Heather Schryver 1

Teacher Candidate: Heather Schryver School: Merrywood Elementary School

Date and Time of Lesson: 04/15/2014 Subject/Grade Level: Math/5th Grade

Description of Lesson: 5th grade students will find the erimeter and area through the interactive read aloud of the !oo" entitled Spaghetti and Meatballs for All! #y Marilyn #urns and illustrated !y $e!!ie %illey& Lesson Title or Essential Question that guides the lesson: S aghetti and Meat!alls for 'll( Curriculum Standards ddressed: !ational Standard"s#: N/A

SC Curriculum Standard"s#: 5-5.4: Apply formulas to determine the perimeters and areas of triangles, rectangles, and parallelograms.

SC cademic $ndicator"s#: N/A %ther: EEDA Standard(s): %eacher candidates will use concrete) hands*on instruction and content resentation with an em hasis on real*world a lication and ro!lem solving& %eacher candidates will im lement learning strategies that romote coo eration& %eacher candidates will im lement strategies to accommodate the needs of diverse learners& SSCA Element(s) (harassment) intimidation) !ullying) or a ro riate !ehavior& Teacher ill go o!er the r"les and proced"res for or#ing in gro"ps and centers$ Lesson %bjective"s#: 5th grade students will find the erimeter and area through the interactive read aloud of the !oo" entitled Spaghetti and Meatballs for All! #y Marilyn #urns and illustrated !y $e!!ie %illey& ssessment"s# of the %bjectives: #efore the lesson the students will !e as"ed +uestions a!out their family get together e, eriences& %hese +uestions will includeDo you have a favorite food Ho! many of you have ever "een to a family reunion #ere there a lot of people there Did you have to set up a lot of ta"les so every"ody could sit $ !ill use the ans!ers of these

Heather Schryver % &uestions to generate more &uestions. $ !ill attempt to find out ho! many people !ere at the family reunions and ho! many ta"les there !ere, etc. $ !ill then as' the students if and !hy it matters that the ta"les are set up a certain !ay. Students !ill "e assessed through this. During the lesson, students !ill "e moving s&uares and interacting !ith the story. Students !ill "e assessed "ased on the correct arrangements of s&uares (ta"les). *here !ill also "e several &uestions throughout the lesson that students !ill "e assessed "y. +or e,ample: $f there are -% people coming to the family reunion, and 4 people sit at each ta"le, ho! many ta"les do the comforts need to rent #hy does .rs. /omfort "elieve that the ta"le set up !on0t !or' anymore #hat is happening to the amount of seats #ith this ta"le set-up, is there going to "e enough room for all of the -% people to sit Ho! many seats are there #hat ended up happening !ith the ta"les #as there really only one !ay to arrange the 1 ta"les to accommodate -% people comforta"ly 2se your s&uares to try and find another !ay that -% people can comforta"ly sit. 3emem"er, you only have 1 ta"les. (*hey could create arrangements that do not 4"rea' the rule5 that the ta"les can "e touching, "ut four people can still sit at each ta"le.) Ho! many ta"les !ould "e needed if there !ere only %1 people attending #hat a"out if there !ere 46 Ho! many ta"les !ould "e needed if there !ere 47 people attending the family reunion After the lesson, students !ill "e as'ed to find the area and perimeter !ith their hands. *hey !ill record this data on the graph paper that they trace their hand on. *his !ill "e

Heather Schryver collected.

&aterials/'esources: Spaghetti and Meatballs for All! #y Marilyn #urns s+uares for each student .encil .a er (rere)uisites "(rior *no+ledge#: St"dents sho"ld ha!e a basic "nderstanding of area and perimeter$ The% sho"ld also be able to grasp the idea that placing t o s&"ares together ma#es the area and perimeter bigger' ho e!er it creates less o"tside edges$ St"dents sho"ld be able to listen and interact to the stor%$ The% sho"ld be able to participate thro"gh the entire lesson$ (rocedures:
#hat is your favorite food (8/*. -, 4) o (3eceive an ans!er from every student)

Ho! many of you have ever "een to a family get-together or a family reunion (8/*. -, 4) o o #ere there a lot of people there (8/*. -,4) #hat 'ind of setting !as it #as it at a house or at a par' #as it inside or outside (8/*. -, 4) Did you have to set up a lot of ta"les so every"ody could sit

*oday, !e are going to read a "oo' called Spaghetti and .eat"alls for All9 *his "oo' !as !ritten "y .arilyn :urns and illustrated "y De""ie *illey. $0ve given each of you some unifi, cu"es. $ !ant you to pretend that your unifi, cu"es are ta"les. As !e read, $ !ant you to set the ta"les up ho! they set them up in the "oo'. ;ou !ill need to pay close attention, though, "ecause they rearrange the ta"les several times throughout the story. (8/*. 5) 3ead the story to the first stic'y note: 48o!, !hat a"out renting some ta"les and chairs 5 As'ed .rs. /omfort. $f there are -% people coming to the family reunion, and 4 people sit at each ta"le, ho! many ta"les do the comforts need to rent (8/*. 1, -) Ho! many people need to sit at a ta"le if !e only order 5 ta"les Ho! a"out 7 ta"les (8/*. 1,-)

Heather Schryver 4 <et0s see ho! many .rs. /omfort decides to order. She ordered eight ta"les9 Ho! many people !ill "e sitting at each ta"le (8/*. 1,-)

