WLU Lesson Plan Template (Weekly Plan) Week of April 8-12

Title Topic 14 Measurement Area and Perimeter

Creator Christina Kerns
Area and Perimeter
Fourth grade
Subject
Grade
Level
Duration
Time
30-45 minutes
Materials Books and workbooks
Essential
Questions

How do you estimate the area of objects and figures?
How do you measure the amount of space a figure covers?
How can you find the area of irregular figures using the 10x10 grids.
How can you find the areas of parallelograms?
How can you use parallelograms to find the area of a triangle.
How do you find the distance around the object?
How can rectangles with the same perimeter have different areas?

WV CSOs

M.S.4.1 Through communication, representation, reasoning and proof, problem solving, and making
connections within and beyond the field of mathematics, students will
demonstrate understanding of numbers, ways of representing numbers, and
relationships among numbers and number systems,
demonstrate meanings of operations and how they relate to one another, and
compute fluently and make reasonable estimates.
M.S.4.2 Through communication, representation, reasoning and proof, problem solving, and making
connections within and beyond the field of mathematics, students will
demonstrate understanding of patterns, relations and functions,
represent and analyze mathematical situations and structures using algebraic
symbols,
use mathematical models to represent and understand quantitative relationships, and
analyze change in various contexts.
M.S.4.3 Through communication, representation, reasoning and proof, problem solving, and making
connections within and beyond the field of mathematics, students will
analyze characteristics and properties of two- and three-dimensional geometric
shapes and develop mathematical arguments about geometric relationships,
specify locations and describe spatial relationships using coordinate geometry and
other representational systems,
apply transformations and use symmetry to analyze mathematical situations, and
solve problems using visualization, spatial reasoning, and geometric modeling.
M.S.4.4 Through communication, representation, reasoning and proof, problem solving, and making
connections within and beyond the field of mathematics, students will
demonstrate understanding of measurable attributes of objects and the unites,
systems, and processes of measurement, and apply appropriate techniques, tools and
formulas to determine measurements.
M.S.4.5 Through communication, representation, reasoning and proof, problem solving, and making
connections within and beyond the field of mathematics, students will:
formulate questions that can be addressed with data and collect, organize, and
display relevant data to answer them,
select and use appropriate statistical methods to analyze data,
develop and evaluate inferences and predictions that are based on models, and
apply and demonstrate an understanding of basic concepts of probability.

MONDAY: Date April 8, 2013
14-3 Area of Irregular Shapes
Objective
Students will find the area of irregular shapes.
Essential Understanding:
The area of some irregular shapes can be found by breaking apart the original shape into other
shapes for which the areas can be found. Area can be estimated in square units

To introduce and review skill show video clip link listed below and have the students use their white boards
and calculators as manipulatives to help them progress quickly and effectively through the lesson

If Internet access is a available:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-irregular-figures.htm
Go through Step By Step process
Do the Watch out! Step for students to see exceptions for rules.
During the Try-it! Section students will be asked to try the problem individually on their white board
for extra practice.


(If internet access to website then students would watch and go through the Visual Learning and Guided
Practice portions in the Envision Math program through Successnet.)

HW Math practice book page 43 even number only
.
14-4 Area of Parallelograms
Objective:
Students will use the formula for the area of a rectangle in order to find a formula for
the area of a parallelogram.
Essential Understanding:
The formula for the area of a parallelogram is derived from the formula for the area
of a rectangle.
To introduce and review skill show video clip link listed below and have the students use their white boards
and calculators as manipulatives to help them progress quickly and effectively through the lesson

If internet access is available:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-parallelogram.htm
Go through Step By Step process
Do the Watch out! Step for students to see exceptions for rules.
During the Try-it! Section students will be asked to try the problem individually ontheir white board
for extra practice.

(If internet access to website then students would watch and go through the Visual Learning and Guided
Practice portions in the Envision Math program through Successnet.)

Hw math practice page 49 even number only 1-8

14-5 Area of Triangles
Objective:
Students will use the relationship between triangles and parallelograms to find the
area of triangles.
Essential Understanding:
The formula for the area of a triangle is derived from the formula for the area of a
parallelogram.

