First Name Last Name Email Date

Julee Nishimura juleen@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration
2 2017 Mathematics Grade 3 1 hour
Title
Garden Design
Garden Activity adapted from 2012 Noyce Foundation

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Big Idea: Measurement- Some attributes of objects are measurable and can be quantified using unit amounts. Measuring
area by using unit squares help students to develop an understanding that are is the measurement of the amount of
space inside a shape. This lesson provides students with opportunities to measure rectangles and irregular shapes with
different unit amounts such as inches, yards, meters, and centimeters.
Lesson Goal: Students will rely on using concrete objects, pictures, or experiences to help conceptualize area and solve
a problem using area. Students will use understanding of area and count squares to find the area of shapes on a grid. A
student must be able to compare the area of shapes on a grid. A student must demonstrate knowledge of attributes and
area in order to construct a different shape while maintaining an equal area.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the
central focus and address essential understandings, concepts, and skills
Content Standards: Measurement and Data
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.MD.5 Recognize area as an attribute of plane figures and understands concepts of area measurement.
a. A square with size length 1 unit, called a unit square, is said to have one square unit of area, and can be used to
measure area.
b. A plane figure that can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting square units (square cm, square m, square in., square ft., and improvised units)
Common Core State Standards Math- Standards of Mathematical Practice
MP.2 Reason abstractly and quantitatively.
In the Transforming Tiles activity, as a group, students will manipulate 24 square tiles to create as many rectangles as
they can. They will take what they know about the attributes of a rectangle and apply this constraint to the task. Some
may reach an abstract understanding of the problem by connecting equal number of rows and columns to factors that
create 24, and some may not, but they will share their thinking and reasoning with each other in order to find solutions. In
the Garden Activity, students will work independently to find the area by counting unit squares of a few shapes on a page.
In the Garden activity, students work individually to draw a garden with an area of 12. They may use a variety of
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 strategies to create the shape of their garden. Some may use the guess and check, some may use their knowledge of
creating arrays to solve multiplication problems, but all will need to use abstract thinking to create a garden that is not a
3x4 or 4x3 rectangle.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize- to abstract
a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own,
without necessarily attending to their referents- and the ability to contextualize, to pause as needed during the
manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails creating
a representation of the problem at hand; considering the units involved; attending to the meaning of the quantities, not
just how to compute them; and knowing and flexibly using different properties of operations and objects.
MP.3 Construct viable arguments and critique the reasoning of others.
In the Transforming Tiles activity, students work in a group, but individually create a shape and justify to the rest of the
group, why they are correct. This type of task provides students with an opportunity to formulate a reasonable
explanation. Others in the group are able to express if there is a flaw in the argument they can further explain why it is
flawed. The tiles are concrete representations students can use to help them find solutions. There are multiple solutions
and a variety of strategies students can use to find those solutions.
In the Garden activity, students need to write their explanations on how they got their answer, which is a form of
constructing an argument for why their answer is correct.

