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SIOP LESSON PLAN – Lesson 1Theme:Area/PerimeterLesson Topic:Review MeasurementObjectives:CO: Students will measure the length of objects around the room using nonstandard measurements.LO: Explain to a partner how to measure the length of an object with nonstandard measurements.Students will explain WHEN to use nonstandard versus standard measurements.Key Vocabulary:Nonstandard unitLengthUnitMaterials:Measurement Tool: ShoesPresentation:Brainstorm as a class what you know about measurement (Clarify anymisunderstandings). Discuss Length and provide visual examples. What objectsin our world have measures of length (use pictures on smart board)? What unitscan help you measure length? (anchor chart of measurements of length) Turnand share with a partner how you can measure the length of objects around theclassroom.In partners, students will measure and record the length of objects around theroom using nonstandard measurements with their shoes. Teacher will model thefirst one.Practice and Application:If needed: teacher may need to put objects to measure at the table groups.Review & Assessment:Discuss the importance of having “standard units” of measurement versus“nonstandard units”. Why is Sara’s shoe length of the math journal different thenBilly’s math journal measurements. When would needs to use rulers? Whencould we use nonstandard units (fingers, shoes, etc).Assessment: How do you feel about measuring length? Give me a thumbsup/thumbs down.Turn to your partner and tell your partner one thing you learned aboutmeasurement. Call on three quick volunteers to share with the whole class.

SIOP LESSON PLAN – Lesson 2 and 3Class Level: Third GradeDuration: 2 days – 1 hour each daySubject: MathTheme:Area/PerimeterLesson Topic:Review Measurement with a rulerObjectives:CO: Students will measure the length of objects around the room with a ruler to the ½ inch.LO: Explain to a partner how to measure the length of an object to the nearest ½ inch. Students will recordaccurate measurements of items to the nearest ½ inch.Key Vocabulary:Materials:Presentation:Practice and Application:HalfUnits of length: inch, centimeter, foot, yard, mile, meter, kilometerMeasureLine segmentInch rulersRandom objects (book, crayons, pencils, etc) at each tableLine segments (create a worksheet with line segments)Blown up image of a ruler to discuss ½ inch.Refer to anchor chart and add any other units of length to the chart. Today wewill be working with the inch. What can I measure with an inch ruler? Writeyour response on a sticky note and put it on the chart. Read over as class andclarify if needed. Observe inch rulers. What do you notice? Discuss and modelwhere to line the ruler up. Discuss the difference between a whole/half inch andmodel with visual on the smart board. Have students label the inches and ½inches on the smart board ruler. Model measuring a few objects using the smartboard or projector.Students will partner up and measure items at their tables with an inch ruler andrecord the measurements.Review & Assessment:Discuss which measurement is better measuring to the inch or ½ inch and why?How is measuring to the nearest inch and half-inch similar to rounding?Extension:This lesson will be repeated tomorrow but with CENTIMETERS.Vocabulary book – add inch and day 2 add centimeters.

SIOP LESSON PLAN – Lesson 4Theme:Area/PerimeterLesson Topic:Measuring Tools with Standard Linear Measures (3.3 EDM)Objectives:CO: Students will identify the correct tool to measure the length of objects.LO: Students will demonstrate how to measure a variety of objects with tape measures, rulers, yard sticks.Students will share with a partner and identify the correct tool to measure the objects.Key Vocabulary:Tape measure, yard stickEstimateYardFootTape measures, rulers, yard sticks, meter sticks, anchor chart, base 10 blocksMaterials:Presentation:Practice and Application:Review & Assessment:Extension:Day 1: Provide students with a ruler, tape measure and yard stick. (Focus on theUS standard measurements) What ways are they the same? How are theydifferent? How do you determine which measuring tool is best to measure with?Notice the placement of 0 on all measuring tools. What things can you measurewith a tape measure that you can’t measure with a ruler?Day 2: Provide students with ruler, tape measure and meter stick. Look at theMETRIC side. Ask similar questions above. Discuss the prefixes (centi-, millideci-) . Refer to anchor chart comparing standard measure of unit to metric. Usebase 10 blocks to demonstrate decimeters.Day 1: As a class, record estimates of measurement for US units only on p. 61.Students will complete math journal p. 60 question 1 and the US units on page61. They will practice measuring items around the room to the nearest inch,foot, and yard.Day 2: They will complete the same above but using the metric system.Discuss:How do you decide which measuring tool is appropriate to measure with?Why would it be important to know what the length of “about 1 inch” is?(1 cm., m, etc.)Day 1: Vocabulary book – add “foot” and “yard” – make a comparison chart ofinches/feet/yard in book.Day 2: Add centimeter, decimeter, millimeter in vocabulary book.

