Tuesday, April 16, 2013

Lesson Plan

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Area, Perimeter, and the Smartboard

Objective:  Students will be able to use technology to prove that rectangles with the same perimeter can have different areas.

Standards:

Standards for Mathematical Practice
2. Reason abstractly and quantitatively.

In grades 3-5 mathematically proficient students will:
·      represent a situation symbolically
·      create a coherent representation of the problem

In grades 3-5 mathematically proficient students will:
·      identify important quantities in a practical situation and model the situation using such tools as manipulatives, diagrams, two-way tables, graphs or pictures
5. Use appropriate tools strategically.
In grades 3-5 mathematically proficient students will:

·      use technological tools to explore and deepen their understanding of concepts

Standards  for Mathematical Content

3.MD.10. Solve real-world and mathematical problems involving perimeters of polygons, including:

• exhibiting rectangles with the same perimeter and different areas,

Materials:
            Smartboard with the Notebook software
            Internet connection
            Paper with question

Procedure:
            Give the pre-test before you start.

Pre-Test
What is area?




What is perimeter?




Do shapes that have the same area have the same perimeter?



 Are you able to do the following things on the Smartboard:
           




I don’t know how
I might be able to do it
I know I can do it and can show you right now
Use the shape tool




Use the infinite clone tool



Write in a different color



Use fill with color tool



Use the internet



Find graph paper



           



Lesson:

Discuss some instances where someone might want to know the area or perimeter of something. 

Present this problem:  Show a rectangle that has a perimeter of 16.   What is the area?

Show on the following tools, how to do this.  Make the rectangle a color and the outline of it a different color.  (Outline it with the pen in another color.) Make sure to label the length of the sides and write the area and perimeter.   After demonstrating, let kids try it out with different areas.  These can be done at one time or split into several sessions, depending on your students’ attention spans. 

           
1.    Shape and infinite clone tool.
2.    Fill with color tool. 
3.    Graph paper
4.    Demonstrate using the internet on Smartboard
5.    Demonstrate the National Library of Virtual Manipulatives
Go to k-2, geometry, geoboard and pattern blocks.


Pass out to each student copies of the problem/rubric page below.  Then introduce the problem.  Go over the planning page and rubric. 

Give Post Test (same as pre-test) and compare with the Pre-Test














Name ___________________________

Someone has hired you to design a pen for a dog. You are given 24 feet of fencing.   The dog owner would like three options to choose from.   Create a visual showing three different choices using one of the suggested tools.  Clearly label the sides and the perimeter and area.  Use color to show which is the area and which is the perimeter. 

Which one do you think the dog owner will choose?

_________________________________________________________________________________________

_________________________________________________________________________________________


Why?   _________________________________________________________________________________

_________________________________________________________________________________________



What score from the rubric would you give yourself?  ___________




3
2
1
Symbolize



Arrays clearly, with use of color, symbolize area and perimeter of rectangular pen
One or two things changed would make the array clearly symbolize a rectangular pen.
Arrays do not use color and/or it’s not clear how they relate to rectangular pens.
Tool




Adept use of chosen tool to show arrays
Seems unsure of how tool works
Does not know how tool works.
Answer
graphic



Correctly shows 3 different arrays that have a perimeter of 24 with different areas. 
Correctly shows two different arrays that  have a perimeter of 24 and different area
Less than two of the arrays have a perimeter of 24 and differing areas
AnswerWritten
One pen is chosen and reasonable explanation is given as why it may be chosen
Either one pen is not chosen or reason is not explained clearly.
Question not addressed

Planning Page

Tool I am going to use:

            Notebook software- shape tool and infinite cloner

            Notebook software- graph paper

            National Library of Virtual Manipulatives- pattern blocks

            National Library of Virtual Manipulatives- geoboard

  Check off the following steps as you complete them. 


