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This lesson provided by:
Author: Linda Hardee
System: Huntsville City
School: Highlands Elementary School
General Lesson Information
Lesson Plan ID:
33015
Title:
Map This!
Overview/Annotation:
Students will use mathematical and scientific tools to create a pictorial representation of their school grounds. Students will learn and use appropriate vocabulary for this task.
This is a College and CareerReady Standards showcase lesson plan.
Associated Standards and Objectives
Content Standard(s):
MA2015 (4) 19. Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and 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 twocolumn table. [4MD1]
Examples: 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), ...
MA2015 (4) 21. Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. [4MD3]
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.
Local/National Standards:
Primary Learning Objective(s):
Students will use realworld tools to accurately measure areas of the school grounds.
They will create a pictorial display of the perimeters of the area. They will also find area and perimeter of the area surveyed.
Additional Learning Objective(s):
Preparation Information
Total Duration:
61 to 90 Minutes
Materials and Resources:
Measuring equipment (yardsticks, rolling tape measure, GPS, etc.)
Graph paper
Butcher paper
Technology Resources Needed:
Computer with Internet access
Background/Preparation:
Teachers should have a cursory idea of the area the students will measure in making the selection. It is probably best to start with a smaller area such as an inner courtyard, side, or an area between buildings.
Procedures/Activities:
Brainstorm a list of tools used for measuring, take all answers and post the list.
Talk about different tools that may be appropriate in different situations (eye dropper of measuring cupeach could be the most appropriate tool).
Discuss measuring distance and indicate the tools that could be used.
Explain that you are going to map an area of the school.
Divide the students into cooperative learning groups. Give each group the tools they need to accomplish their task. Allow students to work in groups, with as little assistance as possible. After each group completes their work area, have them check another group's calculations. If they do not agree, another group should also check until two groups agree on the data.
Take the results inside and have each group draw the map.
Assessment
Assessment Strategies
The assessment will be informaldoes another group agree with their data? If two groups achieve the same answer, their data was successful.
Acceleration:
Some students may choose to indicate the location of doors, windows, utility areas, etc. They could also create a safety plan to avoid hazards.
Intervention:
Beginning practice with measuring tiles: are they one foot by one foot? Measure a window in inches, feet, centimeters, etc.