Grade 5 Area and Perimeter Webquest 

Introduction of learning

Using standard and non standard units of measurement to scaffold the Students understanding of the difference between Area and Perimeter and how to calculate these to the standard of proficiency. Students are able to choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108).
Students are able to calculate the perimeter and area of rectangles using familiar metric units.(ACMMG109), (ACARA,2015)

The process of measurement involves comparing an attribute of an object with a unit of measurement that has the same attributes. (Siemon, et al. 2014)
Measurement is a skill that is used on a daily basis in numerous ways, having the knowledge and skills to understand how to measure an object with standard as well as informal units of measurement and why they would do so is of great importance. Throughout my activities I aspire to use the five e’s method to Engage, Explore, Explain, Elaborate and Evaluate with my student’s. 

 

Developmental path

1.Engage

After watching the youtube clip, ask students to think of some of the rectangles or polygons they may see or use every day. Ask students different methods they may be able to use to measure these? Hands, feet, rulers, tape measure, grid paper. How can we find the perimeter of these shapes using these devices? Can anyone think of reasons why we may want to Know what the perimeter of a shape is? An example may be that I might need to know how much fence wire I need and how many posts, or I may want to know what the area of the home Im looking to buy is.

 

2. Explore

Ask students to explore and estimate the perimeter of the mentioned rectangles, then measure with the above-mentioned methods, including the standard and nonstandard devices. Ask students to order and compare the size of the rectangles. Ask students share their ideas of why you might need to know the perimeter of the door, or door frame?

 

3. Explain

Discus measurement language and correct naming of units and the conventions we will use to present these.

4. Elaborate
Ask students different ways they may be able to work out the perimeter of a rectangle? We could add all the sides together, we could add two sides and multiply it by 2. What words or terms come to mind when we are thinking about measurement? Examples of some of the ideas that may mb shared in discussion may be perimeter, area, centimetres, meters, rulers, tape measures.

 

5. Evaluate

I would assess this on class participation in-group time, asking open questions as well assessing individual comprehension of the task,
I am able to check students written response in student’s maths books as well as manipulative pieces produced and discuss these outcomes with them.

http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx

 

 

 

Prior Knowledge

Students who have completed year four according to the (ACARA,2015) Year Four Achievemnt Standard, students are able to compare areas of regular and irregular shapes using informal units.

Using previous knowledge from (ACARA,2015) the year  four descriptor (ACMMG290), students are able to compare areas of regular and irregular shapes using informal units. As well as (ACMMG084), Students use scaled instruments to measure and compare lengths, masses, capacities and temperatures. The prior learning noted in (ACMMG290) is also of importance when planning learning tasks, students compare objects using familiar metric units of area and volume.

 

 

Proficiency Strands for grade 5 Mathematic Curriculum
fluency - includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles. (ACARA,2015)

problem-solving - includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans. Once students have completed Grade five they are able to Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108). As well as Calculate perimeter and area of rectangles using familiar metric units (ACMMG109), (ACARA,2015).

 

 

Measurement Learning Sequence

(Siemon, et al. 2014) describes a thorough awareness of where concepts have come from and where they are leading to allow teachers to focus their students learning and developmental understanding of measurement.

Using language strategies as suggested by Rubenstein (2007). Students will watch the utube clip ( Perimeter and Area)this will reinforce and act as a summary of the prior learning on the difference between perimeter and area, a way of partitioning the concept differences.