3ead to the second stic'y note: 4:ut !hen the rental company arrived, they !ere short one chair.5 #hat do you thin' .rs. /omfort is going to do a"out "eing short one chair

Stic'y note three: *a"les should "e 1 separate ta"les. (8/*. 5) Stic'y note four: t!o of the 1 separate ta"les should "e pushed together. (8/*. 5) Stic'y note five: t!o more ta"les !ere pushed together (4 ta"les together). (8/*. 5) 4:ut that !on0t !or',5 said .rs. /omfort. o o #hy does .rs. /omfort "elieve that the ta"le set up !on0t !or' anymore #hat is happening to the amount of seats (8/*. 1, %, -) #hat does this mean in terms of area=perimeter (8/*. 1, %, -)

$f !e push these ta"les together, !e lose the individual perimeter of each ta"le, right *hat means !e lose a t!o sides for chairs9 Ho!ever, the area is getting "igger.

Stic'y note si,: push t!o more ta"les together (7 ta"les together) (8/*. 5) Stic'y note seven: *!o more ta"les together (1 together) (8/*. 5) Stic'y note eight: divide the ta"les into t!o groups of 4 (8/*. 5) #ith this ta"le set-up, is there going to "e enough room for all of the -% people to sit Ho! many seats are there (8/*. 1, %, -)

Stic'y note nine: push all 1 ta"les into one long line (8/*. 5) Stic'y note ten: Divide the long line of ta"les in % (8/*. 5) Stic'y note eleven: Divide t!o lines of ta"les into 4 pairs (8/*. 5) #hat does it loo' li'e is happening to the ta"les (8/*. 1, %, -)

Stic'y note t!elve: 4$ give up95 cried .rs. /omfort. Ho! do you thin' .rs. /omfort is feeling Ho! !ould you feel if no one !as listening to you (8/*. 4)

Stic'y note thirteen: Divide the 4 pairs of ta"les into 1 single ta"les. (8/*. 5) #hat ended up happening !ith the ta"les (8/*. %, -, 5)

Heather Schryver 5 #as there really only one !ay to arrange the 1 ta"les to accommodate -% people comforta"ly (8/*. 1, %, -, 5) 2se your s&uares to try and find another !ay that -% people can comforta"ly sit. 3emem"er, you only have 1 ta"les. (*hey could create arrangements that do not 4"rea' the rule5 that the ta"les can "e touching, "ut four people can still sit at each ta"le.) (8/*. 1, %, -, 5) Ho! many ta"les !ould "e needed if there !ere only %1 people attending (8/*. 1, -) #hat a"out if there !ere 46 (8/*. 1, -) Ho! many ta"les !ould "e needed if there !ere 47 people attending the family reunion (8/*. 1, -) $f shapes have the same perimeter, does that mean that they have the same area (*urn and tal' to a partner) (8/*. 1, %, -, 5) o o A %,% s&uare !ill have a perimeter of 1 and an area of 4. A rectangle of -,1 !ill have a perimeter of 1, "ut an area of -.

8o!, $ am going to give you each a sheet of graph paper. $ !ant you to trace your hand on the graph paper. ;ou can then count the s&uares inside of your hand to find the area (estimate in the spots !here a full s&uare is not used). (8/*. 5) #hen you have finished finding the area of your hand, $ !ill give you and your partner a piece of string and a ruler. $ !ant you and your partner to "rainstorm ho! you can find the perimeter of your hand !ith this piece of string. (8/*. 1, -, 5) $f students are struggling, $ !ill give them hints a"out !rapping the string around their hand and measuring the string.

#hat did you notice a"out your hands #hat !as the area of your hand And perimeter (8/*. -) <et0s ma'e a graph !ith the different si>es of hands in our class. $ !ill "ring you each t!o pieces of mas'ing tape. ?et out a mar'er and !rite your name on "oth pieces. $ !ant you to !rite your area on one piece and your perimeter on the other. $ have created t!o "ar graphs (!ithout data). $ !ant you each to come up and place your name !here it "elongs on each of the graphs (@erimeter=area on "ottom and num"er of students on the left !ith that num"er on the left). (8/*. 5) #hat can !e learn from these "ar graphs (8/*. %)

Heather Schryver 7 Does the person !ith the smallest area also have the smallest perimeter #hat a"out "iggest (8/*. 1, %, -) /an !e learn !ho has the "iggest hand in the class (8/*. 1, %, -) #hose hands are the same si>e (8/*. 1, %, -) #ere there any t!o students !ith the same area and perimeter (8/*. 1, %, -) #hat other things might you need to find the area and perimeter for Are there any &uestions a"out area and=or perimeter (8/*. 1, %, -, 4)

Differentiation/ ccommodations/&odifications/$ncreases in 'igor Allo ing st"dents to or# as partners to find the area and perimeter of their hands ill help the ES() st"dents as ell as the *hands+on, st"dents$ The st"dents that are str"ggling ill be able to hear ho to do the problems from a peer$ Sometimes st"dents learn better thro"gh each other than thro"gh an ad"lt$ -f - notice that there is a st"dent not participating or being left o"t' - ill as# the st"dent hat is going on$ - ill also help the st"dent to participate$ 'eferences: Spaghetti and Meatballs for All! #y Marilyn #urns