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You are on page 1of 17

Fall 2014 Internship

Subject:

Math

Grade Level:

Sixth Grade

Title of Lesson:

Area Formulas at the Sports Complex

Amount of time:

2 46-Minute Periods

Goals:

**By the end of the course, student will be able to recall and explain
**

mathematics concepts using academic language.

By the end of the chapter, student will be able to evaluate and write

algebraic expressions and statements, indentify and utilize algebraic

properties, and solve real-world problems using expressions and

formulas.

By the end of the lesson, students will be able to evaluate area formulas

given the dimensions of a triangle, square, and rectangle.

Standards:

**LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying
**

out experiments, taking measurements, or performing technical tasks.

MAFS.6.EE.1.2: Write, read, and evaluate expressions in which letters

stand for numbers.

a. Write expressions that record operations with numbers and with

letters standing for numbers. For example, express the

calculation “Subtract y from 5” as 5 – y.

b. Identify parts of an expression using mathematical terms (sum,

term, product, factor, quotient, coefficient); view one or more

parts of an expression as a single entity. For example, describe

the expression 2 (8 + 7) as a product of two factors; view (8 + 7)

as both a single entity and a sum of two terms.

c. Evaluate expressions at specific values of their variables. Include

expressions that arise from formulas used in real-world problems.

Perform arithmetic operations, including those involving wholenumber exponents, in the conventional order when there are no

parentheses to specify a particular order (Order of

Operations). For example, use the formulas V = s³ and A = 6 s² to

find the volume and surface area of a cube with sides of length s

= 1/2.

Objectives:

**After direct instruction on evaluating area formulas, students will explain
**

the steps they took to solve two area problems from their poster with a

score of eight out of twelve points according to the rubric.

Given six geometric objects, students will calculate the area correctly by

Robert Green

**Fall 2014 Internship
**

using the appropriate area formula for four out of six geometric objects.

Materials (including

technology):

**Area Formulas at the Sports Complex PowerPoint presentation,
**

Promethean Board, interactive math journal, student whiteboards, dry

erase markers, dry erasers, color pencils, markers, rulers, construction

paper, pencil, “The Donut Hike” worksheet and key, “Final Destination:

Poster Central” handout, and “Sport Complex Poster Checklist &

Rubric” handout.

Questions:

**How does the area formula of a triangle differ from the area formula of a
**

rectangle? How does it differ from the area formula of a square?

Why are area formulas classified as algebraic equations instead of

algebraic expressions?

How are area formulas used in real-world applications?

Prior Knowledge:

**Students must know how to:
**

Identify area formulas for triangles, squares, and rectangles

Identify dimensions of triangles, squares, and rectangles

Use the order of operations

Evaluate algebraic expression

Reading Strategies

(Vocabulary):

**Highlighting Important Details: During the anticipatory activity, the
**

students will highlight the important details to help them develop their

expression for the story.

Vocabulary: The students will create their own definition for each

vocabulary word based on their understanding of the textbook’s

definition and write it in their interactive math journal. In addition, they

will include an example of each.

Formula – an equation that tells you how one variable is related to one or

more other variables.

Solving a Formula – to find the value of one variable by substituting

numbers for the other variables.

Anticipatory Set:

Bell Ringer

The teacher will instruct the students to get out a pencil and a highlighter

while he hands out “The Donut Hike” worksheet. The teacher will go

over the following directions:

1. Read through the story once without marking your paper with a pen or

Robert Green

**Fall 2014 Internship
**

pencil.

2. Read the story again, but this time highlight the important number

facts in the story.

3. Next, tell the students that they will use these number facts to create an

expression to find out how many donuts were eaten.

4. Finally, explain to the students that they will have to justify how they

obtained their expression in a minimum of two sentences.

After providing the instruction to the bell ringer, allow the students to

start. Give the students five to ten minutes to complete the assignment.

After five or ten minutes, have the students stand up. Ask one student

what they put as their expression. Announce to the students if they had

the same answer to sit down. Repeat this process until the entire class is

seated. Reveal the correct answer to the students. If one of the students

arrived at the correct answer, allow him or her to explain how they

obtained their answer. If no one arrived at the correct answer, provide an

explanation to the answer.

Class Procedures

(Including guided

practice,

independent

practice, and closure

activity) :

Direction Instruction

Have the students get out their interactive math journals. Tell them to

open to their personal math glossary. Go over the definitions of formula

and solving a formula and provide an example of each. After reviewing

the vocabulary, have the students create their own definitions of formula

and solving a formula in their interactive journals. Allow the students

five minutes to write their definition. After five minutes, tell the students

that they will complete the example portion of their new entries once

they see more examples in the lesson.

