Building Models

 Designed by: Cindy Page       School: Burton-Pack Elementary

Grade Level: 5       Subject(s): Math

Core Curriculum Objective(s): Use concrete and graphic models to discover formulas for finding area, perimeter, and volume. (5GS5-4)

Overview: Students will build models of square centimeters, square inches, square feet, cubic centimeters, cubic inches, cubic feet, and a shape with a selected perimeter. Students will present the models to their classmates, sharing how they were built, what they are called, and how each model compares to the other models which were built.

Focus/Essential Question(s): How do we find the area of shapes? How do we determine the volume of shapes? How can we find the perimeter of shapes? How can we build models when given the area, the volume, or the perimeter?

Time Frame: Five one-hour class periods

Resources/Materials: 
construction paper 
tag board 
masking tape 
rulers (metric and customary) 
tape measures (metric and customary) 
scissors 
square tiles 
overhead pentominoes 
graph paper 
overhead graph paper 
overhead pens 
pencils 
paper 
numbered boxes 
CD-rom 
Mighty Math-Number Heroes by EdMark (Product #1076) 
AverKeys 
Television 
Computer

Culminating Assessment: Students will present their models to their classmates. They will discuss the size of each model, how the models were made, and how the different models compare to each other. The teacher will use the following rubric to score the presentation:

PRESENTATION RUBRIC

Students will complete self-assessment statements about their presentations.

Instructional Activities: 

ACTIVITY ONE: Display a square tile on the overhead along with an overhead pentomino. Call on students to predict how many squares it takes to make the pentomino shape. (5) Continue displaying pentomino shapes and determining the number of square tiles needed to make each shape. (5) When students discover the secret of pentominoes, (area for each shape is 5) introduce the term "area" and illicit from students the definition of the word.

Display a single square tile and model for students how to determine the perimeter. (adding the length of each side) Display several pentomino shapes on the overhead and call on students to demonstrate how to determine the distance around the outside of each shape. Introduce the term "perimeter" and focus the students' attention to the difference between area and perimeter. (Area is the amount of square units inside a shape and perimeter is the distance around the outside of a shape.)

Distribute graph paper and allow students to create shapes with specific areas and/or perimeters. Display overhead graph paper and call on several students to create their original shapes on the overhead graph paper. Have students discuss the area and perimeter of each overhead design.

ACTIVITY TWO: Show the students the CD-rom Mighty Math- Number Heroes. (Using Averkeys to show the CD-rom on your TV screen helps all students to see the picture.) Go to the GeoComputer and call on students to assist with the answering of the questions. (This program has specific questions about creating shapes when given a specific area or perimeter.) Working through many of the questions will serve as a general review about geometric concepts as well as a review of Activity One.

Display a rectangular prism and a centimeter cube. Call on students to predict how many cubes would be needed to completely fill the box.

Begin filling up the box and stop. Illicit from students a better way to accomplish the task, guiding the students to the understanding that measuring the length, width, and height of the box would be faster then actually placing cubes in it.

Call on students to measure the length, width, and height of the box. Introduce the term "volume" and the formula for finding volume of rectangular prisms. (length x width x height)

Display the following chart on the overhead.

Display several numbered boxes and allow students to predict the volume of each one. Call students to the front of the classroom to measure the length, width, and height of each box. Record the measurements in the chart and determine the actual volume.

Homework: Write a paragraph which explains the difference between perimeter, area, and volume. Bring a box from home to measure in class.

ACTIVITY THREE: 

Allow students to select a partner. Partners will read and grade each other's homework paragraph. The grade will range from 1 to 100. When grading their partner's paper, students will record the numerical grade and give three or four reasons for that grade. Partners will discuss the grades and their reasons. Next, partners will measure the boxes brought from home and determine the volume. This activity will serve to reinforce prior learning. The teacher will assist as necessary.

Tell students that they will be creating models of square inches, square centimeters, square feet, cubic inches, cubic centimeters, and cubic feet. They will also be creating a shape with a perimeter that the group selects.

Separate students into groups of three or four. Allow one student from each group to select the colored construction paper for the models, so that the models for each group are the same color. Distribute the remaining materials to the groups. Circulate around the room, assisting the groups if needed.

ACTIVITY FOUR: 

Student groups should continue working on their models. Pairs of students will be sent to the computer to create "labels" for the models. (Use microsoft word document to print the sizes of the different models, cut the "labels" apart to be glued to each finished model.)

As groups complete their models, remind them that they will be completing a class presentation. Groups will need to discuss their presentation and determine each member's role in the presentation. Remind groups that they will need to present each model, tell how it was made, tell which measurement it represents, and tell how the different models compare to each other.

ACTIVITY FIVE: 

Students will be assessed using the culminating assessment and the rubric. Students will also be given the opportunity to complete a self-assessment by completing the following statements:

1. The most valuable member of my group was ______________ because.... 

2. These activities taught me that... 

3. I helped my group by.... 

4. I would change the way we ... because .... 

5. My groups should get a rubric score of (1 to 3) because....

These statements should be displayed on the overhead and students should complete each one.