Ashley Friend- Area and Perimeter UbD Lesson Plan

UbD Lesson Plan

Teachers Name: Ashley Friend Lesson Title: Area and Perimeter Subject/Course: Math Grade Level: 3rd Grade

Approximate Time Frame: 1 math class period Essential Vocabulary: area, perimeter, length Stage 1 Desired Results
Competency/Objectives: Students will learn the difference between area and perimeter. They will be able to find the value of the area or perimeter of a shape.

Established Goals:
Understandings Students will understand and measure the perimeter of geometric figures. and measure the area of simple geometric figures (squares and rectangles).

Essential Questions:

Students will know Students will be able to

Taken from Georgia Performance Standards: M3M3 and M3M4 1. What is area? 2. What is perimeter? 3. What is the formula to find the value of the area? 4. What is the formula to find the value of the perimeter? how to model and calculate perimeter and area of simple geometric figures. determine the perimeter of a geometric figure by measuring and summing the lengths of the sides. determine the area of squares and rectangles by counting, addition, and multiplication with models

Taken from Georgia Performance Standards: M3M3 and M3M4

Brief Summary of the Unit:

The teacher will use video to introduce and explain the basics of the mathematical concepts of area and perimeter.

Ashley Friend- Area and Perimeter UbD Lesson Plan

Stage 2 Assessment Evidence

Performance Task: Students will create their own geometric shapes using cheese-it crackers. Then the class will do a museum walk around the classroom to find the area and the perimeter of everyones shapes.

Performance Task Statement: Students will work independently and collaboratively to complete a financial planning portfolio. Students will and measure the perimeter of geometric figures. understand and measure the area of simple geometric figures (squares and rectangles). Students will be able determine the perimeter of a geometric figure by to do measuring and summing the lengths of the sides. determine the area of squares and rectangles by counting, addition, and multiplication with models

G.R.A.S.P.S. Here is where you will develop a scenario for the activity/project. This section is for you to develop a guide for the students on what to do. Goal(s): create a geometric shape using cheese-it crackers and glue it to
(Scenario for Assignment/Project)

Role:
(Students role)

paper do a museum walk and visit all of the students shapes to determine the area and perimeter for all of the shapes shares around the room. as an effective class member and individual to complete a task teacher and other students

Audience:
(Who will see this information? It can be the teacher only.)

Situation:
(How individually, partners, groups the goal will be accomplished.)

individually museum walk create a geometric shape using cheese-it crackers and glue it to paper do a museum walk and visit all of the students shapes to determine the area and perimeter for all of the shapes shares around the room. Students will discuss the shape they made along with the area and perimeter of the shape under the HoverCam. This will allow them to share the project live an then add the performance task to their digital portfolio. The student will be assessed using a rubric that will assess their ability to find area and perimeter. The students will also be given an area and perimeter quiz to assess their knowledge on the subject matter. Rubric 2

Performance:
(What will the student do?)

Standards:
(The criteria for success and how it will be assessed.)

Key criteria to reflect

Ashley Friend- Area and Perimeter UbD Lesson Plan Performance Tasks: Quiz Examples: Rubric, Checklist, etc. Other Evidence Digital portfolio share sample Summarized Area and perimeter homework page (tests, essays, work Area and perimeter classwork page sample(s), etc.

Stage 3: Learning Plan, Experiences, and Instruction:

UbD Lesson Plan

TEACHER: Ashley Friend CLASS: 3rd Grade Math LESSON TITLE: Area and Perimeter Information from Stage 1: Desired Results Unit & Competency Students will learn the difference between area and perimeter. They will be able to find the value of the area or perimeter of a shape. Enduring and measure the perimeter of geometric figures. Understanding(s): and measure the area of simple geometric figures (squares and rectangles). Taken from Georgia Performance Standards: M3M3 and M3M4 Essential Question(s): 1. What is area? 2. What is perimeter? 3. What is the formula to find the value of the area? 4. What is the formula to find the value of the perimeter? DATE: 7/13/12 UNIT: 1

Learning Activities: Consider the WHERETO elements The Teacher will The Student will Introduce the concepts of area Learn what area and perimeter W
Where are we going? What is expected?

and perimeter with the use of a podcast video.

are and how to find the value of each. Watch the video and make real world connections with the content being taught. Create their own cheese-it example. Then all of the students will do a museum walk around the classroom and find the area and perimeter of everyones shape. Reflect on the differences between area and perimeter. After walking the room , the students will team up with a 3

H
How will we hook (Introduce this to) the students?

Show real life examples of area and perimeter in the form of a tile floor and cheese-its. Using the cheese-it example from the video, the teacher will explain in real-time what is expected for the activity. Walk around the room with the students and observe their thinking. She will ask them questions about their answers.

How will we equip students for expected performances?

R
How will we rethink or revise?

