use reasoning skills to explore proportional (multiplicative not additive) relationships. Assessment: A rubric will be used to evaluate the progress of the students as they work. The teacher will look at how well they use the proper language to talk about the area of shapes and the length of lines, whether they understand how these measurements change as the shapes change, and whether or not they grasp the concept of proportional. Resource Materials: Interactive SMART board lesson, squares of chocolate, rulers and manipulatives for measuring, felt for pumpkins, markers for drawing faces on the pumpkins (cut out facial features and glue them on if time permits), scissors Development Activities and Procedures: 1) Use the SMART board to do a quick introduction to measurement again, especially as it relates to the difference between measurement of a line and the measurement of two dimensional shapes. SMART Board file can be found at c:\\mrking\mathematics\AreaAndPerimeter.notebook 2) After the concept has been reviewed, a couple of students will be asked to come up and demonstrate what happens when we alter a shapes perimeter and area. 3) After creating the new shapes, students will talk about how the lengths of the sides and the area of the shape have changed. 4) After manipulating shapes on the SMART Board, students will try a more hands on method. Students will be given rectangular/square manipulatives (read chocolate). Students will use these to experiment with making shapes that are twice as big or three times as big. Do the students think two-dimensionally? Did they make it two/three times as long but not two/three times as wide or vice-versa? How do they rationalize this choice (i.e. the area is doubled/additive reasoning)? Did they use four/nine squares to show two/three times as big (multiplicative reasoning)? Talk as a class about how everyones answers are the same or different. 5) After students are finished with the manipulatives, they will be asked to do a Halloween craft. They will be given rulers to measure a pumpkin template and use the measurements to try and create a pumpkin that is twice as large. Once the pumpkin is drawn and coloured, students will cut them out. Teacher can observe how well students measure and give guidance if needed during this process.

Adaptations: As this lesson is asking students to use their reasoning skills, instead of introducing an algorithm, all students should be able to participate. However, some students will find concepts easier, while others struggle more. This lesson uses three different types of media to convey the material, so the fact that there has been visual, bodily-kinesthetic, spatial, interpersonal, and logical-mathematical learning will help more students absorb the material. If students are working above grade level, they can be asked to use manipulatives of a different size. Or a combination of different sized manipulatives. Also, these students can be asked to make a pumpkin that is half the size of the template if they finish their pumpkin early. If students are struggling with the material, then several adaptations can be made. We can pair to use the manipulatives and do the crafts. A partially completed craft can be given to the student to work on. In this case the student could be asked to guess how much bigger the pumpkin is than the template instead of being asked to measure and calculate its size before beginning. Follow-Up Tying it all together: 3) Students will be asked to show the product of our craft projects. Was it what you expected? How much more/less area does it have? Students do not need to calculate the area of the pumpkin. Answers such as, four times more area are excellent. 4) Students will be given exit cards to inform the instruction. The exit cards will ask them a question and/or a self-assessment on how well they applied the new principle.

Appendix Resources E: What was my favourite part of this station? If you make the sides of a square twice as long, by how much does the area change?

What did I learn at this station?

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 What kind of units do we use to measure area?

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 Draw a diagram showing two similar shapes, one of which is twice the size of the other one.

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4

Unit Project New Playground

Introduction
NCTM Content Standards :Measurement Standard Process Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.

NB Mathematics Curriculum Grade Four Strand: Shape and Space (SS) GCO: Shape and Space (SS): Use direct and indirect measure to solve problems. SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area (cm2 or m2) Constructing different rectangles for a given area (cm2 or m2) in order to Demonstrate that many different rectangles may have the same area. [C, CN, ME, PS, R,V]

Grade Level/Subject Grade Four Mathematics Scope and Sequence of Outcomes Grade Three: SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for a Grade Four: SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: Recognizing that area is measured in square units Selecting and justifying referents for the units cm2 or m2 Estimating area by using referents for cm2 or m2 Determining and recording area Grade Five: SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.

given perimeter (cm, m); Constructing different rectangles for a to demonstrate that many given area (cm2 or m2) in order to shapes are possible for a demonstrate that many different perimeter. rectangles may have the same area.