1.     Read over the rubric.  Ask questions if you have any,
2.     Make a plan of which tool you are going to use and how you plan to do it..  Share plan with Ms. Massin (can be written or verbal plan)
3.     Create your first pen.  Save your project.
4.      Check it against the rubric. 
5.     Share and discuss with Ms. Massin
6.     Create you next two pens.  Save your project.
7.     Share with a partner and ask for any questions or suggestions. 
8.     Make a final check with the rubric , make any needed changes, and give yourself a score.
9.     Share with Ms. Massin





















Someone has hired you to design a pen for a dog. You are given 24 feet of fencing.   The dog owner would like three options to choose from.   Create a visual showing three different choices using one of the suggested tools.  Clearly label the sides and the perimeter and area.  Use color to show which is the area and which is the perimeter.  Which one do you think the dog owner will choose?  Why?

Give students a copy of the rubric to look at as they do their project. 

Also give these instructions, on paper.  Tell them to make a check mark after each step when they finish it.

10. Make a plan of which tool you are going to use and how you plan to do it..  Share plan with Ms. Massin (can be written or verbal plan)
11. Create your first pen.  Save your project.
12.  Check it against the rubric. 
13. Share with Ms. Massin
14. Create you next two pens.  Save your project.
15. Share with a partner and ask for any questions or suggestions. 
16. Make a final check with the rubric and share with Ms. Massin


Rubric:


3
2
1
Symbolize




Arrays clearly, with use of color, symbolize area and perimeter of rectangular pen
One or two things changed would make the array clearly symbolize a rectangular pen.
Arrays do not use color and/or it’s not clear how they relate to rectangular pens.
Tool




Adept use of chosen tool to show arrays
Seems unsure of how tool works
Does not know how tool works.
Answer
graphic



Correctly shows 3 different arrays that have a perimeter of 24 with different areas. 
Correctly shows two different arrays that  have a perimeter of 24 and different area
Less than two of the arrays have a perimeter of 24 and differing areas
Answer
Written
One pen is chosen and reasonable explanation is given as why it may be chosen
Either one pen is not chosen or reason is not explained clearly.
Question not addressed









Tuesday, April 9, 2013

Tools and Management

      For my project, my students will be using the Smartboard. The students’ job will be to show three different rectangles (symbolizing a fenced in area for dogs) that have the same perimeter, but different areas. There are several resources to do this online and on the Smartboard that they will be able to choose from.

      On the Smartboard Notebook software, there are two different options. They can use the shape tool to make squares to put together areas. They can also use a graph paper background to draw areas.
      Online, they can go to the National Library of Virtual Manipulatives. There they can use either the pattern block squares to make areas, or they can use a geoboard to show areas.

     Whichever tool they decide to use, they will share it with the class on the Smartboard.

     The biggest management issue we will have is that there is only one Smartboard to work on. This will be relieved some if students choose to use the National Library of Virtual Manipulative. They can do theirs on another classroom computer and we can transfer it to the laptop connected to the Smartboard to share.

       Another management issue will be trying to manage and help students who will be using different technology tools. Before we begin, we will have to do some short lessons on the different options. This will also help them to choose which they would like to use. I will also have some of my more tech savvy students who complete theirs first, help those who are still working.

       Managing all the check in points will also be an issue. During the project, the students will be checking with me several times so that we can make sure they are on the right track. I am lucky to have a small class, so this will be easier than it would’ve been otherwise. However, I know there will be times when someone has to wait for a check in to go on with their project. There will have to be clear guidelines on how to let me know they are ready and what to do if they have to wait while I work with another student.

Saturday, April 6, 2013

Differentiating the Product

My class has been having difficulty with perimeter and area. They often confuse them. So I wanted to have them do something that would help with these topics. To differentiate the product in my class I thought of a problem they could solve using a choice of manipulatives either on the Smartboard Notebook software or online tools. The following will be the question posed. Someone has hired you to design a pen for a dog. You are given 24 feet of fencing. The dog owner would like three options to choose from. Create a visual showing three different choices using one of suggested tools. Clearly label the sides and the perimeter and area. Use color to show which is the area and which is the perimeter. Which one do you think the dog owner will choose? Why?