Ashley Friend- Area and Perimeter UbD Lesson Plan When children still do not buddy and they will explain to understand she will set aside each other what area and conference time for that student perimeter are. the following day.

E
How will students self-evaluate and reflect their learning?

Allow the students to use the HoverCam and 55in display to show their shape and tell how they found the area and the perimeter. Allow the students to be creative in their creation.

Present their shapes to the class and under the HoverCam. This will allow them to reflect on the difference between area and perimeter. It will also provide an example for their digital portfolio. Students can create the shape as simply or elaborately as they wish. complete the desired steps of the teachers activities.

T
How will we tailor learning to varied needs, interests, and learning styles?

How will we organize the sequence of learning?

Information from Stage 2: Other Evidence Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used. Informal Check: Cheese-it activity Observation/Dialogue: Quiz/Test: Academic Prompt: Performance Task/Project: Other: Cheese-it activity Group discussion Quiz at the end of class Group discussion Cheese-it activity shared on the HoverCam HoverCam reflection at a later time.

Video Cheese-it activity Group share HoverCam share Quiz

Special Needs: Modifications: -Video could be shown with Spanish subtitles for Spanish speaking students or parents. -Extended time

Accommodations: Daily conferencing time to meet individual needs.

Plans for after this lesson/competency is complete: Move to harder area and perimeter problems later on. Review our HoverCam presentation later to review area and perimeter.
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Ashley Friend- Area and Perimeter UbD Lesson Plan

The lesson video will be posted online for absent students or students who are struggling. Add the words area and perimeter to our math word wall.

Follow up activities
http://www.funbrain.com/cgi-bin/poly.cgi http://www.factmonster.com/math/knowledgebox/player.html? movie=sfw41374 http://www.factmonster.com/math/knowledgebox/player.html? movie=sfw50955 http://www.bbc.co.uk/schools/ks3bitesize/maths/measures/perimeter/activity.s html http://www.bbc.co.uk/schools/ks3bitesize/maths/measures/area/activity.shtml See Worksheets and Quizzes folder

Resources Used: Websites, books, film clips, etc. Type of Name of Resource(s): Resource(s): Video clips Area and Perimeter by myself (Ashley Friend) http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html Website Textbook Singapore Math 3A https://www.georgiastandards.org/standards/Pages/BrowseStandards/Br Websites
owseGPS.aspx

Ashley Friend- Area and Perimeter UbD Lesson Plan

Lesson Plan
Mini-Lesson:
The teacher will introduce the concepts of area and perimeter with the use of a podcast video that was created by the teacher to show real life examples of area and perimeter in their daily lives. Show real life examples of area and perimeter in the form of a tile floor and cheese-its. Using the cheese-it example from the video, the teacher will explain in real-time what is expected for the activity. You will be given a small amount of Cheese-it crackers. Take the crackers and make a shape on your paper plate. Then, on the plate, find the area and the perimeter of the shape you have created. Write the area and the perimeter on the plate.

Independent/Group Work:
Students will follow the directions given above to create their shape and find the area and the perimeter. While the students are creating their shape, the teacher will walk around the room with the students and observe their thinking. She will ask them questions about their answers. After walking the room, the teacher will call groups of students to a small group time at the kidney table. She will ask them to discuss the following items: o What are some things they have seen in their own life that might have area and perimeter? Support your connection with an explanation of why you think that item will have area or perimeter. (Facet 1)
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Ashley Friend- Area and Perimeter UbD Lesson Plan

o What does area mean? What does perimeter mean? What is it important that we be able to find area and perimeter? (Facet 2) o Look at this word problem about a real situation, how can we apply what we know about area and perimeter to solve this problem? (Facet 3) Word Problems: John wants to put fence around his new pumpkin patch. He knows that he has 4 rows of pumpkins that are 10 feet long. He also knows that each of the rows are space 2 feet apart from each other. How much fence does he need? John also has a patch of his front yard that needs sod. The portion of grass needed is 5 feet long and 3 feet wide. How much sod should he buy? o Look back to the first word problem about John. Did you think about the fact that the fence needs to go a little bit further around the rows than was mentioned? Did you think of the situation from Johns point of view when he would be planting the pumpkin seeds? (Facet 4) o Would it have been easier to understand that something was missing from the problem if you had planted a pumpkin patch before? Did you try to feel the way the character in the problem felt? (Facet 5) o Think back to the problems. Did your experiences as an individual shape the way that you thought about the problem? Did you have trouble solving the problem? If so, why? How did your views and experience change the way you thought about solveing the problem? (Facet 6)

Share and Discussion:

After the students have finished their assignment, the teacher will allow the students to use the HoverCam and 55in display to show their shape and tell how they found the area and the perimeter. After sharing, the students HoverCam video will be put on their Digital Portfolios online.

Ashley Friend- Area and Perimeter UbD Lesson Plan