Math Unit Plan 4th Grade - Measurement: Michelle Macdonald

Math Unit Plan
4th Grade Measurement
Michelle Macdonald
Fall 2015
Unit Objective: By the end of the unit, students will be able to apply their
knowledge of the area and perimeter formulas to a real-life problem.
Schedule:
Day 1
Day 2
Day 3
Day 4
Day 5
Teacher introduces new unit and shows students examples of floor

plans; students begin to discuss how they can use knowledge of area
and perimeter formulas to create floor plans.
Students are divided into groups and measure the classroom and
calculate its perimeter and area. Then, they create a to-scale outline of
the room on graph paper.
Students learn about finding missing side lengths in a rectangle using
the perimeter or area formulas.
Students, in groups, begin working on their floor plan creations.
Students finish and present their floor plans, critique each others' floor
plans, and talk about other ways to use the perimeter and area formulas
in the real world.
Michelle Macdonald
Date: 12/10/15
Grade Level: 4th

Length of Lesson: 25-30 min
Title/Theme/Focus of Lesson: Using Area and Perimeter Formulas in the Real World
Common Core State Standards for Mathematics:
CCSS.MATH.CONTENT.4.MD.A.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.
Essential Lesson Question(s):
How can we use the area and perimeter formulas to solve problems in real life?
Learning Outcomes/Objectives:
Students will be able to describe how the area and perimeter formulas are used in the creation of a
floor plan.
Vocabulary:
Floor Plan
Area
Perimeter
Array
Eight Mathematical Practices:
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Look for and make use of structure.
Assessment:
Diagnostic:
Ask students about what they have been learning in math. See what they can remember about
perimeter and area formulas, what they are for, and how they might help with creating a floor
plan.
Formative:
Listen to student answers when they are finding the area of the table/chair.
Circulate as students are completing their worksheets to check if they are able to apply their
knowledge to this new, real-world context.
Summative:
Evaluate student worksheets to see whether they were able to find the areas of and place each
piece of furniture in the room successfully.
Materials:
Floor Plan examples
Document Camera
Floor Plan worksheet

Graph Paper
Room Environment:
Students will be at their desks, which will be organized in table groups of four around the room. The
teacher will be at the front of the room for the part of the lesson that requires the document camera, and
will circulate for the rest of the lesson.
Accommodations and Modifications for Diverse Learners:
ELLs:
English Learners will benefit from the visuals used in the lesson, as well as the visual nature of
the whole lesson. I could also have a word wall for English learners, and give them sentence frames to use
in their math journals.
Multiple Intelligences:
Visual-spatial learners will benefit from the visuals in the lesson, as well as the nature of the
lesson, which will be very focused on organizing space. Interpersonal learners will benefit from
discussing answers with other students. Linguistic learners will benefit from verbalizing their learning in
their math journals.
Special Needs:
Students with special needs may also be given sentence frames for their journals. If they are not
comfortable speaking to the whole class, I may ask them to explain to me how they think perimeter and
area can help create a floor plan before writing in their journals, so they get multiple opportunities to
express this.
GATE:
GATE students may be asked to find their own examples of floor plans and evaluate them based
on use of space.
Instructional Procedure
Anticipatory Set:
What if you could completely redesign this room? You could rearrange the furniture we have.
You could add some chairs, some couches. What kinds of furniture would you want to add?
o Write down the furniture they mention and keep it for future use.
This week, we are going to create some floor plans to see different ways that we could arrange
the room!
What have we been learning about in math lately? (perimeter and area)
We are going to look at how we can use these to help us make our floor plans! Let's look at some
examples.
Instruction:
Look at an example of a living room floor plan on the document camera.
Ask students what they might need to know to make this floor plan. How might they use the
perimeter and/or area formulas to design the room?
Look at an example of a bedroom floor plan on the document camera.
Ask students the same questions.
How would they know if a piece of furniture is going to fit in a certain place?
Guided Practice:
On the document camera, show students a piece of graph paper with a rectangle drawn on it. The
rectangle should be thirty squares long and twenty squares wide. Tell students that this represents
a room and that each square represents one foot (so, thirty squares long = thirty feet long).
Show students a separate piece of graph paper, lightly colored brown, that is 3x5 squares. Explain
that this represents a table that is 3ft. x 5ft.
Ask students to find the area of this shape remind them that it is like the arrays they have
learned about in multiplication.
Discuss how much of the floor this table would cover. Ask where students would like you to
place the table in the room (on the graph paper).
Do the same with a chair that is 2ft. x 2ft.
Monitoring:
Listen to student answers when they are finding the area. Ask multiple students whether they
agree with each other and how they found the answer.
During independent practice, check whether students are understanding the floor plan activity and
whether they pay attention to the measurements given to them.
Independent Practice:
Students fill out the Floor Plan worksheet, placing three pieces of furniture in a grid representing
a room.
Closure:
Students write in their math journals what do you need to know to make a floor plan? Why?
o How can we use perimeter and area to help us solve problems in the real world?
Briefly discuss.
Michelle Macdonald
Date: 12/10/15
Grade Level: 4th

