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.