4th Grade Mathematics
Standard:
4.MD.3 Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Vision for the Unit:
This unit will be goals-based and will include a final culminating project. Each day, students will be working toward meeting a specific objective or goal. The goals will be posted on the board, and students will be aware of what they are working towards at all times. We will spend on average two days per goal/objective. In addition to being goals-based, my vision is to also include various projects and hands-on learning activities. My lesson plans provide more details regarding these projects and activities, and the culminating project for the unit is described below.
When I think about this unit, I have a vision of students being very hands-on at all times. I want students measuring objects to make calculations, collaborating with peers, and finding unique ways to solve problems. This unit is very application based and I want students to see the value of understanding and using area and perimeter in the real world. All the lessons will be developed with that in mind. I want students to think critically, learn to approach problems with different methods, and have an excellent conceptual understanding of area and perimeter by the end of the unit.
I have selected the approaches listed above because I think that keeping my unit goal-oriented and project based is the best way to help students achieve mastery of these concepts. In general, I think that math units should be based on goals and centered around projects to keep things interesting and keep students engaged.
Summative Assessment:
There will be two summative assessments in this unit. The first assessment is a project-based assessment, and the second is a unit test.
Design Project: Students will be given a floor plan of a house that is on a piece of rectangular land. Students will be asked to use their knowledge of area and perimeter to find how much carpet they would need (in square feet) to re-carpet the entire house. Students will also have to find the perimeter of the yard, so that a fence can be installed. Finally, students will be given a price for the carpet and the fencing materials. They will need to find out how much it will cost for all of the renovation based on their area and perimeter calculations. Students will have options for types of carpet they can select. There will be different price points, so no to projects will be identical. This will be a great, fun way for students to demonstrate their learning.
Test: The second assessment will be a more traditional assessment. Students will take a unit test to demonstrate their learning. The test will cover all objectives described below.
Objectives:
Objective
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Level of Bloom’s Taxonomy
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| Objective 1: Students will be able to provide and explain the area and perimeter formulas. |
Remembering and Understanding
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| Objective 2: Students will be able to find the area of any given rectangular shape, building, or room by applying the area formula (A=lw). |
Applying
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| Objective 3: Students will be able to find the perimeter of any given rectangular shape, building, or room by applying the perimeter formula. |
Applying
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| Objective 4: Students will be able to apply area and perimeter formulas to work backwards & find the length of missing sides when provided with the area or perimeter. |
Analyzing and Evaluating
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| Objective 5: Students will be able to create their own area and perimeter problems to demonstrate understanding of the standard. |
Creating
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Sequencing and Scaffolding:
I will be teaching the lessons in order of the objectives listed above. Below is an overview of my pacing for the lessons:
Day 1: Introduction to Area and Perimeter (Objective 1)
Day 2 & 3: Area of Rectangular Shapes (Objective 2)
Day 4 & 5: Perimeter of Rectangular Shapes (Objective 3)
Day 6 & 7: Working Backwards (Objective 4)
Day 8: Application and Creation with Area and Perimeter (Objective 5)
Day 9: Design Project (Objectives 1-5)
Day 10: Unit Test (Objectives 1-5)
I have already created three lessons for this unit. I will need to create lessons for 7 more days, as well as create a unit test. I also will need to work on developing a rubric and more specific information for the design project. The way that I have set up my lessons and pacing makes it easy to scaffold material. I wrote my objectives in a way where they will build off of each other as we progress through the unit. At the beginning of the unit, we will do an overview of area and perimeter. As the unit progresses, the learning will become more hands on and student-centered. By the end of the unit (Day 9) the activity will be 100% student focused. I will be fascinating rather than “teaching” and will be able to move about the classroom and provide reinforcement and help when needed. I decided to still have a test at the end of the unit, because I think it is important for students to “practice” testing. I don’t want them to struggle when we reach end-of-grade exams at the end of the year. They need to be set up for success, so sometimes a more traditional assessment is necessary in addition to project based assessments.
