Tuesday

October 27, 2015

Exploring Perimeter and Area

Objective: To guide children as they make rectangles with given perimeters, relate
tiling to area, and construct triangles using given lengths and then find their
perimeters.


Teacher Action:
Review perimeter- Math Message
Ask students to share strategies they used to find the length of the short sides
of the rectangle.
Constructing Rectangles with Geo boards Pg. 67 Math Journal
o Demonstrate 2 examples.
Comparing Pattern-Block Sizes by Tiling Equal Areas Pg. 68 and 69
o Tiling- mean covering a surface with shapes so that there are no gaps
or overlaps, except for possible spaces around the edges.
o Demonstrate how to tile
Straw Triangles Page 70 Math Journal
o Demonstrate to students that they will construct different triangles
with all different combination of side lengths.
o Add put length of sides and record.
Max Boxes
o Review

Student Action
o Students will work with table groups for each activity.
o They will get 15 minutes with each station then pass materials to the next.

Assessment
o Informal- Teacher will observe and walk around to make sure students are
understand activities.

Once students are finished they will be released to work on math goal

*Have students put Home link page 71 into mailboxes. 1:30 p.m.


Wednesday October 28, 2015

Area

Objective: To guide children as they develop the concept of area, demonstrate the
measure of area by using 1-foot and 1 yard squares, and find the area by counting
squares.

*Have students take out math notebooks to writing down math goal and what they
will be working on that day.

Teacher Action:
o Introduce Area- is a measure of the size of the surface inside a 2-dimensial
closed boundary.
o Used to measure the space inside the shape.
o Relate back to tiling from day before.
Which of the blocks was the easiest to use? Squares
o Discuss the advantage of using square shapes for measuring area because
many surfaces have square corners.
o Area can be measured in standard square units. Square inches.
o Page 154 in SRBs to talk about square feet and square yards.

Student Action:
o Estimating and Measuring Area in the classroom.
o Pick a couple of things to measure with your star color groups. (Desk,
door, etc.) one square foot or yard squares.
o Finding the Area of Rectangles by counting squares page 72 in math journals.
o Work together on number 1 as class.
o Have students work with elbow partner to complete.
o Math Goal
o Free to work until end of period.

Assessment
o Informal- Teacher will observe and walk around to check math journal page
72 to make sure students understand.

*Have students put Home link page 72 into mailboxes. 1:30 p.m.




Thursday October 29, 2015

*Have students take out math notebooks to writing down math goal and what they
will be working on that day.

Number Models of Area

Objectives: To guide children as they develop the concept of area by measuring with
identical squares; and to demonstrate how to calculate the area of rectangles using
number models.


Teacher Action:
o Math Message
o Find how many square yards of carpet to order, it is necessary to find
the area of the floor.
o Discuss ways to do this.
o Using 1-yard Squares to Estimate Area
o Place 1-yard squares in a row along one wall of the room.
How many squares are in the row?
o Imagine a second row of 1-yard squares net to the first row.
How many squares would be in a second row? How many
squares are there in all in the 2 rows?
o To find the area of the whole floor, you need to find out how many
rows of 1-yard squares would cover the floor.
How would you find the number of rows?
You could place 1-yard squares next to each other along
adjacent wall: Each square represents 1 row. Or you
could simply measure the adjacent wall with a yard
stick. Each yard represents 1 row.
o After number of rows is figures out, have students estimate the area of
the floor. _____rows with ________ square yards in each row gives a total
of ______square yards.
o Finding the Area of Rectangle - Page 74 Math Journal
o Demonstrate how to draw a 10 by 9 rectangle.( 10 down, 9 across)
Each tile is 1 square yard. Think about how you might find the
number of tiles needed to cover an outdoor reading area.
Draw line to make A and B rectangles.
o Rectangle A
How many square yards are there in one row?
9 square yards

How many equal rows of square yards are there inside

rectangle?
4 equal rows
Write 9 x 4 = 36 and remind children that this number model
can be used to represent the area of Rectangle A
Same of Rectangle B

Assessment
o Informal- Teacher will observe and walk around to check math journal page
74 to make sure students understand.

*Have students put Home link page 74 into mailboxes. 1:30 p.m.



Friday October, 30th

o iPads
o Students work on Xtra Math to practice math facts


Monday November 2, 2015

Chapter 3 Review.

Teacher Action:
Review area and perimeter
Read through directions for each problem to make sure students understand
what to do.

Student Action:
Work through review test on own.
Check and work through review

Assessment
Students will hand in review.
Look over to determine if extra practice is needed or if they are ready to
assess.

Student Work Samples

Review:

Final Chapter Test