Area and Perimeter Math Game

Author: Jasmine Suttles

Date created: 02/12/2017 6:33 PM EDT ; Date modified: 02/18/2017 9:49 PM EDT

VITAL INFORMATION
Total Number of Students 2 Students

4th Grade, male

5th Grade, male

Area(s) Students Live In School is located in the town of Novato, CA. A suburban community
that is located approximately 30 miles north of San Francisco, CA.
The community is composed of primarily middle class and upper
middle class community members.

Free/Reduced Lunch Unknown for these students but for this particular school (Pleasant
Valley ) it is approximately 5% of the students receive free or reduced
lunch

Ethnicity of Students
White

Pleasant Valley General Statistics

Asian 3.2%

Filipino 0.8%

White 76%

Two or More Races 7.2%

Links:

1. Pleasant Valley School Accountability - Statistics and General

Information about school

English Language
Learners N/A for this group

Pleasant Valley EL Students: 5.2%

Students with Special

Needs N/A for this group
 Pleasant Valley Students with Special Needs: 7.8%

Subject(s) Mathematics

Topic or Unit of Study

Area and Perimeter math review

Grade/Level Combined , Grade 4, Grade 5

Comments

KEY CONCEPTS & STANDARDS

Big Idea & Essential
Questions Use this game as a review and practice of math concepts (area
and perimeter)
Be able to assess level of math knowledge/proficency to plan
for future lessons

Learning Outcome(s) Students will be able to differentiate between area and perimeter

- Math Practice Standard 1: Make sense in problems and persevere in

solving them.

- Math Practice Standard 7 : Use prior knowledge to solve new

problems.

- Math standard 8 : Discover and use shortcuts.

Students will practice examples of area and perimeter and be able

to define and give examples of area and perimeter.

- Math Practice Standard 2 : Reason Abstractly and quantitatively.

- Math Practice Standard 4: Student will show work in may ways

- Math Practice Standard 5: Be able to use math tools and explain why
they chose them.

- Math Practice Standard 6 : Work with precision and check work)

Students will discuss, solve and explain math concepts (area and
perimeter)

- Math Practice Standard 3: Construct viable arguments and critique

the reasoning of others.
Summary
The game will provide for review of math concepts: area and
perimeter in an engaging manner

It will provide for discussion to apply real world examples to

math concepts.

It will provide for the use of different styles of learning due to

its format for example:

1. Visuals: game cards with diagrams of math math problems

2. Auditory: ability to discuss with peers about multiple solutions
3. Read-Write: scratch paper will be provided to assist students in
calculating math problems.
4. Kinesthetic: "Hands on" interactive game to practice math
concepts

This will also give me the ability to asses their math strengths
and give me information to plan future lessons.

Standards Display: Collapse All Expand All

CA- California Common Core State Standards (2012)

Subject: English Language Arts & Literacy in History/Social Studies, Science,
and Technical Subjects
Grade: Grade 4 students:
Strand: Speaking and Listening
Domain:
Comprehension and Collaboration
Standard:
1. Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacherled) with diverse partners on grade
4 topics and texts, building on others ideas and expressing their
own clearly.

Grade: Grade 5 students:

Strand: Speaking and Listening
Domain:
Comprehension and Collaboration
Standard:
1. Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacherled) with diverse partners on grade
5 topics and texts, building on others ideas and expressing their
own clearly.

Subject: Mathematics
Grade: Grade 3
Domain: Operations and Algebraic Thinking 3.OA
Area: Represent and solve problems involving multiplication and
division.
 Standard:
4. Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 ? = 48, 5 = ?? 3, 6 6 = ?.

Grade: Grade 4
Domain: Measurement and Data 4.MD
Area: Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit.
Standard:
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.

Cluster:
Solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit. 1. Know relative sizes of measurement
units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single system of measurement, express measurements in
a larger unit in terms of a smaller unit. Record measurement equivalents
in a two-column table. For example, know that 1 ft is 12 times as long as 1
in. Express the length of a 4 ft snake as 48 in. Generate a conversion table
for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 2.
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that
require expressing measurements given in a larger unit in terms of a
smaller unit. Represent measurement quantities using diagrams such as
number line diagrams that feature a measurement scale. 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.

Grade: Grade 5
Domain: Measurement and Data 5.MD
Area: Convert like measurement units within a given measurement system.
Standard:
1. Convert among different-sized standard measurement units within a
given measurement system (e.g., convert 5 cm to 0.05 m), and use
these conversions in solving multi-step, real world problems.

