Transcript Think Dots - Monica Hernandez

Area and Perimeter
Learning Center
Third Grade
Katie Willis
[email protected]
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
Center Directions
Think Dots
Think-Tac-Toe Board
Inquiry Based Learning
Bloom’s Ball
Anchor Activities
Cubing
Menu Planner
Area and Perimeter Learning
Center Directions
Directions for the Learning Center:
Students will each pick a learning card.
Students must choose 4 activities to
complete. They must choose 2 yellow
activities, 1 blue activity, and 1 green
activity. When they complete their activities,
they may choose another project.
Students must fill out their learning card and
their choices. They will be graded
according to a rubric for each chosen
activity.
Name___________
Date____________
Learning Center Activity Card
Choose 2 yellow activities
Choose 1 blue activity
Choose 1 green activity
*Directions for each activity are provided
Yellow activities
Think Dots
Inquiry Based Learning
Cubing
Choice 1:______________
Choice 2:______________
Blue Activities
Menu Planner
Anchor Activities
Choice 1:______________
Green Activities
Blooms Ball
Think Tac Toe Board
Choice 1:______________
Think Dots
Instructional Strategy for
Differentiation
KNOW
Participant will use key principles of effective differentiation as
related to ThinkDots.
UNDERSTAND
The practical applications and skills of ThinkDots as related
strategies that support differentiated processing.
DO
Effectively create and implement ThinkDots activities.
WHY WOULD YOU USE
THINKDOTS?
•To engage your students in idea and information processing
activities.
•To match your students learning profiles and current needs.
•To engage your students forward on many learning
continuums.
•To identify the students readiness levels, interests, learning
styles.
•To use an ongoing assessment process.
ThinkDOTS
DIRECTIONS FOR THINK
DOTS
•
1.
2.
3.
4.
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1.
2.
3.
4.
5.
First Steps:
For each readiness level, write six activities on the
pre-printed ThinkDots template should be created.
Use your 6 levels of Bloom intelligence levels or any
of the ThinkDots statements to write a activity for
each card.
Make the questions that use these levels that probe
the specifics of your unit.
Keep one question opinion based—no right or
wrong.
Second Steps:
Then cut each page into the six sections.
On the back of each card, dots corresponding to
the dots on the faces of a die should be drawn on each
of the six sections of the page.
Use the hole punch to make holes in one corner or in
the top of each activity card.
Use a 1” metal ring to hold each set of six cards
together.
Teacher may create an Activity Sheet to
correspond to the lesson for easy recording and
management.
Student Directions
Think Dots
Roll a dice. Complete the activity according to the number
that you roll. For example, if you roll a 4, complete
think dot #4. Record your answer on the sheet or
another sheet of paper. Roll the dice three times.
Think Dot # ___
Area and Perimeter Think Dots
Directions: Roll a dice. Complete the activity according to the number that
you roll. For example, if you roll a 4, complete think dot #4. Record your
answer on the sheet or another sheet of paper. Roll the dice three times.
Find the perimeter of a
square if
each side has a value of
3 inches. Find the area.
Create an interesting
Word problem for
finding
The area of a square
With a length of 3 sides
And a width of 6 sides.
Describe how you
would
find the perimeter and
Area in problem #1.
If the perimeter of a
rectangle is
16 and the area of the
rectangle
Is also 16, what would
each side measure?
Compare and contrast
The perimeter and the
Area of a rectangle
that
Has a length of 7 sides
And a width of 4 sides.
Draw a picture of a
Rectangle. Measure
The lengths of each side.
Explain how you would
Find the area and
perimeter
Of your rectangle.
Area and Perimeter Think Dots
Directions: Roll a dice. Complete the activity according to the number that
you roll. For example, if you roll a 4, complete think dot #4. Record your
answer on the sheet or another sheet of paper. Roll the dice three times.
Find the perimeter of a
square if
Each side has a value
of 6 inches. Find the
area.
Create an interesting
Word problem for
finding
The area of a square
With a length of 4 sides
And a width of 7 sides.
Describe how you
would
Find the perimeter and
Area in problem #1 to a
first grader. Be sure to
define each term.
Compare and contrast
The perimeter and the
Area of a rectangle that
Has a length of 7 sides
And a width of 4 sides.
Make a Venn Diagram
comparing the 2.
If the perimeter of a
rectangle is
16 and the area of the
rectangle
Is also 16, what would
each side measure?
Draw a picture of a
Rectangle. Measure
The lengths of each side.
Explain how you would
Find the area and
perimeter
Of your rectangle. Solve
Your problem.