Before moving on, hold a brief discussion to discuss why area formulas

are considered algebraic equations and not algebraic expressions.

(Review from lesson 1.1)

Set the stage, by having the students close their eyes. Describe to them

that they are going on a field trip to the sport complex. List some of the

sports or activities that could be found at the sport complex. Have the

students open their eyes. Explain to the students that in order to obtain

admission to the sport complex, they would have to recall the area

formulas of triangles, squares, and rectangles they learned in elementary

school. Select a student to provide the area formula for a square (Area =

sides squared or Area = side times side). Provide praise if the student

remembers the formula correctly. If the student does not provide the

correct answer, allow them to ask a friend or provide guidance for the

student to come to the correct answer. Repeat the process for the area

formulas for triangles and rectangles.

Robert Green

Fall 2014 Internship

**Ask the following questions:
**

How does the area formula of a triangle differ from the area formula of a

rectangle? How does it differ from the area formula of a square?

Anticipated answer: The product in the area formula for triangles is

multiplied by one-half or divided by two and the product in the area

formulas for squares and rectangles is not.

Now explain to the students that they will take a tour of the sports

complex. Each field or sports area will contain one of the shapes. Show

the students that they can evaluate area formulas like they evaluated

algebraic expressions two weeks ago.

The following are problems used for direct instruction:

A = s2

A=s∙s

s = 24 in

A = (24) ∙ (24)

A = 576 in2

Robert Green

Fall 2014 Internship

A=l∙w

l = 33 m w = 16 m

A = (33) ∙ (16)

A = 528 m2

A = 1/2 ∙ b ∙ h

b = 10 in h = 16 in

A = 1/2 ∙ (10) ∙ (16)

A = 5 ∙ 16

A = 80 in2

Guided Practice

Continuing with the sport complex theme, the teacher will tell the

students that they are now in the aquatic center. The teacher will present

a computer generated poster of a swimming pool to the students. As a

group, the teacher and students will identify two square figures, two

triangle figures, and two rectangle figures in the poster. Using the think

aloud strategy, the teacher will ask the students to help him find the area

of the following shapes using the appropriate formulas and variables:

Robert Green

Fall 2014 Internship

A = 1/2 ∙ b ∙ h

b = 36 cm h = 35 cm

A = 1/2 ∙ (36) ∙ (35)

A = 18 ∙ 35

A = 630 cm2

A = s2

A=s∙s

s = 26 in

A = (26) ∙ (26)

A = 676 in2

Robert Green

Fall 2014 Internship

A=l∙w

l = 48 in w = 26 in

A = (48) ∙ (26)

A = 1248 in2

Independent Practice

Have the student get their whiteboard, dry erase marker, and dry eraser

out of their desks. Continuing with some of the shapes found in the

computerized poster, the students will use the whiteboards to find the

area of each shape. Each shape and its dimensions will be revealed one at

a time.

For each shape, the students will have three to five minutes to find the

area of the shape. After three to five minutes the teacher will ask the

students to hold up the whiteboards. After reviewing the students answer,

the teacher will provide the students with praise for a job-well done. This

will be repeated two more times.

Robert Green

Fall 2014 Internship

A = 1/2 ∙ b ∙ h

b = 13 in h = 18 in

A = 1/2 ∙ (13) ∙ (18)

A = 13 ∙ 9

A = 117 in2

A = s2

A=s∙s

s = 36 cm

A = (36) ∙ (36)

A = 1296 cm2

Robert Green

Fall 2014 Internship

A=l∙w

l = 5 ft w = 3 ft

A = (5) ∙ (3)

A = 15 ft2

As the teacher explains to the students that they are headed to customer

service, the teacher will pass out the “Final Destination: Poster Central”

handout and the “Sports Complex Poster Checklist and Rubric” handout.

The teacher will go over the directions for the poster and show an

example. The teacher will also go over how the students will show their

work when they find the area for the geometric objects in the poster. The

student will have the rest of the period to work on the poster.

Closure

With ten minutes remaining, the teacher will inform the students that

they are leaving the sport complex and heading back to the classroom.

The teacher will instruct the students to put their posters and area

formula work away and complete the assignment for homework. For the

remainder of the period, the students will discuss the real-life

applications of area formulas.

Adaptations for ELL

Level 1

During Lesson (Instruction):

- Use visuals and/or realia during direct instruction and guide practice.

- Allow the student to answer questions using visual illustrations or ask

“yes or no” questions to the student.

