Focus Plan
Texarkana Independent School District
Grading Period: / Refer to Scope and Sequence / Plan Code:Writer: / Barbara Fugitt / Course/subject: / Math
Grade(s): / Fifth grade / Time allotted for instruction: / 4 45 to 60 minute classes
Title: / Measuring Different Sizes
Lesson Topic: / Find area, perimeter, and volume of different shapes.
TAKS Objective: / Objective 4
The student will demonstrate an understanding of the concepts and uses of measurement.
FoCUS TEKS and Student Expectation: / 5.10 Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems.
(B) The student is expected to connect models for perimeter, area, and volume with their respective formulas.
Supporting TEKS and Student Expectations: / 5.10 Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems.
(C) The student is expected to select and use appropriate units and formulas to measure length, perimeter, area, and volume.
Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Length / Students will review how to find the length of a side.
Formula / Students will review and learn the formulas for perimeter, area, and volume. They will also learn that a formula is used to find a specific set of data.
Area / Students will understand that the area of a figure is found in square units and they will learn to use the formula L x W to find that area.
Perimeter / Students will review perimeter and be reminded that perimeter is the distance around an object. They will also learn that the formula for perimeter of a rectangle is 2L + 2W.
Volume / Students will learn that the volume of a figure is found in cubic units and they will learn to use the formula L x W x H to find volume.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
1. Write the words perimeter, area, and volume on the board. Ask students when we would want to find each of these. Area is used when painting a wall, laying carpet, or tiling a bathroom floor. Perimeter is used when wanting to put up a fence. Volume is used when wanting to fill a container.
2. Put all three formulas on the board. Ask students to match the formula to what they are measuring. *Note – students need to know the formula for volume. Perimeter also has two formulas, make them familiar with both. Formulas are: Perimeter = 2(L + W) or 2L + 2W; Area = L x W; and Volume = L x W x H.
B. Instructional activities
1. Objectives: The student will be able to connect models of perimeter, volume, and area with their correct formulas.
2. Procedures: The teacher will review perimeter and area and teach the formulas for perimeter, area, and volume.
3. Modeling: The teacher will use PowerPoint presentation, LCD projector, and overhead or Elmo to demonstrate area, perimeter, and volume.
C. Guided activity or strategy
Day 1 Review with students using the PowerPoint presentation. Go through the examples on the PowerPoint with students. *(The units part of the PowerPoint goes with Focus plan 5.10C). Once you are finished with the PowerPoint, give each pair of students 8 square cards that have been pre-made. The square cards need to all be the same size. Put the following question on the board: What is the longest Perimeter you can make? Students will arrange their squares in any shape they want, but the squares must touch each other on at least one side. Give students 5 opportunities to find the longest perimeter. In the process they will have to also find the area of their shape. Students will record their answers on Activity sheet 1.
Day 2 Review with students the PowerPoint from the day before focusing on the Volume section. Using base ten blocks, build a cube. Discuss with students how to find the volume of that cube. Demonstrate this a couple of times, building several different cubes. Give each pair of students several base ten blocks. Have the students build their own cubes and write down the volume. Students will complete Activity Sheet 2.
Day 3 Review with students the PowerPoint from the first two days. Review with students the formulas for area, perimeter, and volume. On the board draw or have a pre-made square, rectangle, and triangle. Show students how to find the perimeter and area of each using the formula. Have several pre-made shapes of various shapes and sizes in numbered envelopes. Give each pair of students an envelope and have the students measure the shapes. They need to find both the perimeter and area of each shape. Students will record their answers on Activity Sheet 3. *Note: Make sure you have pre-measured the shapes and put the answer key in a safe place.
Day 4 Complete Day 4 from “Which Formula is Which?” TEK 5.10B.
Day 5 Review the PowerPoint one more time. Show the students the TAKS overhead and review the formulas with them. Students will complete an assessment.
D. Accommodations/modifications
See student IEP for modifications.
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
The students will be able connect models for area, perimeter, and volume with their correct formula.
Day 1 Students will complete the Day 1 guided activity with their partner. Students will complete Activity Sheet 1.
Day 2 Students will complete the Day 2 guided activity with their partner. Students will complete Activity Sheet 2.
Day 3 Students will complete the Day 3 guided activity with their partner. Students will complete Activity Sheet 3.
Day 4 Complete Day 4 from “Which Formula is Which?” TEK 5.10B
Day 5 Students will complete the TAKS formatted assessment.
B. Accommodations/modifications
See student IEP for modifications.
C. Enrichment
III. Assessment of Activities
A. Description
The teacher will know the students have begun to master perimeter, area, and volume when they:
1. Complete the Day 1, Day 2, and Day 3 activities with a 70% or higher.
2. Complete the assessment with a 70% or higher.
B. Rubrics/grading criteria
Complete all activities with a 70% or higher.
C. Accommodations/modifications
See student IEP for modifications.
D. Enrichment
E. Sample discussion questions
1. What is the formula for area? Area = L x W
2. What is the formula for volume? Volume = L x W x H
3. What are the formulas for perimeter? Perimeter = 2 (L + W) or 2L + 2W
4. When are the appropriate times to find perimeter? When measuring for a fence.
5. When are the appropriate times to find area? When measuring for painting a wall, carpeting a floor, or tiling a floor.
6. When are the appropriate times to find volume? When measuring to find out how much it will take to fill a container.
IV. TAKS Preparation
A. Transition to TAKS context
1. Students will complete a TAKS formatted Assessment.
B. Sample TAKS questions
This TEK has not been tested, but it doesn’t mean it won’t be tested in the future.
I have enclosed a TAKS formatted transparency for students to see. (TAKS Transparency)
V. Key Vocabulary
Length, formula, area, perimeter, and volume.
VI. Resources
A. Textbook
Math Advantage Harcourt Brace
B. Supplementary materials/equipment
· Transparency: Sample TAKS questions.
· TAKS Master p. 101-109
· Step Up to TAKS Measurement section.
· Base ten blocks
· Pre-made shapes
C. Technology
· Overhead Projector or Elmo
· LCD projector
· Computer
VII. Follow Up Activities
Students will have to practice this skill numerous times.
VIII. Teacher Notes
TEK 5.10B and 5.10C can be taught simultaneously. Students need to memorize the formula for volume because it is not on the mathematics chart yet. You will need to cut 8 squares per pair of students in advance for your Day 1 activity. You will need to cut or make several different squares, rectangles, and triangles in advance for the Day 3 activity. This TEK has not yet been tested on TAKS tests yet, but this lesson is needed to solve other problems tested.
¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District