SIOP LESSON PLAN – Lesson 5 (2 Days)Theme:Area/PerimeterLesson Topic:(Lesson 3.4) PerimeterObjectives:CO: Students will identify the perimeter of a two dimension polygon.LO: Students will create polygons with straws and use. They will explain to a partner how to find theperimeter of their polygon.Key Vocabulary:Polygons (2-Dimensional figure) – triangle, square, rhombus, rectangle,parallelogram, trapezoidPerimeterStraws (pre-cut into 4, 6, 8 inches each), pipe cleaners (precut), ruler, anchorchart with shapes/names of polygons.Brain Pop Jr. Video – PerimeterGraph Paper (MM p. 416)Materials:Presentation:Day 1: Watch the video on perimeter. Explain that at the end of the videostudents will need to explain to a partner what the word “Perimeter” means.After video, turn-pair-share about the word perimeter. Share out loud anddefine the word on the board. Today we will discover how to find the perimeterof a 2-D figure (polygon). Have students make a triangle with their straws. Howcan we find the perimeter of this shape? As a class discuss and model how tofind the perimeter of the different triangles.Day 2: Review the meaning of perimeter? How do you find the perimeter of apolygon. (Turn, Pair, Share). Before continuing, have the students stand up andwalk around the perimeter of the room. How would we find the perimeter withan unknown side? Is it possible to have two rectangles that have the same lengthfor their perimeters but look different? Discuss as a class and show/model someexamples on the smartboard/whiteboard.Practice and Application:Day 1: With a partner, do questions 1 and 2 on MJ p. 63. Stop the class after 1520 minutes of exploring. Knowing how we find the perimeter of our strawpolygons .how can we find the perimeter of the given polygons in #3 on p. 63?Day 2: MM 416 – Find the 5 rectangles with the perimeter of 20 (as a class). Inpartners have students find rectangles with the perimeter of 12.Review & Assessment:Discuss:Day 1: Turn, Pair, Share – How did you find the perimeter of your polygon?Day 2: Analyze the different rectangles on the grid paper and describe what isthe same and what is different about them.Extension:Day 1: Vocabulary book – add perimeter and polygonDay 2: Have the class measure the perimeter of the basketball court orclassroom (depending on weather). Discuss why we would need to know theperimeter of a basketball court/classroom?

SIOP LESSON PLAN – Lesson 6 (2 Days)Theme:Area/PerimeterLesson Topic:(Lesson 3.7) AreaObjectives:CO: Students will identify the area of a two dimension polygon divided into square units.LO: Students will create arrays with cubes to explore the concept of area. Students will draw the arrays in theirmath journals and explain to a friend the meaning of area.Key Vocabulary:Square unitsAreaMaterials:Math JournalsBrain pop Jr.Centimeter CubesGraph PaperStudent Reference BookUnifix cubes and GeoboardsDay 1: SPEED ROUND As a class in front of the smartboard, MODEL how you canarrange 4 squares to cover 4 square centimeters in different ways. With apartner, give the students 2 minutes How can you arrange the cubes to make 5square centimeters? Then rotate two more times to a different partner or tableto see how many more ways you can arrange 5 square centimeters. Come backas a whole group and discuss the term “AREA” and “SQUARE UNITS”. Go over asa class SRB p. 154 and 155 on area.In partners, work on pg. 72.Presentation:Practice and Application:Review & Assessment:Watch the Brainpop Jr. on Area. Turn to a partner and tell your partner whatArea means.Extension:Day 1: Vocabulary book – add area and square unitsFind the area of rectangles made on the geoboard – use unifix cubes to helpcount the inside squares.