Domain: Geometry 5.G

Cluster:
Classify two-dimensional figures into categories based on their properties.
3. Understand that attributes belonging to a category of two-dimensional
figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all squares
have four right angles. 3.1 Distinguish among rectangles, parallelograms,
and trapezoids. 4. Classify two-dimensional figures in a hierarchy based
on properties. 5. Know that the sum of the angles of any triangle is 1800
and the sum of the angles of any quadrilateral is 3600 and use this
information to solve problems. (CA-Standard MG 2.2) 6. Derive and use
the formula for the area of a triangle and of a parallelogram by comparing
it with the formula for the area of a rectangle (i.e. two of the same
triangles make a parallelogram with twice the area; a parallelogram is
compared with a rectangle of the same area by cutting and pasting a right
triangle on the parallelogram). (CA-Standard MG 1.1)
Comments

ASSESSMENTS
Assessment/Rubrics Formative Assessments:

Scratch paper

During 'Math Game' students will be provided with scratch

paper to calculate math problems. This scratch paper will
serve as an assessment to see if children comprehend
lesson and will be turned in before they are dismissed. This
paper will also give me feedback as the lesson unravels so
that I can make the necessary changes in order to provide for
clarity and assistance to students.

Color Cards

( The color cards are to be used during the game to assist students
who need help.)

I will provide color cards to all students that will let me know
if students need assistance. (This will provide for assistance
for all learners of diverse backgrounds.)

Color Cards

Red = "Stop, I need help."

Green = "Keep going, I understand."

Yellow = "I'm a little confused."

Hand gestures:

I will use hand gestures before beginning the game. If students

understand what they need to do they will gesture accordingly. I will
then proceed to begin once I know everyone understands.

thumbs up - If you understand game

thumbs down - Need Clarification

Discussions

Discussions provide feedback as the game is in progress so that

instructor can assess and assist as needed. Also, one can make
changes to the game in order to accommodate students needs.

Discussions during game

Discussed practical examples in which students can use area

and perimeter before the game game and during the the
 game.
When the student stumbled upon a fact I would read the card
out loud to them and emphasizing key words or reword the
problem in order to assist with understanding.

Use guiding questions to assist students with questions

accordingly

Assist students when needed by paraphrasing or emphasizing

key words.
Provide for discussion among students if needed when a word
problem needs clarification.

Closing activity - Whole group discussions will be used as a

closure activity. This will serve as a review of math concepts and
also provide feedback to instructor of the success of the lesson. In
addition this closing activity will provide the students the
opportunity to clarify any questions they may have after game.

Other Strategies Used:

Highlighted key words in game cards

Comments

MATERIALS AND RESOURCES

Instructional Materials Materials:
(Handouts, etc.)
Playing Board, Playing Cards, Answer key, Die, Place Holder
(for example: penny) Pencil and Scratch Paper
Access to internet
Too Noisy App http://toonoisyapp.com

Math Game obtained from: TPT Website

https://www.teacherspayteachers.com/Product/Area-and-Perimeter-
Board-Game-FREEBIE-2868948?aref=yd7afmx9

Links:

1. Too Noisy App

2. TPT Area and Perimeter Math Game

Comments
IMPLEMENTATION
Sequence of Activities Time: @ 30 minutes

Hook:

(Hook and game direction time @ 5 minutes)

Start lesson with a "real life" story that would use math concepts
of area or perimeter. If you can make it personal even better for
example: This past weekend I painted a room or I made a fence etc...
Use any story that relates to a practicle use of area and/or perimeter.
Make it casual, fun and engaging.

Proceed to introduce the definitions of both area and

perimeter.
Write the definitions and examples of both area and perimeter
on the board. This will give an opportunity for students to
discuss and also give instructor an idea if the students have
been introduced to the math concepts and definitions.
Provide for real life applications of both area and perimeter.
Leave definition and examples on board for visual reference
for student to use during game.
Proceed to explain the game and directions. Show students
what is included in the game and what they need but do not
hand out game board until you have showed them how to play
the game. As you are explaining the game directions write
the directions on the board and leave the direction on the
board as a visual. See below directions.

Game description/directions:

Write a brief description of the directions on the board

EL Accommodation: (Step by step graphic organizer)

1. Role the die,

2. Pick a card and solve problem

3. Check answer (see answer key) and if correct proceed to
move the number of spaces on the game board as indicated
by die
4. If you do not answer correctly, you do not move
5. If you land on a space on the game board with directions
follow directions
6. 1 st person to get to the finish line wins

Model for students so that they have a live visual of how the game
is played.

Ask students to to give you a "thumbs up" if they

understand or "thumbs down" if they need clarification. If
students understand how to play the game and have no
questions proceed to assign groups and hand out game.
Play 'noisy app' in the background and remind all students that it is
important that they stay on task and use their indoor voices. The
app will show when the class noise level is high.
(General Accommodation/Classroom Management)

Assign groups or instruct students to form groups of a

minimum of 2 and max of 4

Note: When assigning groups make sure you keep in mind IEP
accommodations and ELL students. I did not have a large group
and had no access to their academic records. However, it would be
beneficial to group students according to their math proficiency in
order to play the game with full benefits of review and possibly
relearning math concepts.

ELL Accommodation:

Group ELL according to their mathematical levels keeping in

mind their English proficiency.
small groups

This will provide for cooperative learning in which students will

practice their math facts and in addition ELL will have the
opportunity to practice their English skills.