Area and Perimeter Think Dots
Directions: At your table group, take turns rolling the dice and complete the
learning task from the corresponding dot. If the first roll is something you
don’t want to do, you can roll a second time. It is alright if more than one
person rolls the same number as each person’s response will be individual.
Describe how you would
Find the perimeter of a Find the perimeter and
Area in problem #1 to a
square if
first grader. Be sure to
Each side has a value
of 9 inches. Find the define each term. Include
pictures and diagrams.
area.
Create an interesting
Word problem for
finding
The area of a square.
Make your own
dimensions and include
a picture of your
drawing.
If the perimeter of a
rectangle is
16 and the area of the
rectangle
Is also 16, what would
each side measure?
Compare and contrast
The perimeter and the
Area of a rectangle that
Has a length of 7 sides
And a width of 4 sides.
Write a paragraph
describing the similarities
and differences of both.
Draw a picture of a
Rectangle. Measure
The lengths of each side.
Explain how you would
Find the area and perimeter
Of your rectangle in paragraph
form. Solve
Your problem.
Tic-tac-toe
Tic-tac-toe, also known as Think-tac-toe, is a differentiation tool that
offers collection of activities from which students can choose to do to
demonstrate their understanding. It is presented in the form of a nine
square grid similar to a tic-tac-toe board and students may be expected to
complete from one to “three in a row”. The activities vary in content,
process, and product and can be tailored to address different levels of
student readiness, interests, and learning styles. The center square may be
left open for the student to select an activity of their own.
Tic-tac-toe activities may be given to every student in the class, higher
ability students for extension activities, or lower students for review and
practice. Involvement in this strategy encourages independent learning.
Teachers should check in with students periodically and require students
to keep a log of their progress.
In place of lengthy activities, the tic-tac-toe board may also be used
with shorter, open-ended questions posed at varying levels of Blooms
Taxonomy.
Student Directions
Think-tac-toe Board
Take a board. Choose activities to complete on area and
perimeter in a tic-tac-toe format: 3 down, 3 across, or 3
diagonally. Write your three choices down on your
board. Complete your three activities. When you
finish, take the papers and place them in your folder
behind the tic-tac-toe board.
Area and Perimeter
Menu
1. Make a model of a
rectangle by cutting it out of
graph paper. Measure the
dimensions and find the area
and perimeter of your
rectangle.
2. Cut out 4 different size
rectangles from graph paper.
Paste them to notebook
paper and write the
perimeter and area of each
rectangle then color them.
3. Make a dictionary booklet
using the definitions of area
and perimeter. Make them
colorful with pictures to go
along with the definitions.
4. Design 4 rooms of a house
using graph paper. Label
each room. Find the area and
perimeter of each room.
5. Lay an index card on your
graph paper and find the area
and perimeter. Record your
answer on notebook paper.
Then cut your index card in
half and find the area and
perimeter of one half and
record on notebook paper.
6. Which is easier to find:
the area of a rectangle or the
perimeter? Write a
paragraph to show your
answer.
Directions: Choose 4 of the above homework activities to complete each night
starting on Tuesday January 8th. Make your decisions and write them below. All
materials needed will be sent home to use for any of the activities in your Ziplock
bag.
Tuesday’s Homework: #____
Parents please sign below saying you have
seen this homework assignment form for this
Wednesday’s Homework: #____
week.
Thursday’s Homework: #____
Friday’s Homework: #____
What is Inquiry Based
Learning?
"Tell me and I forget, show me and I remember, involve me and I understand." The
last part of this statement is the essence of inquiry-based learning
Inquiry implies involvement that leads to understanding.
"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking
information by questioning."
Inquiry-based learning is a research-based strategy that actively involves
students in the exploration of the content, issues, and questions surrounding a
curricular area or concept. The activities and assignments in an Inquiry Based
Learning classroom can be designed so that students work individually or
together to solve problems involving both in-class work and fieldwork.
Why use Inquiry Based Learning?
Other than increasing student motivation, one of the main
reasons to think about using Inquiry Based Learning in your classroom is
because it provides a means to actively involve students in the learning
process. Inquiry Based Learning gives you the opportunity to help
students learn the standards and objectives by having them explore a
question and develop and research a hypothesis or answer. This gives
students more opportunity to reflect on their own learning, gain a deeper
understanding of the standards in an integrated fashion, and become
better critical thinkers.
Area and Perimeter Inquiry
Based Learning
Third grade students will complete two inquiry based activities. They
will experience finding the area and perimeter before the terms are
introduced to them.
Activity 1:
Students will read the word problem. They will discover the answer
using the graph paper provided. Students will be able to answer
the question before area and perimeter has been taught to them.
