Math PLC Grade 5 and 6 Project
Perimeter, Area, and Volume Project
Outcomes:
Grade 5:
SS5.1: Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions. ([C, CN, PS, V])
SS5.3: Demonstrate an understanding of volume by:
- selecting and justifying referents for cm³ or m³ units
- estimating volume by using referents for cm³ or m³
- measuring and recording volume (cm³ or m³)
- constructing rectangular prisms for a given volume. ([C, CN, ME, PS, R, V])
Cross-Curricular Connections:
ELA 5:
CC5.3: Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.
Grade 6:
SS6.2: Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular prisms (concretely, pictorially, and symbolically) including:
- relating area to volume comparing perimeter and area
- comparing area and volume
- generalizing strategies and formulae
- analyzing the effect of orientation solving situational questions. ([CN, PS, R, V])
Cross-Curricular Connections:
ELA 6:
CC6.6: Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization.
Lessons:
Intro: Scavenger Hunt around the classroom/school to find different shapes/polygons.
Perimeter: Overview/Journaling about what they remember about perimeter of a rectangle 2(l) + 2(w) = perimeter. Assignment, worksheet, teacher time about perimeter.
Videos:
Math Antics – Perimeter: https://www.youtube.com/watch?v=AAY1bsazcgM
- Independent Work:
- Teacher Time: Geoboards, SMART Exchange Activity
- Tech Time (if available): Mathletics,
- Application Activity:
Area: Overview/Journaling about what they remember about area of a rectangle l x w = area. Assignment, worksheet, teacher time about area.
Videos:
Math Antics – Area: https://www.youtube.com/watch?v=xCdxURXMdFY
- Independent Work:
- Teacher Time: SMART Exchange Activity
- Tech Time (if available): Mathletics,
- Application Activity:
Review of Area vs Perimeter: Comparing what area and perimeter are while using examples that relate to our final project.
Volume: Overview/Journaling about what they remember about volume of a rectangular prism l x w x h = volume. Assignment, worksheet, teacher time about volume.
Videos:
Math Antics – Volume: https://www.youtube.com/watch?v=qJwecTgce6c
- Independent Work:
- Teacher Time: SMART Exchange Activity
- Tech Time (if available): Mathletics,
- Application Activity:
Review of Area, Perimeter and Volume: Compare all to confirm understanding and difference of each mathematical idea.
Final Product: Create a floor plan in a house
- Intro to Final Product: Create a room plan together
- Differentiation:
- One space vs multiple spaces within a house
- Give the students the dimensions for the rooms
- Dimensions and sizes for furniture ahead of time
- Students can research the average size of the rooms to decide how they are going to fit it in their designated space
- Give them a room size
- Give them their house size
- Give them the lot size and house dimensions
- Presentation of the final product including an oral presentation that will tie to ELA curriculum
- Co-created rubric on the final project/the presentation
Additional Resources:
SMART Exchange – Interactive activities on area
Splash Math – Must create a teacher account – there is a free app for iPads.
Perimeter Lab: Take objects from around the classroom and find the area of them using a ruler, pencil and the recording sheet linked https://creativefamilyfun.net/wp-content/uploads/2017/04/Perimeter-Lab.pdf
Perimeter – Voting - https://www.mathplayground.com/JKA_Archive01.html
Jump Math at Home 6
Nelson Math Grade 6
Instant Math Practice Grade 6
| 1 | 2 | 3 | 4 | |
| Use of Space and Understanding of Area and Perimeter | Shows basic understanding of area and perimeter with the use of extra supports and tools. | Shows understanding of area and perimeter with support. | Understanding of Area and Perimeter is evident based on their design of the home. Space was well thought out and organized like you would find in a real home. | Students were able to use an extended understanding of Area and Perimeter including triangles and circles with a possible extension using volume including, triangular prisms, triangular pyramids, spheres and/or cylinders. |
| Required Elements | Only two or three required elements were included in the final product. | All but two of the required elements were included in the final product. | All required elements were included in the design of the final product. | Students included extra elements in their design that were not required. |
| Attractiveness & Originality | Overall design was not thought out well and just placed on the paper. | Overall design was put together with some thought. There would be a few issues in the created space but nothing extremely detrimental to the overall project. | Overall design was eye catching and appealing. Design was well thought out and neat. | Eye catching design and colours. Original design that was well thought out and planned specifically for the space that you created. |
| Oral Speaking & Presentation of the Final Product. | Presenter was inaudible and did not speak clearly majority of the time. The class was disengaged for a portion of the lesson. | Presenter spoke clearly majority of the time but was not able to engage the class for their presentation. | Presenter spoke clearly and audibly and kept majority of the class engaged for their presentation. The presenter had practiced their presentation ahead of time. | Presenter spoke clearly and audibly and kept the entire class engaged throughout their presentation. The presenter planned out their presentation fully and was able to answer questions from the teacher as well as other students. |