Special Needs:

- Group according to IEP/504 Accommodations

Begin game ( approximately 20 minutes )

- Walk around and observe students play game and group

discussions. This will give you information to asses understanding
of math concepts: area and perimeter. Also, check for correct usage
of math terminology and asses for multiplication fluency.

Walk around classroom and check to see if children have color

cards that signal for assistance

- Redirect any behaviors if needed

- Use guiding questions to assist students with questions

accordingly

Assist students when needed by paraphrasing or emphasizing

key words.
Provide for discussion if needed when a word problem needs
clarification.
 During game remind student to use scratch paper. (This you
will collect at the end of the game and use to asses their
understanding.)

When activity is about to end remind students 5 minutes

before it is over.

For example: You have 5 minutes left... This will help some
students transition into the next activity or have the ability to finish
what they are doing so that they do no not feel rushed.

- Clean up, collect game pieces, turn in scratch paper, and gather at
the rug for discussion. (5 Minutes)

Note: Use scratch paper for assessment of each student.

Ask the following: What did you like most about the game? Give
real life examples in which you would use area and ask them which
they would use... For example: If I want to build a fence which math
concept would I use? If you can change the game what would you
change?

Note: Use all this discussion data to asses for understanding of

math concepts and improvements of game for future review lessons.

End of session.

Grouping Strategies The game is intended to be played with 2- 4 students and one needs
to plan ahead in order to group students accordingly.

Things to keep in mind when grouping students:

Academic level
Classroom management
Promote discussion
IEP/ 504 Accommodations

ELL Accommodation:

Group ELL according to their mathematical levels keeping in

mind their English proficiency.
small groups

This will provide for cooperative learning in which students will

practice their math facts and in addition ELL will have the
opportunity to practice their English skills.
 Special Needs:

Group according to IEP/504 Accommodations

Due to the limited amount of players (2) I did not have the
opportunity to group accordingly but with a larger group this is very
important step.

Differentiated The area/perimeter game is a very interactive and visual. Their is also
Instruction ample opportunity to discuss math problems with peers in a non
stressful environment. I believe this game will accommodate most
learning styles and ELL due to its format.

The playing cards (cards that have math problems) are presented in a
clear manner. They have word problems with pictures and diagrams
that emphasize the math concepts of area and perimeter. This will
assist students who are visual learners and also ELL.

General Accommodations

Even Though the game is very visual and interactive I will

highlight cue words in the word problems to facilitate the ease
of playing the game and help students practice math
area/perimeter concepts.

I will provide scratch paper to solve problems.

I will walk around classroom and assist students and guide

them through focused questions that will lead them to the
understanding of the math concepts.

Color Cards used to assist students who need assistance

during game

Hand gestures to signal if student under stand or need

clarification

ELL Accommodations

Provided for visuals for students to refer (ELL

Accommodation)

1. Definition of Area and Perimeter with practicle examples

2. Directions of the game written on the board for reference

Model for students how the game is played (provides a visual)

Special Needs
 See IEP/504 Plan and implement the necessary changes as
recommended

Classroom Management:

Too Noisy app

Comments

REFLECTIONS
Prior to Lesson I will know student-learning outcomes were met by means of
assessments that I will implement throughout the lesson. (See
assessments)

I will know that student learning outcomes were met if students are
able:

Define area
Define perimeter
Give practicle examples of when to use each formula
Discuss math concepts with ease and use the correct math
terminology.

During the lesson I will be actively observing students and

assisting as necessary. I will also use guiding questions to assist in
learning and provide feedback for myself in order to make the
necessary changes to the lesson as it is in progress.

I chose this game because it helps clarify any confusion with area and
perimeter. I find that many students need clarification and practice of
when to use each math formula. I want students to understand that
they can use these formulas in real life applications and not just
memorize formulas. This is a wonderful way to asses and practice
these math concepts in a non-stressful environment. This game will
also allow me to asses each students math proficiency in this area and
also give me an idea of their multiplication fluency.

At the end of the game I will provide for a whole group

discussion that will give me information about their ability to use
area and perimeter accordingly. I will use all that data collected
from discussions, scratch paper showing work, and visual
observations to know what concepts to review the following day.
Based on the results I will adjust the lesson plan/game accordingly
for future use.
 What challenges do you anticipate?

Due to the group work activity students will need a reminder

to use indoor voices and be on task. I will use the Too Noisy app to
assist with noise level and redirecting them to class project.

Post-Lesson I would improve the game by making my own game cards and
strategically color coding by level of dif9iculty. I would also group
students according to academic level. Even though, the game is
intended for 2-4 player I would only play the game with maximum
number of two students because it decreases stress level of students
that are worried about solving math problems in front of their peers.
The object of the game is to review in a comfortable setting and to
promote learning. Overall, the game was very interactive and allowed
for discussion and self-talk. If I need to teach or review about this
math concept I will de9initely use this game.

Comments