To introduce and review skill show video clip link listed below and have the students use their white boards
and calculators as manipulatives to help them progress quickly and effectively through the lesson

If Internet access is a available:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/area-triangle.htm
Go through Step By Step process
Do the Watch out! Step for students to see exceptions for rules.
During the Try-it! Section students will be asked to try the problem individually ontheir white board
for extra practice.
(If internet access to website then students would watch and go through the Visual Learning and Guided
Practice portions in the Envision Math program through Successnet.)
Hw page 55 1-9 odd number only.

Personal Reflection & Self Evaluation



TUESDAY: Date April 9, 2013
14-6 Perimeter
Objective:
Students will find the perimeter of a polygon by adding the lengths of the sides or by
using the formula.
Essential Understanding:
The distance around a figure is its perimeter. Formulas exist for finding the perimeter
of some polygons.

To introduce and review skill show video clip link listed below and have the students use their white boards
and calculators as manipulatives to help them progress quickly and effectively through the lesson

If Internet access is a available:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/perimeter.htm
Go through Step By Step process
Do the Watch out! Step for students to see exceptions for rules.
During the Try-it! Section students will be asked to try the problem individually on
their white board for extra practice.


(If internet access to website then students would watch and go through the Visual Learning and Guided
Practice portions in the Envision Math program through Successnet.)
Homework workbook page 61 #1-6 even only

14-7 Same Perimeter, Different Area
Objective:
Students will compare different rectangles with the same perimeter to discover the
change in area.
Essential Understanding:
There are relationships between the perimeter and area of a polygon
Go through the visual learning
Starting with the question can rectangles have the same perimeter but different areas?
Tell students:
In this lesson, you will learn that though two rectangles may have the same
perimeter they do not necessarily share the same area.
Guided Practice:
Remind student which formula is to be used for perimeter and which formula is to be used for
areas.

If resources are available have, students group up into groups of 2 and use manipulatives (counting
blocks) to determine how a shape might have the same perimeter but different areas.
HW page 67 in workbook. #1-10 even only

14-8-Same area different perimeter
Objective:
Students will compare different rectangles with the same area to discover the
change in perimeter.
Essential Understanding:
There are relationships between the perimeter and area of a polygon
Go through the visual learning
Starting with the question can rectangles have the same area but different perimeters?
Tell students:
In this lesson, you will learn that though two rectangles may have the same
area they do not necessarily share the same perimeter.
Guided Practice:
Remind student which formula is to be used for perimeter and which formula is to be used for
areas.

If resources are available have, students group up into groups of 2 and use manipulatives (counting
blocks) to determine how a shape might have the same area but different perimeters.

HW page 73 in workbook. #1-10 even only


Personal Reflection & Self Evaluation


WEDNESDAY: Date April 3 , 2013
Math Review
Students are asked a series of questions and using their white boards will answer those questions

Lesson will be for 30minutes

Personal Reflections and Self Evaluation




THURSDAY: Date April 11, 2013
Test of topic 14 unit.

Personal Reflection & Self Evaluation


FRIDAY: Date April 12, 2013
Topic 15: Solids
Introduction: Lesson 15-1 Solids
10-15 minutes.
Objective:
Students will learn to describe and classify solids.
Essential Understanding
Three-dimensional or solid figures have length, width, and height. Many can be described,
classified, and analyzed by their faces. Many everyday objects closely approximately standard
geometric solids.
Procedures
Using the envision program on the Intelliboard go through the Develop the Concept: Visual to
introduce the topic of area.
Tell the students, In this lesson, you will describe and classify solids..
Go through each step of the visual learning process starting with How do you measure area?
Go through the glossary terminology of area with the students.


Homework- workbook page

10min.-15min
Lesson 15-2
Objective:
Use a two-dimensional shape to represent a three-dimensional object.
Essential Understanding:
Some solids can be shown as a plane shape made up of other shapes. The shape can be folded to
construct the solid.
Procedures
Using the envision program on the Intelliboard go through the Develop the Concept: Visual to
introduce the topic of area.
Tell the students, In this lesson, you will find identify the attributes of three-dimensional objects
and name the plane figures that make up the faces of a solid figure.
Go through each step of the visual learning process starting with How can you use two-
dimensional shape to represent a three-dimensional solid?
Using the envision program on the Intelliboard go through the Guided Practice.
Review rhe definition of faces,vertices, and edges. Remind students that bases are also
faces.
Using the envision program on the Intelliboard go through the Independent Practice .

Homework work book page
Personal Reflection & Self Evaluation