During Homework and/or Classwork:

- Translate all handouts and worksheet for the student as appropriate.

- Provide the student a modified version of the anticipatory activity by

providing the words of the algebraic expression on index cards and

Robert Green

**Fall 2014 Internship
**

have the student put the index cards in sequential order.

During Assessment:

- Show a student example from a previous to help guide the student

when he or she is make his or her poster.

- Allow the student to complete an alternative assessment for part III of

the poster assignment. The student can explain his or her steps using

illustrations or demonstrate the steps using manipulatives.

Level 3

During Lesson (Instruction):

- Allow student more time to respond to questions during direct

instruction and guided practice.

- Adjust rate of speech during instruction to enhance the student’s

comprehension of the lesson.

During Homework and/or Class work:

- Provide students with clear directions during the lesson. Simplify and

chunk the directions as needed.

- Model additional examples of area formula problems for the student.

During Assessment:

- Require the students to show their work after find the area of the first

object.

- Allow the student to work with a friend in the class or another ELL

student who speaks the same language.

Adaptations for ESE

**During Lesson (Instruction):
**

- Orally check for understanding.

- Write key points on the board.

- Provide student with extra wait time.

During Homework and/or Class work:

- Using modeling techniques to explain to the student how to show their

work when answering area problems.

- Have the student use the think aloud strategy when answering a

question.

- Use kinesthetic activities to allow the students to move around.

During Assessment:

- Ensure oral directions are understood.

- Provide student with an example of the final product.

- Allow students to work with a friend or a positive role model.

Assessment:

Formative:

Robert Green

**Fall 2014 Internship
**

The teacher will check the students understand from the previously by

having the student write an algebraic expression statement based on

information in a short story. This assignment will count towards their

class participation grade. During the lesson, the teacher will circulate the

room while students work independently. The teacher will assess the

students understand of the lesson by asking questions, using the think

aloud strategy, and view their work on the whiteboards.

Summative:

The students will create a poster to remember their imaginary visit to the

sport complex. The students can choose any sports room, court, or field

as the theme for their poster. The poster must include two triangles, two

squares, and two rectangles with the given dimensions (See “Final

Destination: Poster Central” handout.). On a separate sheet of notebook

paper, the students will calculate the area. To receive full credit for

calculating the correct answer for each shape, the work must be shown;

otherwise, the student will lose one point for each question without work.

On another sheet of notebook paper, the students will write a paragraph

explaining the steps they took to solve the area formula for two of the six

geometric objects in their poster. Students will be graded on content,

vocabulary, convections, and organization (See rubric.).

Sports Complex Poster (20 points)

- Drawing the Geometric Shapes (6 points)

- Calculating the Area & Showing Work (12 points)

- Originality and Creativity (2 points)

Grading Scale

18 – 20

16 – 17

14 – 15

12 – 13

0 – 11

A

B

C

D

F

**Please refer to the parts I and II of the Sports Complex Poster Checklist
**

and Rubric. (Attached)

Explanation of Area Problems (12 points)

- Content (3 points)

- Vocabulary (3 points)

- Convections (3 points)

- Organization (3 points)

Grading Scale

Robert Green

Fall 2014 Internship

11.0 – 12.0

9.5 – 10.5

8.5 – 9.5

7.5 – 8.0

0.0 – 7.0

A

B

C

D

F

**Please refer to the part III of the Sports Complex Poster Checklist and
**

Rubric. (Attached)

Robert Green

Fall 2014 Internship

Name: _______________________ Period:______ Date:____________

**The Donut Hike
**

I am a donut lover. I love chocolate donuts and

strawberry donuts. I love donuts with purple

icing and donuts with cream cheese filling in the

center. I recently organized a new event, the

Donut Hike. Over a course of three miles, we

hike from one donut shop to another. At each

stop we eat one donut more than the last place. We started at Jason’s Donut

Den. I ate four donuts. We then went to seven more places, ending up at

Christina’s Donut Palace. I think my favorite donut for the day was the Hot

Carmel Apple Donut. That was amazingly delicious!

Write an expression that describes how to determine how many donuts were

eaten. Evaluate your expression.

_________________________________________________________

Describe how you determined what the expression would look like for the

number of donuts eaten.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Adapted from 50 Fill-In Math Word Problems: Algebra by Bob Krech and Joan Novelli

Robert Green

Fall 2014 Internship

Name: _______________________ Period:______ Date:____________

**The Donut Hike Answer Key
**

I am a donut lover. I love chocolate donuts and

strawberry donuts. I love donuts with purple

icing and donuts with cream cheese filling in the

center. I recently organized a new event, the

Donut Hike. Over a course of three miles, we

hike from one donut shop to another. At each

stop we eat one donut more than the last place. We started at Jason’s Donut

Den. I ate four donuts. We then went to seven more places, ending up at

Christina’s Donut Palace. I think my favorite donut for the day was the Hot

Carmel Apple Donut. That was amazingly delicious!

