SIOP LESSON PLAN – Lesson 1 Theme:

Area/Perimeter

Lesson Topic:

Review Measurement

Objectives:

CO: Students will measure the length of objects around the room using nonstandard measurements. LO: Explain to a partner how to measure the length of an object with nonstandard measurements. Students will explain WHEN to use nonstandard versus standard measurements.

Key Vocabulary:

Nonstandard unit Length Unit

Materials:

Measurement Tool: Shoes

Presentation:

Brainstorm as a class what you know about measurement (Clarify any misunderstandings). Discuss Length and provide visual examples. What objects in our world have measures of length (use pictures on smart board)? What units can help you measure length? (anchor chart of measurements of length) Turn and share with a partner how you can measure the length of objects around the classroom. In partners, students will measure and record the length of objects around the room using nonstandard measurements with their shoes. Teacher will model the first one.

Practice and Application:

If needed: teacher may need to put objects to measure at the table groups. Review & Assessment:

Discuss the importance of having “standard units” of measurement versus “nonstandard units”. Why is Sara’s shoe length of the math journal different then Billy’s math journal measurements. When would needs to use rulers? When could we use nonstandard units (fingers, shoes, etc). Assessment: How do you feel about measuring length? Give me a thumbs up/thumbs down. Turn to your partner and tell your partner one thing you learned about measurement. Call on three quick volunteers to share with the whole class.

SIOP LESSON PLAN – Lesson 2 and 3 Class Level: Third Grade Duration: 2 days – 1 hour each day Subject: Math Theme:

Area/Perimeter

Lesson Topic:

Review Measurement with a ruler

Objectives:

CO: Students will measure the length of objects around the room with a ruler to the ½ inch. LO: Explain to a partner how to measure the length of an object to the nearest ½ inch. Students will record accurate measurements of items to the nearest ½ inch.

Key Vocabulary:

Materials:

Presentation:

Practice and Application:

Half Units of length: inch, centimeter, foot, yard, mile, meter, kilometer Measure Line segment Inch rulers Random objects (book, crayons, pencils, etc) at each table Line segments (create a worksheet with line segments) Blown up image of a ruler to discuss ½ inch. Refer to anchor chart and add any other units of length to the chart. Today we will be working with the inch. What can I measure with an inch ruler? Write your response on a sticky note and put it on the chart. Read over as class and clarify if needed. Observe inch rulers. What do you notice? Discuss and model where to line the ruler up. Discuss the difference between a whole/half inch and model with visual on the smart board. Have students label the inches and ½ inches on the smart board ruler. Model measuring a few objects using the smart board or projector. Students will partner up and measure items at their tables with an inch ruler and record the measurements.

Review & Assessment:

Discuss which measurement is better measuring to the inch or ½ inch and why? How is measuring to the nearest inch and half-inch similar to rounding?

Extension:

This lesson will be repeated tomorrow but with CENTIMETERS. Vocabulary book – add inch and day 2 add centimeters.

SIOP LESSON PLAN – Lesson 4 Theme:

Area/Perimeter

Lesson Topic:

Measuring Tools with Standard Linear Measures (3.3 EDM)

Objectives:

CO: Students will identify the correct tool to measure the length of objects. LO: Students will demonstrate how to measure a variety of objects with tape measures, rulers, yard sticks. Students will share with a partner and identify the correct tool to measure the objects.

Key Vocabulary:

Tape measure, yard stick Estimate Yard Foot Tape measures, rulers, yard sticks, meter sticks, anchor chart, base 10 blocks

Materials:

Presentation:

Practice and Application:

Review & Assessment:

Extension:

Day 1: Provide students with a ruler, tape measure and yard stick. (Focus on the US standard measurements) What ways are they the same? How are they different? How do you determine which measuring tool is best to measure with? Notice the placement of 0 on all measuring tools. What things can you measure with a tape measure that you can’t measure with a ruler? Day 2: Provide students with ruler, tape measure and meter stick. Look at the METRIC side. Ask similar questions above. Discuss the prefixes (centi-, millideci-) . Refer to anchor chart comparing standard measure of unit to metric. Use base 10 blocks to demonstrate decimeters. Day 1: As a class, record estimates of measurement for US units only on p. 61. Students will complete math journal p. 60 question 1 and the US units on page 61. They will practice measuring items around the room to the nearest inch, foot, and yard. Day 2: They will complete the same above but using the metric system. Discuss: How do you decide which measuring tool is appropriate to measure with? Why would it be important to know what the length of “about 1 inch” is? (1 cm., m, etc.) Day 1: Vocabulary book – add “foot” and “yard” – make a comparison chart of inches/feet/yard in book. Day 2: Add centimeter, decimeter, millimeter in vocabulary book.