Title/Theme/Focus of Lesson: Measuring the Classroom

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.
Students will be able to apply the area and perimeter formulas to a real-life problem and create a
to-scale drawing of a room.
Vocabulary:
Floor plan
Area
Perimeter

Use appropriate tools strategically.
Attend to precision.
Assessment:
Diagnostic:
Ask students what they decided last class were things that they needed to know to create
a floor plan, and how perimeter and area fit into that.
Formative:
Check whether students know that they only have to measure two walls (one for width
and one
for length).
Observe students as they are sketching the outlines of their floor plans.
Check that students are quickly and accurately calculating the perimeter and area of the
room.
Summative:
Check students' models of the room to make sure they are to-scale and have the correct
perimeter and area written down, as well as a key that demonstrates an understanding that
one square on the grid is equal to one foot in the actual room.
Materials:
Graph paper
Poster paper
Measuring tape (enough for one per group)
Rulers (enough for one per group)
Sticky notes
Room Environment:
Students will be at their desks, which will be organized in table groups of four around the room.
The teacher will be circulate during group work.
ELLs:
English Learners who speak the same L1 may be homogenously grouped in order to
facilitate discussion even if it is in their first language. The demonstrations of how to measure
the room may be particularly helpful for English Learners. A word wall with key vocabulary and
pictures could also help EL students.
Visual-spatial learners will benefit from the visuals in the lesson, as well as the nature of
the lesson, which will be very focused on organizing space. Interpersonal learners will benefit
from discussing answers with other students. Kinesthetic learners will benefit from the
opportunity to get up and actually measure the classroom.
Special Needs:
Students with special needs can be strategically heterogeneously grouped with students
who are sensitive to their needs and will be able to assist them, for example, if they have trouble
understanding directions.
GATE:
GATE students may be homogeneously grouped and asked to find a way to measure the
volume of the room as well.
Anticipatory Set:
Today, we are going to start working on our floor plans for the classroom!
What were some of the things that we decided we needed to know about a room in order to create
a floor plan?
Instruction:
Divide students into groups of four.

Tell students that each group will be getting a measuring tape and measuring the walls of the
room.
o Have groups take turns going or start at different walls so that they have enough room to
measure and are not simply copying down other groups' measurements.
Explain that, for this activity, each group will have two designated measurers to hold either end of
the measuring tape, one recorder to write down the measurements, and one artist to draw the toscale rectangle representing the room (after the measurements are taken).
Guided Practice:
Pass out the measuring tape.

Distribute group roles.
Demonstrate with a student who is not a measurer how to use the measuring tape. Have
measurers practice with their partners.
Have students quickly practice what to do if there is something standing up against the wall (go
over or under it if they can; otherwise, stand so that the measuring tape goes right in front of it, in
a straight line; do not just measure around it).
Monitoring:
Check to see whether students are using the measuring tape correctly and measuring using the
correct units.
Check whether students get the correct measurements.
Check whether students are able to accurately calculate the area and perimeter of the room.
Check whether students recognize that, since the room is a rectangle, they only need to measure
two adjacent walls in order to know the length of each wall.
Students measure the walls in their groups.

While some groups are waiting to measure (or, if they are the first ones to go, after they measure),
ask them to brainstorm and discuss what other ways they could use the area and perimeter
formulas in real life.
Have students write these ideas on sticky notes and put the sticky notes up on the bulletin board,
under the essential question.
When each group has finished the measurements, they will draw the to-scale rectangle
representing the room on graph paper.
Students will cut out these drawings and paste them on poster papers.
On the outside of the drawing, they will write the area and the perimeter of the room in feet, as
well as a key (1 square = 1ft2).
When each group finishes, have them discuss how they might want to divide up the room (for
example, devote so many square feet to a reading corner, an eating space, a relaxing area, etc.).
Bring students back together as a whole group for a moment to model an example of this on the
document camera; then, students may draw their chosen divisions on the grids, in pencil, since
they may change once the furniture is put in.
Closure:
Quickly discuss what skills students used today to measure the room and draw it (precision,
teamwork, etc.).
Ask some students to share the ideas of how to use the area and perimeter formulas in real life
(which they put up on the bulletin board).
Michelle Macdonald
Date: 12/10/15
Grade Level: 4th

Title/Theme/Focus of Lesson: Using Area and Perimeter Formulas in the Real World Pt. 3
Students will be able to use their knowledge of area and perimeter to find missing side lengths.
Vocabulary:
Floor Plan
Area
Perimeter
Make sense of problems and persevere in solving them.

