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Area and Perimeter Robots

Materials/Equipment: Colored paper, fill

in the blank robot quote bubbles, graph


paper, writing paper, scissors, glue sticks,
crayons or colored pencils, Youtube video
Math Rocks! Perimeter and Area Song and
lyrics to the song for each student

Curriculum Integration:
Music
Social Studies
Science
Language Arts
Writing

Math
PE
Reading
Health
Theatre
Technology
Art

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

TEKS Achieved: (Include all TEKS and


ELPS labeled, numbered, and summarized.)

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

110.15 (b): (16A), (21), 111.16-(b): (5C), (5D)

Visual/Spatial
Logical/Math
Musical
Interpersonal

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Wholegroup
Peer tutoring
Pairing

Submitted by: Christine Gatlin


Grade Level: 4th
Subject/Topic: Math/Perimeter and Area
Rationale: Students will be able to find the perimeter and area of squares and rectangles using the appropriate formulas.
They will also write imaginative stories about the robot they created using appropriate punctuation and capitalization.

Objectives:

TSW use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w),
including the special form for perimeter of a square (4s) and the area of a rectangle (l x w).
TSW solve problems related to perimeter and area of rectangles where dimensions are whole
numbers.
TSW write imaginative stories that build the plot to a climax and contain details about t
TSW write legibly and use appropriate capitalization and punctuation conventions in their
compositions.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the childrens attention and interest.)

Begin the lesson by asking the students to raise their hand if they remember the definition of area,
which we went over last week. Then ask them to raise their hand if they know the definition of
perimeter. After, pass out the lyrics to Math Rocks! Perimeter and Area Song and tell them they
are going to listen to a song that will help them remember perimeter and area better. First, have
the students listen to the song and then play it again and have them sing it as a class using the
lyrics they just received.
Process: (Plan how you will teach the lesson and follow the lesson plan cycle: Information Giving, Modeling, Check
for Understanding, Guided Practice, Independent Practice, Closure/Culminating Activity)

Information Giving: Review over the definitions and formulas of area and perimeter.
Area is the measure of the inside of a closed 2D shape, it tells us how much
surface it covers. We measure area is square units. (A= L x W)

Perimeter of a figure is the total distance around the edge of the figure. P=
(L x 2) + (W x 2)

Modeling: Draw a giant robot using both rectangles and squares to create a head, arms,
legs, and body, which should include squares inside each shape so they can count the
length. Then, show the students how you find perimeter and area for one of the body
parts.
Check for Understanding: During the guided practice, make sure each student is using
the appropriate formulas and that their answers are correct. Have them write out the
formulas on the board and then have them explain to the class how they got their answer.
Make sure to call on a different student for each different problem, one to find the
perimeter and one to find the area of each body part.
Guided Practice: After modeling how to find the perimeter and area of the first body
part, call on different students to solve the perimeter and area of the remaining body
parts on the board. Make sure they show their work and explain their answers.
Independent Practice: After you have completed the guided practice on the board, have
all the students go back to their desk and then hand out the grid paper and construction
paper to each student. Have them draw their robot first on the grid paper using squares
and rectangles. Make sure to explain they can do whatever size they want, but it must be a
square or rectangle and the legs and arms need to be the same size. After they have
drawn their robot, have them cut out each body part and then determine the perimeter
and area of each body part (body, head, legs, and arms) on a separate sheet of paper.
After they have done this, check each students work and if it is correct give them the fill
in the blank quotes. This is where they will write each body parts area and perimeter. Then
have them put together their robot and glue it and the quotes onto their construction
paper. After they have glued everything down, they can color and decorate their robot and
make sure they give it an original name.
Enrichment/Extension: After the student has finished their robot, have them write an
imaginative story about their robot on a separate sheet of paper. Tell them they can write
the story however they want and to be very creative. They can tell about how the robot
was created, what the robots name is, where it is from, what they do, and/or tell about
their robots family and friends.
Accommodations:

(what YOU will do to modify your lesson)

1. (for a child with autism) Provide the student with a computer, so they can type
their story instead of writing it on paper. You can also provide the student with
body parts that have already been cut out, so they do not have to do it themselves.
2. (for a student that is an ELL) Provide students with access to manipulatives, such
as counters or area tiles, which will enable them to complete assignments at their
level of instruction.
Assessment/Evaluation (Students): After each student has determined the area and
perimeter of each body part on a separate sheet of paper, check each of their answers to
make sure they solved each problem right and understand how to find the perimeter and
area of squares and rectangles. If they do not have the correct answer, work out a few of
the body parts together and then have them redo the ones they got incorrect. After they
finish, recheck their answers to check for understanding. After a student has completed
their robot and story about their robot, provide them with an opportunity to show their
robot and read the story they wrote aloud to the class.
Assessment/Evaluation (Self): Observe if the students are solving perimeter and area
correctly. See if having them create their own body parts is successful or a waste of time
because they are having to cut them on their own. Since I cut all the quotes before I
started the activity, which was very time consuming, see if there is time for the students
to cut their quotes on their own. In order to do this, examine how long it takes each
student to cut out their robot.

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