WELCOME TO GRADE 4BIG IDEA 3While we are waiting to begin, please make sure that you have: signed in on the hard copy. signed in on the computer. Directions and BE # are on the table next to the computer. ordered lunch in room 301 now, if you wish.

We will break for lunch around 11:30 for one hour.

GROUP NORMS AND HOUSEKEEPINGLOGISTICS:Phone CallsRest RoomsBreaksLunchPunctualitySharingGroup Norms:ParticipateListen with an open mindAsk questionsWork toward solutionsLimit side bars

Is Doubling Always Doubling?Using centimeter graph paper, draw a quadrilateral with an area of 10 square units. Below this polygon, draw a similar quadrilateral by doubling the length and width of your first shape.

Explain what happens to the area of your quadrilaterals.

FOURTH GRADE BIG IDEA 3Develop an understanding of area and determine the area of two-dimensional shapes.

FCAT Reporting CategoriesOperations & Problems 45%Base Ten & Fractions 25%

Time To Examine TEs Look in the chapter planner. List the benchmarks that are to be taught in this chapter. Note specific content that will be taught. Review the chapter. List any content or vocabulary that appears to be unfamiliar. Examine the Teaching for Depth component that appears in the beginning of each chapter. Share information that you think is essential.

Todays workshop will focus on the following benchmarks and concepts:

BIG IDEA 3MA.4.G.3.1Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area. MA.4.G.3.2Justify the formula for the area of the rectangle "area = base x height". MA.4.G.3.3Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.

Mr. Clark hired workers to construct an in-ground pool in his backyard. For which of the followingsituations might the workers have used the area formula when constructing the pool?

a. determining the amount of water needed to fill the pool

b. determining the amount of fencing to put around the pool

c. determining the amount of ground the bottom of the pool will cover

d. determining the amount of dirt that will need to be dug for the pool

Lana bought a patch in the shape of an L to sew onto the back of her denim jacket. The size of the patch is shown below.Mr. Hanson is getting new carpet in his classroom. Which is the best estimate of the total amount of carpet needed to cover the entire floor of a classroom?

a. 6 square feet c. 600 square feet b. 6 square inches d. 600 square inchesUsing the provided ruler, what is the area, in square centimeters, of Lanas patch?

Explore Area with Geoboards

Grab and GoCenter

Explore Area with Color Tiles

Estimate Area

iTools

3 m7 m10 yd5 ydA = b x h

A = l x wArea = base x height

Area = length x width

8 10104 85Predict & Compare

Construct an 8 cm square and a 12 cm x 6 cm rectangle.

A rectangular classroom has a perimeter of 140 feet. If the length of the classroom is 40 feet, what is the area?

You are going to make a rectangular vegetable garden using 100 feet of chain link fencing. To make room for lots of vegetables, you want the largest possible area. What will be the base and height of your garden?

*Use as opener for area. Participant work out on grid paper and discuss. Area quadruples as 2 dimensions are doubled*Overview of Big Idea 3 podcast*

Break up into groups and assign one chapter to each group. Participants will jigsaw chapters to identify benchmarks and overview of content within Big Idea 3. Teachers will chart the benchmark(s) to be taught in the chapter. In reviewing, they will identify benchmarks that are Big Ideas and which are supporting. Hang charts in room and reference during the rest of the day. *3*HOW DO WE DO THIS? Summarize: children must be able to make sense of the algorithm, explore informal strategies before being introduced to more formal algorithm, use a variety of invented strategies, able to explain procedure and find a solution in various ways *3 benchmarks for area- cover different aspects of concept. Shows in-depth development of concept*Sample question from Test Item Specifications- *Sample question from Test Item Specifications-

*Sample questions from Test Item Specifications-

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GeoboardsAsk group to make a 3 X 4 rectangle. Compare shapes on document handler. See importance of counting spaces not pegs Put color tiles inside spaces to connect with area of 12 and use of word squareDirect participants to construct a shape with an area of 6. Are all the perimeters the same? What are the perimeters? On the geoboards, construct a shape with an area of 10. What area the perimeters? What about diagonals with part of squares?

*Grab & Go Activity*

Color Tiles On document handler, demo how to count perimeter and area of a color tile- and whole square for sq. units -Explore: same area, different perimeters with 8 tilesMake largest perimeter-while area stays 8 sq units and smallest perimeter Estimate how many color tiles it will take to cover one of the TEs . Then do to check estimate. Provide yarn or string to estimate the perimter. What was measured?Would string work easily for measuring area?

*Estimating area- Participants trace a puzzle shape with rounded edges on grid paper. Estimate area . Now switch with a partner and estimate each others. *The Itools are virtual manipulativesiTools Geometry Area & Perimeter- Counting AreaDemo and allow participants to explore

*Base x height is preferred. However, length and width may be used in some real world problems. Please use both in the classroom.Grid paper to use the formula Draw some quadrilaterals and apply formulaUsing Formula for area Combine some with measuringHave participants construct a 5 in square and calculate area. Construct a 4 by 6 rectangle and calculate area

*How can grids help count these shapes?Counting Area using floor tiles & grid paper .Put some construction paper on the floor and determine the area.*Predict perimeter and area folding paper. Discuss predictions for area & perimeter. Will they total up to the same? Different?Why did perimeter totals change? Why did area totals stay the same?

*Participants construct these shapes and paste together on another paper to represent a composite figure*Composite Shapes- Missing values on sidesWe need to provide practice to help students calculate missing values and remember to include all of the sides.

*Problem SolvingDirectto participants to solve and then share with group.There should be 3 different ways1. break the shape vertically2. break the shape horizontally3. Calculate as a quadrilateral and subtract the missing portion

*Florida Online InterventionShow a little of one of the skills. Let participants access and sampleGrade 4 Skills 46,47 & 48Skill 62- Go through first problem with the group as model Now assign the problems on the slides. One problem per group-Participants share and explain their solutions. *140-80 as two lengths. 60 2 = 30 ft width Area= 40 x 30 Area is 1200 sq ft *Because of the border, 6 cm needs to be subtracted from each sideA = 54 x 90= 4,860 cm2 or sq cm*25 x 25 yields the largest areaSome other possibilities 20 x 30, 10 x 40, 15 x 35, etc*