Map This!
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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 Career-Ready 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 two-column table. [4-MD1]

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 real-world and mathematical problems. [4-MD3]

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 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):

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 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.

Assessment
Assessment Strategies

The assessment will be informal--does 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.

Each area below is a direct link to general teaching strategies/classroom
accommodations
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.

Be sure to check the student's IEP for specific accommodations.