Look for and express regularity in repeated reasoning.
Assessment:
Diagnostic:
Ask students what they have learned so far about what they need to know about a room in
order to create a floor plan for it.
Ask students whether they only need to know perimeter and area, in order to check
whether
they understand the importance of knowing the length of each side.
Formative:
Listen to students' answers during guided instruction to see whether they understand how
to
find the missing measurements.
Summative:
Evaluate student worksheets.
Materials:
Furniture Fun worksheets

Document camera
Graph paper
Pre-cut graph paper (to represent table)
Room Environment:
The teacher will be at the front of the room for the part of the lesson that requires the document
camera, and will circulate for the rest of the lesson.
ELLs:
English Learners will benefit from visuals. They can also benefit from a word wall with
key vocabulary and pictures.
from discussing answers with other students.
Special Needs:
Students with special needs may need more individual assistance with this assignment.
They may also benefit from hearing other students' reasoning; this may help them form their
own.
GATE:
GATE students will be asked to do the last two problems on the worksheet by themselves.
Anticipatory Set:
Good morning, students!

I am so excited for us to work on our floor plans today!
Who can remind me what we have learned about floor plans so far?
o What are some things we need to know about a room to create a floor plan? Why do we
need to know those things?
Instruction:
What do we need to know about the different pieces of furniture that we want to put in a room?
Is it enough to know just the perimeter and area? Why or why not?
What if we knew the perimeter and area, but not the length of each side. (show a picture example
on the doc cam a picture of a rectangular table that says "12ft2" but does not show what each
side length is)
Why might we need to know the lengths of the individual sides? (to know where to put it against
the wall; to know where it will fit; etc.)
Just like we can use side lengths to find area and perimeter, we can use areas and perimeters to
find out what missing side lengths are.
Guided Practice:
On the example on the doc cam, walk students through finding the missing side length if the
width is 3ft. Also, tell them that the perimeter is 14ft, and have them use this to check their
answers.
Walk students through a similar problem, showing them a rectangular desk with a perimeter of 6ft
and a length of 2ft. Have them use the area (2ft2) to check their answers.
Monitoring:
Listen to students' verbal answers during discussion. Ask several students to answer the same
question and explain their reasoning.
During independent practice, check to see whether students are understanding the problems on
the worksheet.
Hand out worksheet.

Students complete worksheet individually; for the last two problems, they may work together
with their elbow partners.
Closure:
Tomorrow, we are going to use what we have learned today to help us create our floor plans!
Michelle Macdonald
Date: 12/9/15
Grade Level: 4th

Title/Theme/Focus of Lesson: Creating a Floor Plan

Students will be able to apply their knowledge of area and perimeter to make their own floor
plans.
Vocabulary:
Floor Plan
Precision
Area
Perimeter

Assessment:
Diagnostic:
Check whether students are understanding while reviewing what was learned yesterday.
Check whether students are remembering how to find missing measurements.
Formative:
Listen to student discussions as they decide what to put where in their rooms; check
whether
they are paying attention to the measurements.
Summative:
Evaluate students' floor plans to see whether they have accurately placed furniture in
places where it will fit. Check to see whether they were able to come up with correct perimeters
and
areas for each piece of furniture.
Materials:
Home design magazines (optional)
Google images classroom/living room layouts
Whiteboard/markers
Measuring tape
Rulers
Graph paper
Room Environment:
ELLs:
English Learners will benefit from the visual examples of how to design a room. They
will also benefit from the visuals of the pieces of furniture on the board. English Learners who
speak the same L1 may be homogenously grouped in order to facilitate discussion even if it is in
their first language.
from discussing answers with other students.
Special Needs:
understanding directions.
GATE:
GATE students may be asked to incorporate furniture of different shapes, such as
triangles, into their floor plans.
Anticipatory Set:
Today, we get to use all of our knowledge about measurements to create our floor plans!
Show students some pictures of different classrooms and living rooms to get ideas going. May
give them some old home design magazines to look at.
Instruction:
Review the activity we did yesterday (finding missing measurements).