Mathematically proficient students understand and use definitions, and previously established results in constructing
arguments. They are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusion, based on the data they have taken, and communicate their conclusions to
others. They take into account the data then compare the data. Students can construct arguments using concrete
objects, drawings, diagrams, and actions to help make sense and show how their argument is correct.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
Students will:
compare and label the area of 4 shapes on a grid and justify the largest area
design and draw a different shape with the same area as the original 12 square unit rectangle. This is similar to
manipulating 12 square pieces of paper in various combinations. The unit squares remain the same; however, there are
many shapes that can be created.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by the end
of the lesson (include any assessment tools)
Formative Assessment:
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 During the whole group portion of the lesson, students show thumbs up to show they know / thumbs down to show they
do not know / thumbs horizontal if they sort of know
how to find the area of a rectangle on a grid
how to find the area of irregular shapes on a grid
During guided portion of the lesson, when given the 24 wooden tiles per group, students are able to create rectangles
with various lengths and widths. They accurately record the length and width for each rectangle on the data sheet.
Summative Assessment:
During the individual portion of the lesson
Students give the correct area for shape A.
Students quantify the areas for B, C, and D with labels.
Students identify the shape with the largest area based on quantity.
Students justify their comparison of A, B, C, and D.
Students design a shape with the constraints to create a different shape than A but with the same area as A.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw
upon to support learning
In terms of behavior, students have classroom rules that they follow in order to show respect for each other, themselves,
and the school. When the activities are presented, students will use these rules to conduct themselves in a positive and
respectful manner. Students have created posters using familiar objects to create arrays that depict multiplication
problems such as 3x5, 2x3, and 10x4. They have also been drawing, identifying, cutting apart pieces of grids to show that
naming of fractions and how the same fractional amount can look different with the fractions , , ad so the idea of
the same value being arranged in a different way has been introduced. Academic experiences also include exploring
rectangles as shapes that have 4 sides and each opposite side has the same length. Personal and cultural connections
include family experiences in which they use area of rectangles in practical ways, such as counting how many kalo plant
are in the l at school, as they are evenly planted in the mala, or garden. They also group their desks with equal desks
in each group in the classroom, and store their things in cubbies of equal size and in equal rows and columns. They will
be able to draw upon these assets to support their learning about area.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.
Teacher will discuss with students the definitions, use the Anchor Chart as a visual aide, and the wooden tile to hold up
and use to describe square units. Students will have the square tiles on their desks and will hold them and trace their
fingers along the sides. Students will place wooden tiles inside the outline of a rectangle to help them see what is being
measured for area are the square units inside a rectangle.
area is * a measurement of square units * all the square units INSIDE a shape

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 area can * measure how many tiles will fit on a floor * tell how many cubbies will fit on a wall
* area looks like (drawing of tiles 3x4 array) 3x4=12 unit tiles
polygon: a closed shape
unit: a quantity chosen as a standard measurement (inches, centimeters, yards, meters, miles, millimeters)
perimeter is * a measurement of length * the length AROUND a shape
perimeter can measure a the length of a fence * tell how many feet of lights will fit on your house
perimeter looks like *side + side + side + side = perimeter (drawing of fence for a swimming pool with sides
labeled)

