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VITAL INFORMATION
Total Number of Students 2 Students
Area(s) Students Live In School is located in the town of Novato, CA. A suburban community
that is located approximately 30 miles north of San Francisco, CA.
The community is composed of primarily middle class and upper
middle class community members.
Free/Reduced Lunch Unknown for these students but for this particular school (Pleasant
Valley ) it is approximately 5% of the students receive free or reduced
lunch
Ethnicity of Students
White
Asian 3.2%
Filipino 0.8%
White 76%
Links:
English Language
Learners N/A for this group
Subject(s) Mathematics
Comments
Learning Outcome(s) Students will be able to differentiate between area and perimeter
- Math Practice Standard 5: Be able to use math tools and explain why
they chose them.
Students will discuss, solve and explain math concepts (area and
perimeter)
This will also give me the ability to asses their math strengths
and give me information to plan future lessons.
Subject: Mathematics
Grade: Grade 3
Domain: Operations and Algebraic Thinking 3.OA
Area: Represent and solve problems involving multiplication and
division.
Standard:
4. Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 ? = 48, 5 = ?? 3, 6 6 = ?.
Grade: Grade 4
Domain: Measurement and Data 4.MD
Area: Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit.
Standard:
3. Apply the area and perimeter formulas for rectangles in real
world and mathematical problems. For example, find the width of a
rectangular room given the area of the flooring and the length, by
viewing the area formula as a multiplication equation with an
unknown factor.
Cluster:
Solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit. 1. Know relative sizes of measurement
units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single system of measurement, express measurements in
a larger unit in terms of a smaller unit. Record measurement equivalents
in a two-column table. For example, know that 1 ft is 12 times as long as 1
in. Express the length of a 4 ft snake as 48 in. Generate a conversion table
for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 2.
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that
require expressing measurements given in a larger unit in terms of a
smaller unit. Represent measurement quantities using diagrams such as
number line diagrams that feature a measurement scale. 3. Apply the area
and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area
of the flooring and the length, by viewing the area formula as a
multiplication equation with an unknown factor.
Grade: Grade 5
Domain: Measurement and Data 5.MD
Area: Convert like measurement units within a given measurement system.
Standard:
1. Convert among different-sized standard measurement units within a
given measurement system (e.g., convert 5 cm to 0.05 m), and use
these conversions in solving multi-step, real world problems.
ASSESSMENTS
Assessment/Rubrics Formative Assessments:
Scratch paper
Color Cards
( The color cards are to be used during the game to assist students
who need help.)
I will provide color cards to all students that will let me know
if students need assistance. (This will provide for assistance
for all learners of diverse backgrounds.)
Color Cards
Hand gestures:
Discussions
Comments
https://www.teacherspayteachers.com/Product/Area-and-Perimeter-
Board-Game-FREEBIE-2868948?aref=yd7afmx9
Links:
Comments
IMPLEMENTATION
Sequence of Activities Time: @ 30 minutes
Hook:
Start lesson with a "real life" story that would use math concepts
of area or perimeter. If you can make it personal even better for
example: This past weekend I painted a room or I made a fence etc...
Use any story that relates to a practicle use of area and/or perimeter.
Make it casual, fun and engaging.
Game description/directions:
Model for students so that they have a live visual of how the game
is played.
Note: When assigning groups make sure you keep in mind IEP
accommodations and ELL students. I did not have a large group
and had no access to their academic records. However, it would be
beneficial to group students according to their math proficiency in
order to play the game with full benefits of review and possibly
relearning math concepts.
ELL Accommodation:
Special Needs:
For example: You have 5 minutes left... This will help some
students transition into the next activity or have the ability to finish
what they are doing so that they do no not feel rushed.
- Clean up, collect game pieces, turn in scratch paper, and gather at
the rug for discussion. (5 Minutes)
Ask the following: What did you like most about the game? Give
real life examples in which you would use area and ask them which
they would use... For example: If I want to build a fence which math
concept would I use? If you can change the game what would you
change?
End of session.
Grouping Strategies The game is intended to be played with 2- 4 students and one needs
to plan ahead in order to group students accordingly.
Academic level
Classroom management
Promote discussion
IEP/ 504 Accommodations
ELL Accommodation:
Due to the limited amount of players (2) I did not have the
opportunity to group accordingly but with a larger group this is very
important step.
Differentiated The area/perimeter game is a very interactive and visual. Their is also
Instruction ample opportunity to discuss math problems with peers in a non
stressful environment. I believe this game will accommodate most
learning styles and ELL due to its format.
The playing cards (cards that have math problems) are presented in a
clear manner. They have word problems with pictures and diagrams
that emphasize the math concepts of area and perimeter. This will
assist students who are visual learners and also ELL.
General Accommodations
ELL Accommodations
Special Needs
See IEP/504 Plan and implement the necessary changes as
recommended
Classroom Management:
Comments
REFLECTIONS
Prior to Lesson I will know student-learning outcomes were met by means of
assessments that I will implement throughout the lesson. (See
assessments)
I will know that student learning outcomes were met if students are
able:
Define area
Define perimeter
Give practicle examples of when to use each formula
Discuss math concepts with ease and use the correct math
terminology.
I chose this game because it helps clarify any confusion with area and
perimeter. I find that many students need clarification and practice of
when to use each math formula. I want students to understand that
they can use these formulas in real life applications and not just
memorize formulas. This is a wonderful way to asses and practice
these math concepts in a non-stressful environment. This game will
also allow me to asses each students math proficiency in this area and
also give me an idea of their multiplication fluency.
Post-Lesson I would improve the game by making my own game cards and
strategically color coding by level of dif9iculty. I would also group
students according to academic level. Even though, the game is
intended for 2-4 player I would only play the game with maximum
number of two students because it decreases stress level of students
that are worried about solving math problems in front of their peers.
The object of the game is to review in a comfortable setting and to
promote learning. Overall, the game was very interactive and allowed
for discussion and self-talk. If I need to teach or review about this
math concept I will de9initely use this game.
Comments