SIOP LESSON PLAN – Lesson 5 (2 Days) Theme:

Area/Perimeter

Lesson Topic:

(Lesson 3.4) Perimeter

Objectives:

CO: Students will identify the perimeter of a two dimension polygon. LO: Students will create polygons with straws and use. They will explain to a partner how to find the perimeter of their polygon.

Key Vocabulary:

Polygons (2-Dimensional figure) – triangle, square, rhombus, rectangle, parallelogram, trapezoid Perimeter Straws (pre-cut into 4, 6, 8 inches each), pipe cleaners (precut), ruler, anchor chart with shapes/names of polygons. Brain Pop Jr. Video – Perimeter Graph Paper (MM p. 416)

Materials:

Presentation:

Day 1: Watch the video on perimeter. Explain that at the end of the video students will need to explain to a partner what the word “Perimeter” means. After video, turn-pair-share about the word perimeter. Share out loud and define the word on the board. Today we will discover how to find the perimeter of a 2-D figure (polygon). Have students make a triangle with their straws. How can we find the perimeter of this shape? As a class discuss and model how to find the perimeter of the different triangles. Day 2: Review the meaning of perimeter? How do you find the perimeter of a polygon. (Turn, Pair, Share). Before continuing, have the students stand up and walk around the perimeter of the room. How would we find the perimeter with an unknown side? Is it possible to have two rectangles that have the same length for their perimeters but look different? Discuss as a class and show/model some examples on the smartboard/whiteboard.

Practice and Application:

Day 1: With a partner, do questions 1 and 2 on MJ p. 63. Stop the class after 1520 minutes of exploring. Knowing how we find the perimeter of our straw polygons….how can we find the perimeter of the given polygons in #3 on p. 63? Day 2: MM 416 – Find the 5 rectangles with the perimeter of 20 (as a class). In partners have students find rectangles with the perimeter of 12.

Review & Assessment:

Discuss: Day 1: Turn, Pair, Share – How did you find the perimeter of your polygon? Day 2: Analyze the different rectangles on the grid paper and describe what is the same and what is different about them.

Extension:

Day 1: Vocabulary book – add perimeter and polygon Day 2: Have the class measure the perimeter of the basketball court or classroom (depending on weather). Discuss why we would need to know the perimeter of a basketball court/classroom?

SIOP LESSON PLAN – Lesson 6 (2 Days) Theme:

Area/Perimeter

Lesson Topic:

(Lesson 3.7) Area

Objectives:

CO: Students will identify the area of a two dimension polygon divided into square units. LO: Students will create arrays with cubes to explore the concept of area. Students will draw the arrays in their math journals and explain to a friend the meaning of area.

Key Vocabulary:

Square units Area

Materials:

Math Journals Brain pop Jr. Centimeter Cubes Graph Paper Student Reference Book Unifix cubes and Geoboards Day 1: SPEED ROUND As a class in front of the smartboard, MODEL how you can arrange 4 squares to cover 4 square centimeters in different ways. With a partner, give the students 2 minutes… How can you arrange the cubes to make 5 square centimeters? Then rotate two more times to a different partner or table to see how many more ways you can arrange 5 square centimeters. Come back as a whole group and discuss the term “AREA” and “SQUARE UNITS”. Go over as a class SRB p. 154 and 155 on area. In partners, work on pg. 72.

Presentation:

Practice and Application:

Review & Assessment:

Watch the Brainpop Jr. on Area. Turn to a partner and tell your partner what Area means.

Extension:

Day 1: Vocabulary book – add area and square units Find the area of rectangles made on the geoboard – use unifix cubes to help count the inside squares.

SIOP LESSON PLAN – Lesson 7 Theme:

Area/Perimeter

Lesson Topic:

(Lesson 3.8) Number Models for Area

Objectives:

CO: Students will use multiplication facts to find the area of rectangles. LO: Students will draw and use arrays to find the area. They will write number models to find the area of the rectangles.