They will draw each figure onto the graph paper and decide which
figure is larger.
Activity 2:
Students will be provided with paper clips and square tiles. They will
first measure the distance around their math book using paper
clips. They will find the perimeter of their math book. We will
discuss different methods they may have used to discover the
answer.
Students will then use their tiles to cover their entire math book.
They will count how many tiles it took to cover their book. In this
way, they will find the area. We will discuss different methods they
may have used to discover the answer.
*After activities have been completed, the terms area and perimeter
will be applied and taught. Students will see that they have
already discovered which each of them are.
Student Directions
Inquiry Based Learning
Choose a task: Either the word problem with the graph
paper or the measurement activity.
Word Problem
Read the word problem. Using the graph paper provided,
find which play pen would be larger. Then, write how
you found the answer and why you chose the particular
play pen.
Measurement
Take an index card. Using tiles, estimate how many tiles it
would take to go around the card. Write your estimate.
Then, measure to find the exact answer. Record.
Then, estimate how many tiles it would take to cover
the entire index card. Write your estimate. Then,
measure to see and record your answer. Write how
you found your answers at the bottom place that is
provided.
Inquiry Based Learning
Task
Mrs. Willis decided she was going to buy Colt a playpen. She wanted
to get the largest one for him to play inside. She compared two
pens. One play pen had 5 rows of 4 square units and another pen
had 7 rows of 3 square units. Which play pen should Mrs. Willis
buy? Use graph paper to find your answer. Write a description
telling why and how you found your answer.
Directions: Estimate the number of paper clips
You think will be needed to measure the distance
Around your math book. Measure and compare.
Then, estimate the number of tiles it would take
To cover the entire cover of your math book.
Measure and compare.
Estimate
Measurement
Number of
Paperclips
Number of
Tiles
Write about it: Explain how you found each of your answers:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Bloom Ball Report
What is a Bloom Ball?
A Bloom Ball report is a great way for students to practice their
skills and exhibit their creativity pertaining to a particular skill or
unit. A Bloom’s ball is created by gluing together 12 balls that
contain important information important to the concept they are
studying. Students can research answers and will be able to
apply higher order thinking skills when completing the project.
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a hierarchy of skills that reflects growing
complexity and ability to use higher order thinking skills.
Bloom’s Ball
Area and Perimeter Report
Student Directions
Bloom’s Ball Project: A Creative Report
Directions for completion:
I.
Carefully cut out 12 circles using the one you have been
given as a template. (Each circle you cut out will be used per
the instructions below.) The template is located after the
directions.
II.
Before completing each of the following steps, be certain
to observe where the fold lines (the chord lines on the edges
of the template circle) are. Do not write or draw the
assignments on the outside of these lines. You may fold the
edges up at this point to remind you not to write in this area.
Do NOT assemble the ball until you have completed writing
on all pieces.
III.
Complete the following steps on the next page in your
circles. Use one circle for each step. Be sure to number each
circle to match the step you are completing.
When you are finished, cut the circles out. Place them in
your folder.
Mrs. Willis’ Bloom’s Ball
Projects
Bloom’s Ball
Area and Perimeter Bloom Report
KNOWLEDGE :
Ball One: Write the title of your report: Area and Perimeter. Define the terms Area
and Perimeter on this ball. Write the number 1 at the bottom of the circle and be
sure to include your name on this circle.
Ball Two: Write and define four terms that we have studied throughout our unit.
COMPREHENSION
Ball Three: Explain how to find the area and perimeter of an object using your own
words.
Ball Four: Illustrate a quadrilateral. Label and explain how you would find the area and
the perimeter of your quadrilateral. Identify the answer.
APPLICATION
Ball Five: Produce a word problem that you could apply area and perimeter to in a real
life situation.
Ball Six: Using the word problem from ball five, prepare an answer and an explanation of
how you found the answer to your problem.
ANALYSIS
Ball Seven: Draw a Venn Diagram. Compare and contrast area and perimeter on your
venn diagram. Include an explanation at the bottom.
Ball Eight: Which is easier to find: Area or Perimeter? Examine each and write which
one is easier and why. Debate with a classmate who has a different answer.
EVALUATION
Ball Nine: Compose a song or a poem that tell how to find the area and the perimeter of
a quadrilateral. Use our area and perimeter march as an example.
Ball Ten: Draw four quadrilaterals on your ball. Find the area and perimeter of each.
Construct a bar graph placing the area and perimeter of each object into a
graph.
