CONT933 Module 3 Culminating Task Template

Name: Rika Inoda

Date: July 15th, 2021
Title of Lesson: Area and Perimeter
Mathematics Applied Design, Skills, and
Technologies

Grade Level: 5

First Peoples’ Learning is holistic, reflexive, reflective, experiential, and relational (focused on
Principle(s) of connectedness, on reciprocal relationships, and a sense of place).
Learning Focus:

Big Idea(s): Closed shapes have area and perimeter Designs can be improved with
can be described, measured, and prototyping and testing.
compared.

Curricular Understanding and solving Prototyping

Competencies:  Develop, demonstrate, and  Outline a general plan,
apply mathematical identifying tools and materials
understanding through play,
inquiry, and problem solving
Communicating and representing
 Represent mathematical ideas
in concrete, pictorial, and
symbolic forms

Curriculum Relationship between area and
Content: perimeter
 measuring area of squares and
rectangles, using tiles,
geoboards, grid paper
 investigating perimeter and
area and how they are related
to but not dependent on each
other
Students are expected to use the
learning standards for Curricular
Competencies from Applied Design,
Skills, and Technologies 4-5 in
combination with grade-level content
from other areas of learning in cross-
curricular activities to develop
foundational mindsets and skills in
design thinking and making.

Purpose: Students will design a zoo and explore creating closed shapes and measuring
area and perimeter.

Objectives: Critical Thinking

 I can explore with a purpose in mind and use what I learn
 I can tell or show others something about my thinking
Communication
 I can communicate clearly about topics I know and understand well,
using forms and strategies I have practiced

© Continuing Teacher Education, Queen’s University, 2020

 Description of The teacher will do a quick review on measuring area and perimeter and then the
Activity: students will complete a mini “quiz” on Kahoot (app) to check their
understanding. Students can complete this in small groups.

After completing the Kahoot, students will watch this video (social media) to
inspire their zoo design:
https://www.youtube.com/watch?v=3tJkOjXqQQM&ab_channel=Smithsonian
%27sNationalZoo

After watching the video, the teacher will provide students with a big grid paper.
Students will use a ruler (low-end form of technology) to draw closed spaces for
different animals and measure the perimeter and area of each cage.

After creating their zoo design students will share their zoo designs and
demonstrate how they got the area and perimeter on one of animal cages.

Accommodations/ ELL:
Adaptations for  Partner work for Kahoot so their partner can help them understanding
Students: the question
 Provide an example (visual) of a finished product

Learning Disability:
 Provide a pre-designed zoo with different rectangles. The student can
practice using a rule to measure (or count square units on the grid paper)
the sides of each rectangle and record the length of each side.
 Or – provide students with pre cut rectangles. They can use these to
design their own zoo by gluing the cages onto the zoo as they like and
put animal stickers on each one. Then measure the rectangles.

Gifted:
 Encourage students to create shapes that are not just simple rectangles
(ex: L shaped or right triangle)

Assessment  Observation during work time

Methods:  Exit ticket
o Exit ticket will have a rectangle and students will determine the
area and perimeter of the given shape. They will have to use
their ruler to measure the sides

© Continuing Teacher Education, Queen’s University, 2020