Key Vocabulary:

Square units Area

Materials:

Pre-cut yard squares (at least one per child) Student white boards/dry erase markers Math journal Ticket out the door

Presentation:

Place one yard squares along the top of basketball court (or a section of the hallway). Ask the children to imagine how many squares it would take to fit the whole rectangle? To find the area of the whole floor/court you have to have many rows of squares. Have the students estimate how many rows of squares to fill the entire area. Then discuss and MODEL the equation of Area = Length x width on the smart board. If needed, have more examples available on the smart board. With the extra examples, have students work in partners to create equations to solve area problems on student white boards. MJ p. 74

Practice and Application:

Review & Assessment:

TICKET OUT THE DOOR – Have the students write an equation and solve one area problem.

Extension:

MM p. 76

SIOP LESSON PLAN – Lesson 8 Theme:

Area/Perimeter

Lesson Topic:

(Lesson 3.6) Exploring Perimeter and Area

Objectives:

CO: Students will solve problems related to area and perimeter in small groups. LO: Students will be able to explain the difference between area and perimeter and write about the difference.

Key Vocabulary:

AREA, PERIMETER

Materials:

Geoboards, geoboard dot paper, pattern blocks, straws, piper cleaners, rulers, computers

Presentation:

Introduce and model each center. Make sure to have the students broken up into heterogeneous groups. Make sure to have groups displayed somewhere in the room. Students will work in partners or small groups for each activity.

Practice and Application:

Area and Perimeter Review Games – Computer Station (area/perimeter games) http://www.livebinders.com/play/play?id=1292071&backurl=/shelf/my geoboard perimeters p. 67 MJ – TE p202 for directions Tiling with pattern blocks p. 68 MJ – TE p203 Straw Triangles p. 70 MJ – TE p. 204

Review & Assessment:

Ticket out the door (using a sentence starter) Turn to a partner and discuss the difference between perimeter and area. Then write it down on your ticket and hand it in.

Extension:

After reviewing the tickets out the door, teacher may have to give direct instruction to clarify any misunderstandings from the ticket out the door.

SIOP LESSON PLAN – Lesson 9 Theme:

Area/Perimeter

Lesson Topic:

Students will explore perimeter and area of rectilinear shapes

Objectives:

CO: Students will count unit squares to determine the area and perimeter of a rectilinear shape. LO: Students will summarize how to find the area and the perimeter of a rectilinear shapes.

Key Vocabulary:

Perimeter Area Rectilinear shapes Student Reference Book 156A and 156B (online-EVM website) Graph Paper

Materials:

Presentation:

Begin the class with dividing the students into two groups. Have half the class act out the definition of perimeter and half the class act out the definition of area. Then pull up the EVM website and display SRB p. 156A and 156B. Read as a class the information about Rectilinear Shapes. Model finding the area and perimeter of rectilinear shapes.

Practice and Application:

Pose the following problem. You are going to buy a new pig for your farm. You need to build a pig pen for your new pet. In small groups use the graph paper provided to make a rectangular pig pen that has an area of 24 square units. What is the area? Let the students work on this problem as a group. Then pose this problem. Your new pig has just has baby piglets! You need to make your pig pen bigger! Add on a new rectangle of 10 square units to your other rectangle. With your groups, now find the area and perimeter of the whole pig pen.

Review & Assessment:

TICKET OUT THE DOOR – With a partner find the perimeter and area of the rectilinear shape.

Extension:

Have the students add rectilinear shape to their vocabulary book.

SIOP LESSON PLAN – Lesson 10 Theme:

Area/Perimeter

Lesson Topic:

Area and Perimeter Review

Objectives:

CO: Students will design a robot and compute the area and perimeter of the robot body parts. LO: Students will draw a robot and write the perimeter and area of the robots dimensions.

Key Vocabulary:

Dimension, area, perimeter,

Materials:

Centimeter graph paper, markers, crayons, construction paper, Robot dimension slip

Presentation:

Teacher will model how to draw a simple robot out of rectilinear shapes and other shapes (rectangles, squares). Teacher will model how to find the perimeter and area of the head. (Teacher can model for other areas if needed) A completed robot will be on display for student reference

Practice and Application:

Students will draw robots and find the robot dimensions.

Review & Assessment:

Extension:

Teacher can check the dimension slip on robots for accuracy.

Gallery Walk of robots. Each child needs to check the dimensions of the other students “head” of the robot.