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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft Word document Instructional Plan Temp2.doc)

 

Names of group members: Arlene Thomas, Sue Ellen Nesbitt, Audrey Blust

 

Topic/Theme: Area of a surface

 

Level:  5th Grade

 

Time Element: One 50-minute math block

 

NCTM Standards Addressed: Apply appropriate techniques, tools and formulas to determine measurements: develop strategies to determine surface area of rectangular solids.

 

PA Math Standards Addressed: 2.3.5.A.  Select and use appropriate instruments and units for measuring quantities (e.g., perimeter, volume, area, weight, time, temperature).

 

 

Math Assessment Anchors Addressed:  MB.1. Demonstrate an understanding of measurable attributes of objects and, the units, systems and processes of measurement.

 

Reading Assessment Anchors Addressed:  R.5.A.2 Comprehension and Reading – Demonstrate the ability to understand and interpret nonfiction text and materials, e.g. textbooks.

 

Objectives:  In this lesson, students practice measurement of surface area with estimation by completing activities using Cheerios breakfast cereal and Cheese-its crackers.

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Preparations:

1.      Gather materials for the lesson: Cheerios, Cheese-its, blank computer paper, napkins

2.      For each pair of students cut one 5in. by 5in. red square and one blue

      8in. by 4in. rectangle.

3.      4 Square Review – Make appropriate preparations. May be used as a journal entry or as a separate graphic organizer.

 

Plan:  This is an introductory lesson for surface area with a review of estimation. Area is the only standard covered in this lesson.

   1. Read the Story “Spaghetti and Meatballs for All” as an  

       introduction to the concept of Area.  Discuss families and

       reunions and how to make room for everyone.

2. Begin the lesson by discussing the materials being used, 

  Cheerios and Cheese-it crackers. 

3. Have students estimate the number of Cheerios they think will

  cover the red square.

4. Direct students to place Cheerios on the red square so that no

  Cheerios are overlapping the red paper.

5.      Discuss with the students what they have done (covered the

  entire surface area.)

 

At this point discuss with students their estimations and introduce surface area concepts with vocabulary. (standard units, square units, square inch)

       

6.      Repeat steps 2- 4 with the blue rectangle. Discuss findings.

7.      Distribute Cheese-it crackers and repeat the strategy using the red square.  Discuss square inch and how many square inches are in the red square.  Have students verbally report the results they found using two different types of units (Cheerios and Cheese-its) and their conclusions.

(Elicit discussion that compares the results of the two different measures.)

 

Note: Students should see a need for a standard unit of measure.

 

8.      Discuss the attributes of the Cheese-its vs. the Cheerios.

  Which unit made the better tool? Discuss the size and shape of  

  the Cheese-it. Measure the Cheese-it. Lead the discussion to       

   standard units and how we need “standard” units.

10. Students will fill out the ‘4 Square Review’ graphic organizer as

   summative evaluation.

 

  EAT YOUR CHEEROS AND ENJOY!

 

 

Materials/Resources:  

1 large  box of Cheerios (about a  handful for each student)
Napkin
Blank computer paper (1 per student, placemat for food)
Pencil
Index Cards (enough for each child to have one)for estimation

Sentences written on chalkboard/dry erase board
My estimation is ____________.
My actual measurement is ________________.

 

Interdisciplinary Connections:

·         Reading 

Journal with students what they have learned.

 

1.     Spaghetti & Meatballs for All  by Marilyn Burns

Scholastic Trade 1997  This book introduces concepts of area and perimeter as a family tries to make room for everyone who attends a family reunion.

 

2.     How Big is a Foot by

        1991(k-2) This fictitious children’s book tells how and why the exact length of a foot was established. The story tells of a king who orders an apprentice carpenter to make a bed six feet by three feet.

 

3.     Tree of Life   The World of the African Baobob Bash (k-3) 

Area and Perimeter; African Legend

Baobob Tree math

 

       4.     Twelve Snails to One Legend by Susan Hightower

               Measuring a log to patch a hole in the dam will solve Mile  

                Beaver’s problem. But what can he use as a ruler? Bubba

                Bullfrog tells Mile that an inch is about as long as a snail and  

                a foot is about as long as a lizard.  Has Mile found the

                answer?

 

 

·         Technology

1.     www.funbrain.com

Click on the link that says Teachers 

Type keyword” Area”

This link will give “Area” activities for the student to practice. Give directions as needed.

 

2.             www.matti.usu.edu

Click on “virtual library” tab and in the measurement category, click on grades 3-5. Then select the Geo board

Activity. Give directions as needed.

 

·         Social Studies – Maps Working with scale

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):

Student observations during lesson

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

4 Square Review (divided into four squares):

Graphic Organizer

 Example:  2 things they have learned

                  Questions

                  Summary of activity

                                 Connections to their lives

 

Correctives/Remediation:

           

                  Use Cheese-its to repeat activity using the blue rectangle.

                  Again, have the students report their results, comparing

   the different types of units (Cheerios and Cheese-its) and  

   their conclusions.  Continue to elicit discussion that 

                  compares the results of the different units.

 

Extensions/Enrichment:

·        Research standard unit of measure in the Customary Measure and Metric Units.

              

·        Squares and Rectangles activity page.

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

 

Student is three years below grade level and receives learning support for language arts and math.  Areas of concern are the inability to follow directions, answering inferential comprehension question, sequencing and good working memory.

 

 

·          Accommodations to use with this student:

      Working with a partner

       Model the activity

       Chunk the activity, break down directions

       Discussion for answering literal and inferential comprehension  

       questions

       Assessment designed as a graphic organizer.

 

 

 

Extensions/Enrichment

 

1. Squares and Rectangles

·  Print out this page.

·  Find the area of the squares and rectangles below.
Area Square = _______________ Area Rectangle = _______________

·  Notice that these figures are a physical model for multiplication. Elementary students should have this concrete model in the early grades.

 

 

 

 

 

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