Purpose: In this project students will exhibit the knowledge that they accumulated about perimeter, area and proportional reasoning. The students will be given the following scenario: A former student of our school has struck it rich and has donated the money to the school to build a new playground. Your mission, should you choose to accept it, is to design and draft (draw a plan) a new playground for your school. Your playground must be in the shape of a rectangle and must have at least 5 pieces of equipment. The equipment must be far enough apart that it is safe for the children of the school to play. You should include other features to make the playground more beautiful. The students will be able to measure out the area of the playground that they want to build in the school yard using a trundle wheel. Students will also estimate the size the equipment that they plan to include on the playground. If students choose to, they can research the size of actual equipment online. Students will then scale down the meters to centimeters to draw the area for the playground on the centimeter graph paper provided. The equipment will then also be added to the plan. Objective: As a result of these activities, students will be able to: 8. Display knowledge of proportional reasoning (meters-centimeters) 9. Show an understanding of perimeter 10. Exhibit a strong knowledge of area, the focus of this unit. 11. Label rectangles with measurements of perimeter and area 12. Communicate effectively through drawings, words and numbers 13. Be able to estimate or measure the approximate area of a figure 14. Work cooperatively in a small group

Assessment: A rubric will be used to evaluate this final project 4) Demonstrate an understanding of the problem. 5) Select an appropriate strategy to solve the problem. 6) Can justify their solution. 7) Present a neat well thought out plan Resource Materials: Trundle wheel, graph paper, meter stick, straight edge for drawing, colored pencils to color code the different equipment on the playground.

Development
Activities and Procedures: 1. The students will measure out the area of the playground that they want to build in the school yard using a trundle wheel. 2. Students will also estimate/measure the size the equipment that they plan to include on the playground. (for adaptations gifted students can research the size of actual equipment online) 3. Students will then scale down the meters to centimeters to draw the area for the playground on the centimeter graph paper provided. 4. The equipment will then also be added to the plan. 5. Students will add other features such as benches, fountains, trees, etc. Adaptations: This lesson is to be done in groups, so the first step in adapting the lesson is to make sure that students are in groups with people who have complementary skills. If students are working above grade level, they can be encouraged to include more aesthetic features to their playground. They can also be asked to research new types of equipment online (dimensions). If students are working below grade level they should still be able to count squares and the sides of squares. If a student is really struggling they can be given a previously drawn playground site and provide colored cut-outs for them to glue to the template.

Follow-Up
Tying it all together:
5) Students will be asked to show the product of the activity to the class. Explain the

features that they chose and why they put things where they did.

Category

Understanding

Strategy

Justification

Presentation

4 exceeds expectations Student understood the question and approached it in a creative manner Student solved the problem in a creative and effective manner The student was able to justify their solutions in an interesting presentation The presentation was lively and animated

3 Meets Expectations Student understood the question well

2 Minimally meets Expectations Student mostly understood the task at hand

1 Does not meet expectations Student did not grasp the task at hand

Score

Student solved the problem as expected The student was able to justify all of their decisions. The presentation effectively conveyed the message

A means to an adequate solution was used The student did a fair job presenting their solution The presentation fell short in some areas.

The strategy used was not effective at all The student was unable to explain what they did or why they did it The presentation was totally ineffective

References Springer, Steve, Brandy Alexander & Kimberly Persiani-Becker, The Organized Teacher, McGraw Hill, New York, NY Van de Walle, John A, Sandra Folk, Karen S. Karp & Jennifer M. Bay-Williams, 2011, Elementary and Middle Schools Mathematics: Teaching Developmentally (3rd Canadian Edition), Pearson Canada, Toronto, Ontario
Learn Alberta, Grade 4 Mathematics Planning Guide Area (Strand Space and Shape (Measurement)), September 1, 2001, http://www.learnalberta.ca/content/mepg4/html/pg4_area/step3.html National Council of Teachers of Mathematics (NCTM), Standards Grade four Shape and Space (Measurement), 2012, http://www.nctm.org/standards/content.aspx?id=3666 Government of New Brunswick Department of Education, New Brunswick Grade 4 Mathematics Curriculum Guide, 2008, http://www.gnb.ca/0000/publications/curric/math4.pdf Pg.

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