SIOP LESSON PLAN – Lesson 7Theme:Area/PerimeterLesson Topic:(Lesson 3.8) Number Models for AreaObjectives:CO: Students will use multiplication facts to find the area of rectangles.LO: Students will draw and use arrays to find the area. They will write number models to find the area of therectangles.Key Vocabulary:Square unitsAreaMaterials:Pre-cut yard squares (at least one per child)Student white boards/dry erase markersMath journalTicket out the doorPresentation:Place one yard squares along the top of basketball court (or a section of thehallway). Ask the children to imagine how many squares it would take to fit thewhole rectangle? To find the area of the whole floor/court you have to havemany rows of squares. Have the students estimate how many rows of squares tofill the entire area. Then discuss and MODEL the equation of Area Length xwidth on the smart board. If needed, have more examples available on thesmart board. With the extra examples, have students work in partners to createequations to solve area problems on student white boards.MJ p. 74Practice and Application:Review & Assessment:TICKET OUT THE DOOR –Have the students write an equation and solve one area problem.Extension:MM p. 76

SIOP LESSON PLAN – Lesson 8Theme:Area/PerimeterLesson Topic:(Lesson 3.6) Exploring Perimeter and AreaObjectives:CO: Students will solve problems related to area and perimeter in small groups.LO: Students will be able to explain the difference between area and perimeter and write about the difference.Key Vocabulary:AREA, PERIMETERMaterials:Geoboards, geoboard dot paper, pattern blocks, straws, piper cleaners, rulers,computersPresentation:Introduce and model each center. Make sure to have the students broken upinto heterogeneous groups. Make sure to have groups displayed somewhere inthe room. Students will work in partners or small groups for each activity.Practice and Application:Area and Perimeter Review Games – Computer Station (area/perimeter games)http://www.livebinders.com/play/play?id 1292071&backurl /shelf/mygeoboard perimeters p. 67 MJ – TE p202 for directionsTiling with pattern blocks p. 68 MJ – TE p203Straw Triangles p. 70 MJ – TE p. 204Review & Assessment:Ticket out the door (using a sentence starter)Turn to a partner and discuss the difference between perimeter and area. Thenwrite it down on your ticket and hand it in.Extension:After reviewing the tickets out the door, teacher may have to give directinstruction to clarify any misunderstandings from the ticket out the door.

SIOP LESSON PLAN – Lesson 9Theme:Area/PerimeterLesson Topic:Students will explore perimeter and area of rectilinear shapesObjectives:CO: Students will count unit squares to determine the area and perimeter of a rectilinear shape.LO: Students will summarize how to find the area and the perimeter of a rectilinear shapes.Key Vocabulary:PerimeterAreaRectilinear shapesStudent Reference Book 156A and 156B (online-EVM website)Graph PaperMaterials:Presentation:Begin the class with dividing the students into two groups. Have half the classact out the definition of perimeter and half the class act out the definition ofarea. Then pull up the EVM website and display SRB p. 156A and 156B. Readas a class the information about Rectilinear Shapes. Model finding the areaand perimeter of rectilinear shapes.Practice and Application:Pose the following problem. You are going to buy a new pig for your farm. Youneed to build a pig pen for your new pet. In small groups use the graph paperprovided to make a rectangular pig pen that has an area of 24 square units.What is the area? Let the students work on this problem as a group.Then pose this problem. Your new pig has just has baby piglets! You need tomake your pig pen bigger! Add on a new rectangle of 10 square units to yourother rectangle. With your groups, now find the area and perimeter of thewhole pig pen.Review & Assessment:TICKET OUT THE DOOR –With a partner find the perimeter and area of the rectilinear shape.Extension:Have the students add rectilinear shape to their vocabulary book.

SIOP LESSON PLAN – Lesson 10Theme:Area/PerimeterLesson Topic:Area and Perimeter ReviewObjectives:CO: Students will design a robot and compute the area and perimeter of the robot body parts.LO: Students will draw a robot and write the perimeter and area of the robots dimensions.Key Vocabulary:Dimension, area, perimeter,Materials:Centimeter graph paper, markers, crayons, construction paper, Robotdimension slipPresentation:Teacher will model how to draw a simple robot out of rectilinear shapes andother shapes (rectangles, squares). Teacher will model how to find theperimeter and area of the head. (Teacher can model for other areas if needed)A completed robot will be on display for student referencePractice and Application:Students will draw robots and find the robot dimensions.Review & Assessment:Extension:Teacher can check the dimension slip on robots for accuracy.Gallery Walk of robots. Each child needs to check the dimensions of the otherstudents “head” of the robot.

SIOP LESSON PLAN – Lesson 6 (2 Days) Theme: Area/Perimeter Lesson Topic: (Lesson 3.7) Area Objectives: CO: Students will identify the area of a two dimension polygon divided into square units. LO: Students will create arrays with cubes to explore th