On the board, have drawings of the furniture pieces that students may use in their floor plans.
These will include furniture pieces that they suggested during the first lesson, and they will be
labeled with some measurements and be missing others (for example, have width and perimeter
labeled, but not length or area). Students will have to figure out the missing measurements if they
want to place these pieces of furniture in their floor plans.
Tell students that, if they want to use one of the pieces of furniture that is already in the
classroom, they will need to measure it themselves.
Guided Practice:
Tell students that EVERYONE has to have the teacher's desk somewhere in the room.
Show on the document camera that the teacher's desk is 3ft x 2ft. Draw the desk on your floor
plan, label it "desk," and put the measurements on the sides, with the area on the inside.
Tell students that they can put this desk wherever they want, but must include the measurements.
Show one more example.
Monitoring:
Listen to student discussions as groups decide what to put in their floor plans.
During independent work time, circulate and ask students to explain their reasoning.
Check whether students are paying attention to measurements and placing furniture in places that
it will fit.
Check that all students are actively participating in the math aspects of the activity.
Students work with their groups to put their floor plans together.
Closure:
You have worked so hard on your floor plans today, and it is okay if you did not finish. We will
have more time to work on them next class!
I am so excited to see all of your floor plans, and for you to present them to each other! I want to
know how your creative minds see our classroom!
Michelle Macdonald
Date: 12/10/15
Grade Level: 4th

Title/Theme/Focus of Lesson: Creating a Floor Plan Pt.2/Area and Perimeter in the Real World
Students will be able to apply their knowledge of the area and perimeter formulas to create their
own floor plans.
Students will be able to apply their knowledge of area to evaluate floor plans based on use of
space.
Students will be able to recognize at least three ways that the perimeter and/or area formulas can
be used in the real world.
Vocabulary:
Floor Plan
Precision
Area
Perimeter

Assessment:
Diagnostic:
Check whether students understand the review of what was learned last class.
Formative:
Check whether students are able to explain how they used perimeter and area formulas to
create their floor plans.
Listen to students' critiques of each others' floor plans to see whether they understand
how the
space in the floor plans are related to space within the room.
Summative:
Evaluate students' floor plans to see whether they have accurately placed furniture in
places where it will fit. Check to see whether they were able to come up with correct perimeters
and
areas for each piece of furniture.
Read students' math journal entries.
Materials:
Students' floor plans
Rulers
Math journals
Room Environment:
ELLs:
English Learners who speak the same L1 may be homogenously grouped in order to
facilitate discussion even if it is in their first language. ELs will be given oral sentence frames to
use in their presentation; these sentence frames will include academic language. These students
may benefit from a word wall with key vocabulary and pictures.
from discussing answers with other students and critiquing others' work. Linguistic learners will
benefit from verbalizing their learning in their math journals.
Special Needs:
understanding directions. Depending on their needs, these students may be asked to take a
smaller part in the presentation of the floor plans.
GATE:
GATE students may be asked to incorporate furniture of different shapes, such as

triangles, into their floor plans. They may also be asked to write in their math journals somewhat
more in-depth descriptions of how the perimeter and area formulas can be used in real life.
Anticipatory Set:
You got a great start on your floor plans yesterday! Today, we will be able to finish them and
present them to each other.
Instruction:
Review the instructions for the floor plans.

Give students time to finish their floor plans.
Guided Practice:
Have groups present their floor plans to the class.

Groups explain how they used perimeter, area, etc. to figure out what to put where in their floor
plans.
Peers evaluate the plans with specific feedback. Focus attention, too, on the empty space;
emphasize that the area of the empty space can be just as important as that of the filled space. Do
people have room to walk?
Monitoring:
Listen to student explanations. Make sure that each student in the group participates in the
presentation.
Check whether students' floor plans show an understanding of area and other measurements.
Listen to student evaluations.
Leave floor plans laying out around the room so students can look at them.
Students write in their math journals about which floor plan they liked the best and why but
must use academic and content vocabulary (area, perimeter, precision, etc.).
Closure:
Have a few students share from their math journal entries.

You used your skills to make great floor plans! What are some of the other ways we can use area
and perimeter in the real world?
Go over some of the ideas that students wrote on sticky notes on the bulletin board.
Put floor plans up on the bulletin board.
Have students write in their math journals at least three ways they can use area and perimeter in
the real world.
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Math Unit Plan

4th Grade Measurement

Teacher introduces new unit and shows students examples of floor

Grade Level: 4th

Floor Plan worksheet

Look at an example of a living room floor plan on the document camera.

Grade Level: 4th

Title/Theme/Focus of Lesson: Measuring the Classroom

Reason abstractly and quantitatively.

Divide students into groups of four.

Pass out the measuring tape.

Students measure the walls in their groups.

Grade Level: 4th

Make sense of problems and persevere in solving them.

Furniture Fun worksheets

Good morning, students!

Hand out worksheet.

Grade Level: 4th

Title/Theme/Focus of Lesson: Creating a Floor Plan

Reason abstractly and quantitatively.

Review the activity we did yesterday (finding missing measurements).

Grade Level: 4th

Reason abstractly and quantitatively.

GATE students may be asked to incorporate furniture of different shapes, such as

Review the instructions for the floor plans.

Have groups present their floor plans to the class.

Have a few students share from their math journal entries.

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