|Lesson Plan ID:
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 Career-Ready Standards showcase lesson plan.
|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 two-column table. [4-MD1] |
|MA2015(4) ||21. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. [4-MD3] |
|Primary Learning Objective(s):
Students will use real-world 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):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Measuring equipment (yardsticks, rolling tape measure, GPS, etc.)
|Technology Resources Needed:
Computer with Internet access
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.
- 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 cup--each 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.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The assessment will be informal--does another group agree with their data? If two groups achieve the same answer, their data was successful.
Some students may choose to indicate the location of doors, windows, utility areas, etc. They could also create a safety plan to avoid hazards.
Beginning practice with measuring tiles: are they one foot by one foot? Measure a window in inches, feet, centimeters, etc.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: