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Overview
and Background:
Unit: Marvelous Measurements |
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Name: Wendy Wiens |
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Math
: Math |
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Cheney
Elementary : Grades 4 : day : Aug. - May. |
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Title: |
Marvelous
Measurements |
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Topics: |
Geometry,
Measurement |
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Time
Frame: |
7-8 weeks |
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Start
Date: |
April |
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Other
Designers: Lori Fast |
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Summary: |
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Print
Materials Needed: |
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Resources: Story Problems, “The Wizard’s New
Bricks”, “Toto’s Crate” |
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Resource
Attachments: |
“The
Wizard’s New Bricks” http://www.cheney268.com/4th/perimeter/wizardsnewbricks.htm “Toto’s
Crate”-
http://www.cheney268.com/4th/perimeter/totostiles.htm |
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Internet
Resource Links: www.ksbe.state.ks.us . |
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Notes: |
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Stage 1: Identify Desired Results |
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State: |
KS
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Title: |
Math Standard 3 Benchmark 2, Indicator 1 |
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Standard(s): |
Standard
3: Geometry Benchmark
2: Measurement and estimation: the student estimates and measures using
standard and nonstandard units in a variety of situations. Indicator 1:
The student formulates and solves real-world problems by applying measurement
and measurement formulas. For the purposes of assessing this indicator on the
Kansas Assessment the student should be able to work with the following
measurements and conversions: a)
Area
of rectangles and squares. b)
Perimeter c)
Length d)
Conversions
within the same measurement system |
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Understandings: |
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Overarching Measurement helps describe and understand the world. Unit Measuring is a common, everyday practice Area and perimeter measure different aspects of the same
shape. We can convert from one measurement unit to another within
the same measuring system. |
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Essential Questions: |
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Why do we
measure? How do we
measure? What are some
formulas to help us measure area and perimeter? How do we
convert units of measurements within the same measurement system? |
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Knowledge
and Skills: |
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K ·
perimeter measurement formula . ·
an area measurement formula. ·
Conversion measurements within the same measurement
system: Standard measurement (inches to feet, inches to yards, and feet to
yards; Metric measurement: (centimeters to meters) S ·
The
student will apply a perimeter measurement formula to solve a real world
problem. ·
The
student will apply an area measurement formula to solve a real world problem. ·
The
student will convert measurements within the same measurement system: Standard measurement (inches to feet,
inches to yards, and feet to yards; Metric measurement: (centimeters to
meters) |
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Stage 2: Determine Acceptable Evidence |
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Assessment
Summary: |
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Student
Directions: |
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Courtyard
Proposal Our Student Council and Mr. Becker decided that this area: ·
Would
measure 6 feet by 9 feet. ·
Would
have a fence around the outside perimeter. ·
The fencing must be bought by the yard. ·
The
brick tile each would be 1 square foot. Your
job is to design a proposal that shows and explains:
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The number of yards of fencing that will be needed.
·
The number of bricks that will be
needed.
Please show and explain how you solved and calculated the
amount of materials requested in your proposal. Mr. Becker and Student
Council need to be sure your proposal is accurate.
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Rubric: |
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http://www.cheney268.com/4th/perimeter/courtyardproposalrubric.htm |
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Other
assessment evidence to be collected: |
Area
·
1.
(Concept of area) -Make polygons with one foot square newspaper squares using
teacher directed area number. Write their definition of area. ·
2.
(Application of area formula to rectangles) – “The Wizard’s New Bricks” Perimeter
·
3.
(Concept of perimeter) – Write their definition of perimeter. ·
4.
(Application of perimeter formula to rectangles) – Students will write a
“look –alike” story using information from bulletin board activity. ·
5.
(Application of perimeter formula to polygons) – Follow-up to monthly
calendar activity. Perimeter & Area
·
6.
(Application of both perimeter and area formulas) – “Toto’s Crate” Conversions
·
7.
(Conversions of standard units of measurement) – Use 10-12 student and
teacher written conversion stories.
Use stories from www.ksbe.state.ks.us
. a.