CREATING
Ball Eleven: Draw a quadrilateral. Predict by looking at it which would be bigger: The
area or the perimeter. Measure the sides of your quadrilateral. Write if your
prediction was correct. Why or why not?
Ball Twelve: Evaluate our area and perimeter unit. What did you like about the unit?
What would you have changed?
Template
Anchor Activities
Specified on-going tasks and projects
“In this class we are never finished. Learning is a
process that never ends.” Carol Ann Tomlinson
1.
2.
What are anchor activities?
Specified ongoing activities in which students work independently
Ongoing assignments that students can work on throughout a unit
When are anchor activities used?
1. to begin the day
2. when students complete an assignment
3. when students are stuck and waiting for help
ANCHOR ACTIVITIES should:
1. Be self-directed
2. Include aspects that can be completed on an ongoing basis
3. Relate to the concepts and content to be learned
4. Not necessarily involve other students
5. Be engaging, meaningful tasks—not busywork or packets of worksheets
6. Be activities that everyone in the class will have a chance to do, even if not yet finished with
other work.
The purpose of an Anchor Activity is provide meaningful work for students when they are not actively
engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are
stumped, first enter class, or when the teacher is working with other students.)
Benefits of an Anchor Activity
_ An Anchor Activity can be used to differentiate activities on the basis of student readiness,
interest or learning profile.
_ Anchor Activities allow students time to work on independent research, to work more in
depth with a concept, enrich their skill development.
_ Anchor Activities can be used as a management strategy when working with small groups of
students.
_ Anchor Activities can be a vehicle for making the classroom more student centered.
Student Directions
Anchor Activities
Take an area and perimeter anchor activity sheet. Read through the
choices. Choose 4 activities to complete on the story you have
just read. Write the four activities down on your student anchor
contract sheet. Check off the activities as you complete them.
When you are finished, place your finished products behind the
anchor activity sheet in your folder.
Student Contract for Anchor Activity
Title: __________________________________
Name__________________________________
I will complete the following activities:
Activity Completed
_____________________________
_____________________________
_____________________________
_____________________________
http://www.lcps.k12.nm.us/departments/SPED/AES/Differentiation/nagc_anchor_activities.pdf
FINAL DUE DATE ________________
student signature ___________________
parent signature ___________________
teacher signature ___________________
Math Anchor Activities
Directions: Choose 4 Activities. Record your activities on your student answer sheet.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Complete area and perimeter word problem cards.
Look through magazines. Cut out quadrilaterals. Post them onto a
blank page. Measure the sides of each quadrilateral. Using a
formula, find the area and perimeter of each.
Using play dough, make 5 quadrilaterals. Measure each side. Find
the area and perimeter of each. Draw your quadrilaterals according
to scale on an index card. On the back, find the area and perimeter
of each.
Complete think dots according to your color.
Write a paragraph explaining how to find the area and perimeter of
an object. Be sure to define the following terms: Area, perimeter,
length, width. Also, include formulas when explaining.
Using graph paper, design a zoo. Have different animals living in
different quadrilaterals. Find the area and perimeter of each using
the graph paper. Label the different places of your zoo.
Write 3 area and perimeter word problems you could apply to an
every day situation. Use graph paper to solve your problems.
Include your formulas on the graph paper.
Take 2 dice, 2 crayons, and graph paper. Roll the dice and draw an
array on your paper. Designate one color to be the perimeter. Use
that color on the outside. The other color will be the area. Use
that color to shade the inside. Write a formula for finding the area
and perimeter of your arrays. Fill the entire graph paper.
Read the book, Finding area. Solve the problems presented
throughout the story. Use graph paper to solve the problems.
Using tiles, find the area and perimeter of an index card. Write
how you found the answer to each. Record your answer to the area
and perimeter on your index card.
CUBING
Cubing is a strategy that is designed to help students think about a topic or idea
from many different perspectives. The tasks are placed on the six sides of a cube
and often use commands that help support thinking (justify, describe, evaluate,
connect, etc.). A cube itself may be rolled, or a number cube can be used for a cube
with its faces numbered. The students complete the task on the side that matches
the number roled or the side that ends face up. One cube can be
differentiated or there can be different cubes for different groups of students.
Benefits of Cubing:
• Cubes can be used to differentiate activities on the basis of student readiness,
interest, or learning profile.
• Cubing allows students some choice and control of their tasks.
• Cubing promotes thinking skills.
Management Suggestions for Cubing:
1. Teacher meets with a small group of students to introduce, review, reinforce, or
assess a concept.
2. The rest of the class engages in the cubing activity.
3. Students are assigned an ability or interest level cube to work on.
4. Students roll the cube a designated number of times and the face that points up
becomes the task for the student or group to complete.
