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Posted Mon Oct 11 05:38:54 PDT 2004 by Melissa Palko (melissapalko@yahoo.com).

University of Pittsburgh at Johnstown, Johnstown, PA, USA

Materials Required: graph paper, "What rectangle am I?" cards, rulers, perimeter and area data sheets

Activity Time: 40-50 minutes

Concepts Taught: Perimeter and Area

PA Standards:

„X 2.2.5 Computation and Estimation

- A. Create and solve word problems involving addition, subtraction, multiplication, and division of whole numbers.

- D. Demonstrate the ability to round numbers.

- E. Determine through estimations the reasonableness of answers to problems involving addition, subtraction, multiplication, and division of whole numbers.

- I. Select a method for computation and explain why it is appropriate.

„X 2.3.5 Measurement and Estimation

- A. Select and use appropriate instruments and units for measuring quantities.

- B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter, and area.

„X 2.5.5 Mathematical Problem Solving and Communication

- A. Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved.

- B. Use appropriate mathematical terms, vocabulary, language, symbols, and graphs to explain clearly and logically solutions to problems.

- C. Show ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models.

- D. Connect, extend, and generalize problem solutions to other concepts, problems and circumstances in mathematics.

- E. Select, use, and justify the methods, materials, and strategies used to solve problems.

F. Use appropriate problem-solving strategies.

Objectives:

„X The students will be able to use models to find the perimeter and area of various objects in the classroom.

„X The students will be able to problem solve to find the length and width of a mystery rectangle by using the perimeter and area given.

„X The students will be able to work together and compromise within their assigned groups to solve problems.

Materials:

- graph paper

"What rectangle am I?" cards, rulers, perimeter and area data sheets

New Vocabulary:

- perimeter, area, square feet

Instructional Procedures:

*Anticipatory Set -

„Ï Introduce/Reintroduce the concepts of perimeter and area.

o PERIMETER = 2W + 2L

o AREA = L x W

„Ï Go over a couple examples.

*Developmental Activities -

„Ï Have the students create rectangles of different areas and perimeters.

„Ï Directions:

o The students will be split into groups of 2 or 3 students.

o Pass out graph paper and one "What rectangle am I?" card to each group.

o On each card is a perimeter and area of a particular rectangle that the students must figure out.

o Using the graph paper they must draw the rectangle by using the given information. Each block of the graph paper is equal to one foot.

o Make sure they explain their thinking.

o Remind them to be flexible and cooperative with the other members of their group. They must all agree on a common answer to present and put on the board.

o They have 10 minutes to figure out their rectangle.

o While the students do their activity, the teacher should circulate and give helpful hints when necessary.

*Closure/Closing Activity -

„Ï Have each group come to the chalkboard and write down their conclusions.

„Ï They then must explain how they found their rectangle and show their rectangle to the class.

Enrichment/Extension:

„Ï Have the students measure various areas of the room to the nearest inch.

„Ï Make sure they know there are 12 inches in a foot, and that they must convert the feet into inches. Maybe show an example of this.

„Ï From the measurements have the students find the areas and perimeters of the objects measured.

„Ï Make sure to tell the students to show all work, and if they would like to work with a partner they are allowed to do so.

„Ï If the students do not finish, it is their homework.

Technology Integration:

o one-computer classroom-

„« The teacher could have a practice problem quiz through the computer overhead that helps review the concepts of perimeter and area. The students as a class could participate. It would be a more visually-stimulating review of the concepts.

o five/six-computer classroom-

„« In their respective groups during the activity, the students could use the computer calculator to check their own or each others' work.

o one computer per student classroom-

„« The teacher could post their homework online, and the students could turn it in via e-mail.