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Flipped Lesson Plan

Erika McGee

Armstrong Atlantic University

Natalie J. Muthersbaugh, ED. S

EDUC6100: Technology Applications for Teachers

October 29, 2017

Flipped Lesson Plan

Lesson Title: Finding the Space All Around and In Between

Subject: Math

Level: 4th Grade

Standard: MGSE4.MD.3 Apply the area and perimeter formulas for

rectangles in real world and mathematical problems.

Objective: Find the width of a rectangular room given the area of the
flooring and the length

Step 1: Students gain familiarity with new material before class

Prior to class, student will:

Watch Number Rock Area and Perimeter Video for 2.06 minutes
This will give the student a visual definition of area.
Student will play Area with Unit Squares for 3 minutes or until they
have unlocked level 1.
This will give the children a kinesthetic approach to the definition of
area. The teacher has picked grade level 3 as an introduction for this
lesson. This modification will hopefully build confidence for
engagement within the assignment.
To deepen their understanding of area and perimeter, student will
create a self-portrait mosaic. First, student will use different 1 inch
colored squares to make self-portrait mosaics. Next, the student
will find the perimeter by counting each square around the outside
edge. Finally, the student will find the area by counting all the
squares within the edge.
Step 2: Activities that motivate students to prepare before class

Extended Resources for Understanding:

Whats the Dog-gone Area and Perimeter: Children will use a
worksheet to create a yard for the dog on grid paper that is not the
size of the entire grid. First, student will cut out the dog house, bone,
and dog bowl. Second, without gluing objects, the student will place
the items on the grid paper leaving some space between the objects.
Third, using straight lines, student will draw a fence to create the dogs
yard to include all four objects and some space for the dog to run and
play. Fourth, the students will find the area and perimeter of the yard.
Finally, student will glue down the objects and add color.
Everyday Area: Student will use this packet to assess what they
know and/or what they have learned from previous activities. Student
will also use these worksheets to create questions for the teacher to
help with further understanding.

Step 3: In-class activities that provide students opportunities to

deepen understanding

Perimeter Is Here, There, and Everywhere: Teacher will use

tape to craft seven large polygons with each side marked with a
letter. Working in groups of three, students will use yardsticks and
tape measures to record the length of each side, and then they add
them together to helps cement the notion that perimeter is the sum
of individual sides added together. For an extension, after
measuring the floor polygons, students move about the room
measuring the perimeter of everyday items such as rugs, cabinet
doors, their desks, etc., and recording them in their math journals
along with an annotated diagram.
Finding the Area of a Rectangle: Teacher will instruct students to
gather on the floor and place the blocks in a 4 x 5 format on the mat.
Teacher will have the students count the blocks in order to tell the
area of the rectangle. Teacher will encourage critical thinking by
asking students if they can calculate the area of the rectangle using
another method that is quicker. The teacher will then explain that the
students can multiply the number of the blocks in the row by the
number of blocks in the column to get the answer. Teacher will then
ask students to skip count by 4's 5 times to prove that multiplying the
numbers will give them the same answer that they would get by
counting the blocks. Class will repeat by using different numbers.
Differentiation of Understanding Activities:
o Enrichment: Teacher will instruct students to draw a building
made out of rectangles on graph paper. Students will then have
to find the area of each rectangle in their building. Teacher will
direct them to add the area of all rectangles to find the area of
the entire building!
o Support: Teacher will instruct students to draw a rectangle
using blocks. Teacher will instruct students to count the number
of blocks that they used to create the rectangle. Teacher will
explain that they can find the area by multiplying the horizontal
and vertical sides as well. Teacher will then have students to
multiply the sides to make them understand that the answer is
the same that they got by counting.
Same Area, Different Perimeter Marching Game: One set of cards
will show areas that can be represented as rectangles in several ways,
with factors up to 20; these cards will be represented by a star. The
other set will contain three other suits (squares, triangles, and circles)
for the child to match with the corresponding star card. These cards
will have A = with a question mark in a box, to indicate that the
shaded rectangle stands for a measure of area.
Step 6: Assessment

Geoboards: Students will use rubber bands on geoboards to create

shapes with different perimeters that teacher have written on the
board. For example, teacher will ask students to make a square
with a perimeter of 16, a triangle with a perimeter of 12, etc. For an
extension, teacher will ask students to create four different
polygons and record the perimeter of each on their small dry erase
boards. This will give the teacher an idea needs more time and
Whats the Surface?: In order to further assess the children concept
of perimeter and area. Teacher will give the children word problems to
find the area. For example..
o A photograph is 6 inches wide and 9 inches long. What is its area
of square inches?
o A square newspaper ad has sides that are 5 centimeters long.
What is the newspaper ad's area of square centimeters?
o Each side of a square garden is 18 yards long. What is the
garden's area of square yards?
Whats the Area/Perimeter?: The teacher will use different
worksheets to assess the students understanding. Worksheet chosen
for each student will be based on their learning pace.