Write an expression that describes how to determine how many donuts were

eaten. Evaluate your expression.

4 + d d = 7 4 + 7 = 11

Describe how you determined what the expression would look like for the

number of donuts eaten.

Answers May Vary

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Adapted from 50 Fill-In Math Word Problems: Algebra by Bob Krech and Joan Novelli

Robert Green

Fall 2014 Internship

As the manager of the Sports Complex, I would like to thank you for your visit today! I

just have one more request before you head home. I would like you to create a poster to

remember your visit to the Sport Complex. You can choose any sports room, court, or

field as the theme for your poster. There are some requirements that my supervisor

requires for all visitors to incorporate into their poster. First, you must include the

following objects in your poster:

A triangle with a base of 4 cm and a height of 6 cm

A triangle with a base of 3 cm and a height of 4 cm

A square with sides of 5 cm

A square with sides of 4 cm

A rectangle with lengths of 12 cm and widths of 2 cm

A rectangle with lengths of 9 cm and widths of 3 cm

Second, you must calculate the area for each object. You may be as creative as you

want when you create the poster. If you need assistance, please ask Mr. Green for help.

Finally, choose two of the area problems you solved. In one or two paragraphs, explain

what steps you took to solve the area expression for each problem. Good luck!

Robert Green

Algebraic Lesson Plan

Name: _______________________ Period:______ Date:____________

**Sports Complex Poster Checklist & Rubric
**

___ The poster is original in terms of design and creativity. (2 pts.)

Part I: The poster project included the following objects:

___ A triangle with a base of 4 cm and a height of 6 cm (1 pt.)

___ A triangle with a base of 3 cm and a height of 4 cm (1 pt.)

___ A square with sides of 5 cm (1 pt.)

___ A square with sides of 4 cm (1 pt.)

___ A rectangle with lengths of 12 cm and widths of 2 cm (1 pt.)

___ A rectangle with lengths of 9 cm and widths of 3 cm (1 pt.)

Part II: Finding the area for the following objects:

___ The triangle with a base of 4 cm and a height of 6 cm (2 pts.)

___ The triangle with a base of 3 cm and a height of 4 cm (2 pts.)

___ The square with sides of 5 cm (2 pts.)

___ The square with sides of 4 cm (2 pts.)

___ The rectangle with lengths of 12 cm and widths of 2 cm (2 pts.)

___ The rectangle with lengths of 9 cm and widths of 3 cm (2 pts.)

The student will lose a point per object if he or she does not show his or her work for

calculating the area for each object.

Grading Scale

18 - 20

16 - 17

14 - 15

12 - 13

0 - 11

A

B

C

D

F

Robert Green

Algebraic Lesson Plan

Name: _______________________ Period:______ Date:____________

Part III: Explanation of Area Problems (12 pts.)

Content

Vocabulary

3 Points

1 Point

I completely

explained how I

found the answer to

two of the area

problems.

I partly explained

how I found the

answer to one of the

area problems.

I used a minimum of

three vocabulary

words from Chapter

1 on algebraic

expressions.

**I used at least one
**

vocabulary words

from Chapter 1 on

algebraic

expressions.

0 Points

I did not write an

explanation.

- Or –

I did not turn in my

explanation.

I did not use any

vocabulary words

from Chapter 1 on

algebraic

expressions.

- Or –

Conventions

Organization

My paragraph(s)

contain(s) a few

grammar or spelling

errors. (0 – 2)

My paragraph(s)

contain(s) several

grammar or spelling

errors. (3 – 4)

**I did not turn in my
**

explanation.

My paragraph(s)

contain(s) many

grammar or spelling

errors. (5 or more)

- Or –

My paragraph(s)

contain(s): a topic

sentence,

supporting details,

and a conclusion

sentence.

My paragraph(s)

is/are missing one

of the following : a

topic sentence,

supporting details,

or a conclusion

sentence.

**I did not turn in my
**

explanation.

My paragraph(s)

does/do not contain

any of the following:

a topic sentence,

supporting details,

or a conclusion

sentence.

- Or –

I did not turn in my

explanation.

Grading Scale

11.0 – 12.0

9.5 – 10.5

8.5 – 9.0

7.5 – 8.0

0.0 – 7.0

A

B

C

D

F

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