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation
Introduction (8 minutes)
Teacher will greet students and invite students to the carpet. Teacher will remind students to follow the values of pono, or
doing the right thing, and hoihi, or respect, to set the behavior expectations. Teacher will introduce the topic of area by
showing items from Measure It Center (magnet, post it's, scrapbook paper, eraser, envelope, and picture frame) and let
students know they all have something in common- area! Teacher will ask students What do you know about area? After
a few moments, teacher will invite students to Turn and Talk. Share what you know about area. Students will share with
and listen to each other respectfully. Students will volunteer to share out with the whole group. If there is a student the
teacher observed as having a great definition or connection, teacher will share students information. If there is a
misconception, teacher will share students information and invite others to comment in order to bring clarity. Teacher will
compliment students on their connections and use the Area anchor chart to define area- what it is, what it can do, and
what it looks like.
Teacher will say There is another measurement that connects the items- perimeter! What do you know about perimeter?
After a few moments, teacher will invite students to Turn and Talk. Share what you know about perimeter. Teacher will
ask volunteers to share their knowledge about perimeter, and acknowledge their responses. Teacher will use the
Perimeter anchor chart to define perimeter- what it is, what it can do, and what it looks like.
Teacher will say Area is a measurement of square units and all the square units INSIDE a shape. Perimeter is a
measurement of LENGTH around a shape. We will be focusing on area today, but both area and perimeter are
connected because both measure shapes in different ways.
Teacher will share the learning target for todays lesson: I can use square units to measure area. I can compare different
shapes by finding the area of each shape. I can create a different shape with the same square units of area.
(15 minutes) Activity 1: In your small groups of 4, arrange the 24 tiles to create as many different dimensions of
rectangles as possible. Each rectangle has the same area with different perimeter lengths. Each group will have the
following roles and responsibilities
1 recorder- records findings on data sheet
2 arrangers- arranges 24 tiles in different ways to create various lengths and widths of rectangles, then reports to
recorder
1 verifier- checks data for accuracy by calculating dimensions (length and width) for each rectangle
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 All are responsible for determining if all possible rectangles have been created and recorded within the time allotted,
being respectful of each other and classroom materials.
Each group member will rotate roles after 5 minutes time, so all students will have a chance to assume each role.
Each group will select a spokesperson for their group. The first spokesperson will share 2 length and width
measurements, next spokesperson will share 2 different lengths and widths, and so forth, with the rest of the class.
Teacher will record data on board.
Closure: Teacher will ask What can we conclude about the 24 tiles creating these different rectangular shapes in
connection to area and perimeter? Students will conclude that the same area of 24 square units can create the following
rectangle measurements:
1x24, 24x1; 2x12, 12x2; 3x8, 8x3; 4x6, 6x4
Students will transition back to their seats for Activity 2
(30 minutes) Activity 2: Teacher will hand out Hawaiian Garden planning sheet to students. At your seat, you will design
the final taro patch for the Hawaiian Garden for our school. Teacher will go over the directions and explain the specifics of
the task. See data sheet at the bottom of this section.
Students will individually problem-solve each part of the task. Teacher will assist as needed. Student will complete the
performance task and hand in data sheet to the teacher.
Students that finish early will be able to solve extension of problem by finding the perimeter of the garden beds.
(5 minutes) Closure for lesson: Teacher will collect data sheets and have students turn and talk about what they now
know about area and perimeter. Teacher will ask for thumbs up/ thumbs down/ thumbs in the middle to signal about if the
lesson helped them know more about area and perimeter. Students will share with the class any of the following:
one thing they learned
one question they have
one connection they made between area and perimeter
one opinion about what they learned and support with evidence
where in their lives, or do they know, using area might be useful or harmful

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
ELL/MLL: There are no ELL/MLL students in this classroom.
Struggling: Anchor Charts as a reference to what area is, what it looks like, and how to find area by counting units/
partner learning
Accelerated: Additional activities for early finishers include finding the perimeter of shapes A, B, C, and D / Exploring the
Measure Me Center Teacher will have rulers, objects, and data sheet for students to measure the area of the following
top of the desk
picture frame
student math journal
12x12 scrapbook paper

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 magnet

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Activity 2: Garden Design
Perimeter Anchor Chart
Area Anchor Chart
Activity 1: Data sheet
Wooden Square Unit manipulatives
Measure Me Items: post-its, picture frame, magnet, eraser, ruler, paper and pencils
Garden Activity adapted from 2012 Noyce Foundation

Shown below are the Anchor Charts used for discussion and as a reference throughout the lesson.

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 Task 2: Garden Design Handout completed individually.
Garden Design
This problem gives you the chance to:
compare areas of shapes on a grid
draw a shape with a given area

Here is a plan of The Webling Elementary Garden.

The shaded areas show where the teachers and students plant
uala (sweet potato), ginger, green onion, and kalo.

Scale: = 1 square unit

1. What is the area of shape A? _____________ square units

2. Which shape has the largest area? _________________________

Explain how you figured it out.
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3. On the diagram above, draw a different shape that has the same area as shape A. Label your shape E.
Adapted from 2012 Noyce Foundation
___________________________________________________________________________________________

Task 1: Transforming Tiles Handout completed in small groups with manipulatives and students alternated roles.
Names: _________________________________________________
Date: _______________________

Transforming Tiles
You have been assigned to determine the solution to the puzzle called Transforming Tiles. The object is to arrange all 24 tiles into a rectangle.
Name the arranged rectangle by the number of rows and the number of columns of tiles.

Number of Rows Number of Columns

Explain how you found your solution.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

How many possible arrangements are there that fit the conditions? _________________________

How do you know that you have found all the arrangements?
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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Adapted from 2014 Noyce Foundation

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