![]() ![]() I introduce the first task to students: Here's your first challenge! Working with your partner, see if you can make a polygon on your geoboard that has an area of one square unit. Turn & Talk: What will we be doing? I often ask students to review directions to ensure that all students understand the task. Then, I’ll ask for you and your partner to complete the task using your geoboard. I explain: Today I’m going to give you several challenges! I’ll write the task in the task column. Students complete the same chart in their journals as well. I then use the anchor chart to model how to make a 3-column chart with the following headings: Tasks, Examples, and Observations. Here's what the completed anchor chart will look like at the end of the lesson: Area Anchor Chart. I write the goal of the lesson on the anchor chart and I ask students to also write the goal in their math journals: I know how to find the area of a polygon. ![]() We only sing the first part of this song a couple times, but the mathematics classroom sure comes alive when music is incorporated! Next, I introduce students to a fun Area song, Project GLAD Area, Perimeter, & Volume Song, to the tune of the Wheels on the Bus. To review the meaning of area, throughout the unit I say, Turn and Talk: How do you find the area of a polygon? Students will use the hand movements to recall the definition! Next, we practice the new vocabulary word several times. ![]() Today, we discuss and come up with the following definition and hand movements: Area! The number of squares on the inside (students form a rectangle with one flat hand while they act like they are counting squares on the inside of the rectangle with the other hand.) Often, students are able to recall the meaning of vocabulary words by recalling the hand movements. TPR activates multiple parts of the brain and promotes a stronger memory connection. As a class, we will develop a simple definition for a vocabulary word as well as hand movements. When I teach vocabulary, I try to use TPR (Total Physical Response). We then develop a simple definition for area as a class, Area: the number of squares on the inside of a polygon. This would have been a fun way to integrate technology. Or: I wonder if that’s always true.Īs a side note, throughout this lesson, I could have utilized an Interactive Geoboard. I respond with: Hmmmm… I wonder if that’s how area works. My overall goal is to inspire students to reason with one another and provide evidence to support their thinking (Math Practice 3: Construct viable arguments). I then ask for a few volunteers to explain their thinking. I then ask students to turn and talk with their math partners: What is the area of this polygon? To reinforce the Turn & Talk Guidelines, I insert several reminders: Make sure you are really listening to your partner and trying to understand them! Remember to ask your partner, "Why do you think that?" Once everyone is ready, I make a 4 x 4 square on a geoboard and show it to the class. I ask “partner A” to get a geoboard and rubberbands. I invite students to gather together at the front carpet with their math partners, student journal, and a pencil. Also,I often ask one student to be “partner A” and the other to be “partner B." This way, it’s quick and easy to assign tasks! Keeping the same partners for a month cuts back on time wasted assigning partners every math lesson. I pair students strategically for math, taking into consideration student engagement, behavior, math skills, etc. Students will also explore odd-shaped polygons by finding the area and perimeter of odd-shaped dog pens. This also provides students with a meaningful and purposeful context to find the area.ĭuring the second section of this unit, students will investigate dog pen designs and will primarily focus on finding the perimeter, or amount of fencing needed for different dog pens. While finding the area is the focus of this unit, the first few lessons (where students explore the meaning of a polygon, construct house plans, and decompose rectangles into smaller rectangles to find the area) lay the foundation for finding the area of their home plans later on. During the first section of this unit, students will construct a house plan, find the area of the house plan, and calculate flooring costs.
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