Ben
has 3 yards of ribbon and 8 balloons. Each balloon needs an 18-inch ribbon
tied to it. How much more ribbon does he need? (a) 1
yard (b) 2 yards (c) 3 yards (d) 4 yards. ·
Combination stories (use perimeter, area, conversion of measurement) 8. Performance assessment – Courtyard Proposal |
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Stage 3: Plan Learning Experiences and
Instruction |
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Learning Activities: |
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Pose
situation about finding area (how much paper to cover) and perimeter (how much
border needed) of classroom bulletin board. |
Students will
experience hands-on experiments to develop the concepts of area and
perimeter. They will then apply area
and perimeter formulas to story problems. Students will also convert
measurements within the same measurement system for standard measurement
(inches to feet, inches to yards, and feet to yards).
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These
activities are designed for a daily 10-15 minutes time frame. This is to supplement
our district’s core Math curriculum. Each bullet is a day’s lesson. Area: (Concept ) ·
Make
square feet from newspapers ·
Experiment
with polygons using newspaper square feet ·
Record
different shapes and areas on graph paper ·
Experiment
with rectangles using newspaper square feet ·
Record
different rectangles and area on graph paper (discuss rectangle area formula:
length x width =
area). ·
ASSESSMENT
#1 |
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Area:
(Application of area formula) ·
Prompt: Nellie wants to carpet her doghouse. It
measures 3 feet by 4 feet. How much carpet will she need? Find answer &
discuss story parts. ·
Students
write look-alike stories with a partner. Then they wil ·
Students
will help design checklist or rubric to use for grading. ·
Students
trade with another group. They work the other group’s story. ·
Students
check their story papers with checklist or rubric. Discuss with other group. ·
Each
partnership will make a poster with story, answer and illustration. ·
ASSESSMENT
#2 |
Perimeter
(Concept)
·
Measure
desks, use yarn to prove perimeter measurement (www.teacher.net.lessons/
posts/2186.html) ·
Draw
imaginary dog pen that needs to be build (20 feet) on board. Measure and mark
on tennis court to show actual size. (www.teacher.net.lessons/
posts/2186.html) ·
Make
polygons out of newspaper square foot squares. Count outside edges to find
perimeter measurement. ·
Make
newspaper polygons again. This time record and label on graph paper. ·
ASSESSMENT #3 |
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Perimeter:
(Application of area formula) ·
Measure
classroom bulletin board to figure how much border it would need. Write as
story. ·
Students
write look-alike stories with a partner. Then they wil ·
Students
will help design checklist or rubric to use for grading. ·
Students
trade with another group. They work the other group’s story. ·
Students
check their story papers with checklist or rubric. Discuss with other group. ·
ASSESSMENT
#4 ·
Monthly
calendar activities – Each day students with figure
perimeter of polygon. ·
ASSESSMENT
#5 |
Perimeter
& Area
·
Bulletin
board – review perimeter – find out how much paper would be needed to fill
the bulletin board. ·
ASSESSMENT
#6 |
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Conversions ·
Measure
height of group in inches. Convert to feet and inches. ·
Smile
style – Measure group’s smiles in inches, add up in inches, and convert to
measurement from inches to feet. Combine class smile measurements, add up in
inches, and convert to both feet and yards. (Adapted from http://mathforum.org/paths/measurement/smile.html) ·
Do
Activity #1 using other body parts: feet, arms, heads, etc. Measure in inches
and then convert. ·
·
Measurement
Conversions game – a board game with various units of measurement that
student convert from one unit to another (example: 15 inches = ___ ft & ___in). (adapted from http://mathforum.org/paths/measurement/meticconv.html). ·
Students
design stories where standard unit conversions are needed. Example: Mary is 5
feet tall. Joe is 58 inches tall. Stan is 1½ yards tall. Who is the shortest? (www.ksbe.state.ks.us). Solve their own
and others. ·
ASSESSMENT
#7 |
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Combination
stories (use perimeter, area, conversion of measurement) ·
Use
stories from www.ksbe.state.ks.us.
Make look-alike stories 1.
(perimeter
and conversion) John’s father is building a rectangular dog pen for their
dog. If the pen measures 6 feet x 12 feet, what is the pen’s perimeter? (a) 6 yards (b) 12 yards (c) 36 yards (d)
72 yards 2.
Look-alike
stories of Performance Task. ·
ASSESSMENT
#8 |