5. Students are assessed on their completed work.
Cubing
Associate it
Apply it
Compare it
Topic
Analyze It
Describe it
Argue/Debate
Student Directions
Cubing
Take the math cube. Roll the cube three times. Answer the questions
that you roll based on the book that you just read. Record your
answers in your notebook. Title the page cubing.
Describe area and
perimeter. What
are everyday
things you would
measure using
area and
perimeter?
Cubing
Template
Compare. Make a
t-chart. Compare
area and
perimeter. Write
clue words in word
problems for each
as well as the
definition and the
formulas.
Solve it.
Solve the
area and
perimeter
task cards.
Define area and
perimeter.
Draw a square.
Find the area
and the
perimeter of
the square.
Think about it.
When are times we
would need to find
the area of
something? The
perimeter? Make up
an everyday word
problem finding the
area or the
perimeter.
Create a school on
graph paper.
Include four
rooms. Label each
room. Find the
area and
perimeter of
each.
Student Directions
Menu Planner
Take a menu planner sheet. Follow directions on the sheet. Choose 3
main dish items to complete, 2 side dish items, and 1 dessert.
Check off the items as you complete them. When it is complete,
place them in your folder behind the menu planner sheet.
Menu Planner
Name_______________________
Menu Planner
Area and Perimeter Menu
Choose between 3 of the main dishes, 2 of the side dishes, and 1 of the desserts.
Main Dishes (Choose 3. Everyone must complete the
review test.)
Take a piece of graph paper, two dice, and two crayons. Designate one color as area and one as perimeter.
Roll the dice. With your perimeter color, show an array on the outside of the quadrilateral. With your area
color, shade the inside of your quadrilateral. Include number sentences finding the area and perimeter. Fill the
entire graph paper.
Make up a word problem on area and perimeter. Make sure that the word problem applies to
an everyday situation. Include a number sentence and an answer with your problem.
Complete the area and perimeter review test. Make sure that you draw pictures and write formulas for
all 10 of the questions.
Draw a diagram of a house using graph paper. The house must have at least 5 rooms. Label the
rooms. Find the area and the perimeter of each room.
Side Dishes (Choose 2)
Write an acrostic poem using either area or perimeter. Make sure the words you
use apply to area and perimeter.
Make up an area and perimeter test. The test must contain at least 10 questions. Use clue words
in word problems that we have discussed.
Write a song or rap that goes along with area and perimeter.
Desserts (Choose 1)
Create a PowerPoint presentation about area and perimeter. Include definitions of the words area, perimeter,
length, and width. Create rectangles and squares and show the formulas on how to find the area and perimeter
of each.
Collage/Poster. Find 9 quadrilaterals in a magazine. Cut them out. Paste the quadrilaterals onto a
poster or sheet of paper. Measure the sides. Find the area and perimeter of each quadrilateral.
Name_______________
Date________________
Area and Perimeter Unit Test
1.Mrs. Willis needs to put new border AROUND her bulletin board. The width is 5 feet
and the length is 7 feet. How many feet of border does Mrs. Willis need?
2. Ms. Gunn is putting new carpet in her living room. She needs to know how much
carpet to use to COVER her room. The width of the room is 10 feet and the length is 6
feet. What is the area of the room?
3. What is the area of the following figure?
4. Mrs. Jennings needed to put a fence AROUND her back yard. The width of her
yard is 20 feet and the length is 24 feet. What is the perimeter of her yard?
5. On the following figure, find out which is bigger, the area or the perimeter.
7 in
3 in.
6. What is the perimeter and the area of the following figure?
9 cm
4
cm
7.What is the perimeter of the following figure?
5 cm
8. Mrs. Wisener measured a window in the classroom. It was 2 feet
wide and 3 feet tall. What is the area of the window?
9. Mrs. Frank has a square garden that measures 8 feet on each side.
How many feet of fencing does she need to buy to go AROUND the
square garden?
10. What is the area of the figure shown below?
Rubric
Student Name__________
Activities Chosen
1.____________________
2.____________________
3.____________________
4.____________________
Resource Page
http://daretodifferentiate.wikispaces.com/Cubing+and+Think+Dots
http://www.byrdseed.com/offer-choice-with-extension-menus/
http://wblrd.sk.ca/~bestpractice/anchor/index.html
http://www.lcps.k12.nm.us/departments/SPED/AES/Differentiation/nagc_an
chor_activities.pdf
http://www.thirteen.org/edonline/concept2class/inquiry/
http://jc-schools.net/tutorials/games.gif