Karin Trubic

Subject: Math Grade: 4 Topic: Area & Perimeter with a

Focus on Engineering
Performance Expectations: Students who demonstrate understanding can:
Apply the area and perimeter formulas for rectangles in real world and mathematical problems
Science and Engineering Practices

3-5-ETS1-2 Engineering Design

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet
the criteria and constraints of the problem.

Maryland State Standards Connections:

Math:
MCPS:
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic.
1.4.C.4.Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Measurement and Data
2.4.A.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.

Science:
MCPS:
Life Sciences
6.4.B.1 Recognize and describe that people in Maryland depend on, change, and are affected by the
environment.
a.Identify and describe that human activities in a community or region are affected by environmental factors.

Common Core: Engineering

3-5-ETS1-2 Engineering Design : Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the problem.

ELA/Literacy :
Language/Vocabulary
Comprehension and Collaboration
5.4.A.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
 a. Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d.Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion
6.4.C.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being

Writing:
MCPS:
Opinion
Text and Purposes of Writing
4.4.A.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.

Process, Production and Research

Presentation of knowledge and ideas
4.4.B.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
Use of Language
Knowledge of Language
6.4.A.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
6.4.A.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

WIDA English Language Development Standard 4: Language

of Science
English language learners will communicate information, ideas, and concepts necessary for
academic success in the content area of science
Objective: SWBAT Apply the area and perimeter formulas for rectangles in real world and
mathematical problems by engineering a model.

Resources/Materials:
Teacher Background: if using GoogleSketch up for the first time, view tutorials here:
https://www.sketchup.com/learn

Student Resources/Materials
● Access to computers
● GoogleSketch up
● zoo sheets
● Graph paper
Vocabulary: Area, Perimeter, Blueprint, Map
Lesson Overview: In this lesson students will:
● Learn what area and perimeter are as well as create mathematical formulas to derive both.
Students will collaboratively discuss, plan and model a 3D zoo using mathematical formulas of
area and perimeter as well as given constraints.

5 E’s Lesson Plan

Engage: Visit a local zoo’s interactive site, map and blueprint.
students’ prior
knowledge accessed  https://nationalzoo.si.edu/webcams
and interest engaged  https://nationalzoo.si.edu/animals/exhibits
in the phenomenon  https://nationalzoo.si.edu/visit/zoo-map
 https://siarchives.si.edu/collections/siris_sic_11856 (blueprint)

Explore all websites while allowing for student questioning/student driven

discourse. Allow students to also share what they know about zoos or have
seen from their own experiences (using background knowledge). Prompt as
needed to cover the following:

● Why do you think it is laid out this way?

● How much space do you think they needed?
● Do different animals need different amounts of space?
● Are there any features not related to animals, but related to humans
(cafe, concession stands, bathrooms, etc.)?
● How do you think engineers used math to develop the space for the
zoo?
● What was the difference between the visitor’s map and the blueprint?
Why did the engineers create both?
Teacher Note: A blueprint is often birds-eye-view and usually just shows the
outlines of the buildings. A map, especially a visitor’s map for a zoo or theme
park, is much more detailed and colorful.

Explain: Ask students what kind of math they think was needed for the blueprint:
students generate an Note to teacher: Students learned area and perimeter in 3rd grade, but
explanation not a formula. Background knowledge includes adding all of the sides
for perimeter and counting all of the squares for area.
● Revisit area and perimeter, but do not give a formula.
 ● Display some pictures of calculated areas and perimeters with the side
measurements.
● Challenge students to talk in pairs, to encourage sharing of ideas and
building upon other’s ideas, to discuss a more efficient way, a formula,
that they could create using the patterns they see.
● Have student pairs share ideas discussed and as a whole group
discuss different formulas created and decide which ones work all the
time. Prompt students as needed.
Explore: Procedure:
students participate
● Group students into small groups (ideally, 2-3 students in each; choose
in an activity that
a grouping method that fits your class: heterogeneous, homogeneous,
facilitates conceptual
based on knowledge, etc) This allows for collaborative learning and
change
for discussion and refinement of ideas.
● Tell students that they have been hired as engineers to plan and
develop an area for a zoo in their town. Pass out zoo sheets and go
over directions.
● Students should be given time to think about the constraints of the
assignment and the options they will include via discussion.
● Students should be working collaboratively and be discussing
ideas/revising their ideas for improvements as they talk.
● Students should be given time to research the eight animals they have
chosen for their exhibit so they may make informed decisions about
their allotted space and refine their ideas if needed using resources
such as:
○ http://zoos.media/zoo-facts/which-factors-are-important-for-zoo-
animals-to-feel-comfortable-in-their-enclosure/?lang=en
○ http://cza.nic.in/Guidelines%20on%20Minimum%20Dimensions
%20of%20Enclosures%20for%20Housing%20Exotic%20Animal
s%20of%20Different%20Species.pdf
○ https://docs.google.com/document/d/1FVmGtOIfkrmdi2AWQdYr
ZQVaoo2Do1-igXRnwYTNpWU/edit?usp=sharing
After research, students may wish to change some of their animals-that is ok!
They should be reflecting on their choices and what will work! Once they have
narrowed down their choices:

● Pass out the graph paper and have students use the zoo planning
sheet from zoo sheets to guide their decisions on the area and
perimeter. Students should then use the Area and Perimeter planning
sheet to help them create their blueprint.
● Students may have to revisit some choices if they are finding that they
are running out of room- students may not use more area than what is
available on the graph paper. Thinking about placement of the exhibits
can also help them make the most of their area.
● After the blueprints are complete, have students share their ideas and
justifications for their choices.
Evaluate: Procedure:
students assess their
● Have students access GoogleSketch up to create their maps. (prior
understanding
knowledge of GoogleSketch up is helpful, but feel free to take the time
to introduce this 3D building program to your class)
● Instruct students as necessary-they should still be working
collaboratively in their groups to develop their 3D model.
● After the blueprint is complete, have students share their models.
● Allow students to go back to their grid paper blueprints and note any
changes they would make as a reflection.
Elaborate: Debate: Should there be zoos?
students'
Allow students to individually research this question and use the claim,
understanding
evidence, reasoning strategy to state their opinion in persuasive presentation
challenged and
of their choice (poster/brochure/infographic via Canva or LucidPress (also an
deepened through
APP for chromebooks), Google Slides, written essay, etc.). Scaffold as
new experiences
needed for your class by using graphic organizers for students to organize
their opinions and to support their opinions with evidence.
Begin by reading two different viewpoints from the book Should There be
Zoos? (Mondo publishing)
Example resources include:
https://www.mondopub.com/Pages/articles/ShouldThereBeZoos.pdf (have
several copies so students can read in groups)
http://sni.scholastic.com/Debates/02_20_17
Newsela articles-can be leveled!
Scaffolds for ● https://www.brainpop.com/games/areabuilder/
review
Scaffolds for ● Design an advertisement for your zoo that persuades people to come
Enrichment and visit.
● Design an interactive animal presentation for elementary aged
students. Write out the transcript of the presentation.
● Design a commercial for your zoo using technology of your choice.
● Design a zoo billboard that will be visible from the highway.
● Design a T-shirt that people can buy at your zoo.
● Design a full color visitor’s map of your zoo complete with elements of
a map.
Language ● Pair English Learners with strong English speakers.
Supports ● Use a graphic organizer such as Flow Chart to organize science
content.
● Select sentence starters from, Sentence Stems. Model the use of
selected stems and support student use during student oral and/or
written discourse.
Resources:
mcpsmd.instructure.com
https://www.nextgenscience.org/
modified from: www.nettelhorst.org