Lesson Plans
Subject: Mathematics
Unit Title: Measurement
Topic: Perimeter
Focus Question: What is the difference between length and area and how are they measured?
Attainment Target: Explain and carry out the processes of estimation and measurement including the selection of appropriately precise units.
Grade: 4
Duration: 60 mins
Date: March 12, 2014
Objectives: Students should be able to:
1. Find the perimeter of regular polygons.
Materials: tape measure, ruler, bag with names of polygons
Skills: measuring
Key Vocabulary or Concepts: perimeter, distance, measurement, measure, around, polygon, length, regular.
Procedures:
Introductory Activity
The teacher will conduct an interactive lesson on shapes/ polygons. Students will be required to name the polygons sketched on the board. The names of the polygons will be placed in a bag and students should pick and place it on the board. The teacher and students will review each polygon and its name. We will be sure to point out which has 2 equal sides, 4 equal sides etc. and if one is x, then the other equal side is also x in length.
Step 1
The teacher will present this scenario to students. We are purchasing tablecloth for our end of year class party. The teacher will ask students how we will be able to find out the size table cloth we will need. Students are expected to say that we should measure the table and then we will know what size table cloth to use. The teacher will allow students to measure the tables they sit around and record answers on the board. The teacher will hint to students that for rectangular shaped objects the measurement of the long and short side is sufficient and for square shaped objects the length of one side is sufficient since all sides are of equal length. The teacher will explain that what students just found was the perimeter or the distance around the table.
Step 2
The teacher will demonstrate on the board. She will sketch the table on the board and label each side (as supplied by the students). The teacher will engage students how to find the entire distance around the figure, or its perimeter. Students will demonstrate on the board. The teacher will then ask students how they would find the perimeter of a square – hint 4 equal sides. What do the properties of a square tell us about finding the perimeter. The teacher will demonstrate that since all the sides are equal we need the length of one side and can multiply by 4, or add it 4 times.
Step 3
The teacher will demonstrate on the board. She will tell students that the principal wants to tile the classroom and herself and 2 other teachers came in early to measure the classroom. She will make a diagram representing the classroom and ask students to find the perimeter. (Since the classroom is rectangular the length and the width are enough). P= the sum of all the sides.
Assessment:
Find the perimeter of the following objects:
1.
2.
Equilateral triangle 15cm
3. 27cm
4.
5. Mr. Brown’s rectangular pig pen is 7 meters long and 4 meters wide. What is its perimeter?
6. A square kitchen tile has a length of 8 inches. What is the perimeter of the kitchen?
7. A rectangular red sticker is 14 millimeters wide and 6 millimeters tall. What is its perimeter?
8. Kimberly’s living room is being tiled. The tiler needs to know the distance around the living room before he buys the tiles. It has the shape of a square and the length is 17cm.
Evaluation:
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Content:
Perimeter is the distance around something. To find the perimeter of a shape or figure we measure the length of each side and add the lengths together.
Eg. Find the distance around Mrs. Miller’s back yard. The length of one side is 20 km and the other side is 15 km.
Perimeter = 20km + 15km + 20km + 15 km =70 km. Since we know that a rectangle has 4 sides and the 2 long sides have equal and the 2 short sides also have equal length then we can find the perimeter by multiplying the Lx 2 and the W x 2, and then adding them together.
Eg. (20cm x 2) + (15cm x 2) = 40 + 30 70km
Subject: Mathematics
Unit Title: Measurement
Topic: Perimeter (Irregular Polygons and worded problems)
Focus Question: What is the difference between length and area and how are they measured?
Attainment Target: Explain and carry out the processes of estimation and measurement including the selection of appropriately precise units.
Grade: 4
Duration: 60 mins
Date: March 13, 2014
Objectives: Students should be able to:
1. Find the perimeter of irregular polygons.
2. Demonstrate an understanding of the concept perimeter.
Materials: tape measure, ruler.
Skills: measuring
Key Vocabulary or Concepts: perimeter, distance, measurement, measure, around, polygon, length.
Content:
Source: The New Integrated Approach Mathematics Workbook 4 and online resources
Perimeter is the distance around something. To find the perimeter of a shape or figure we add the length of each side.
Eg. Find the distance around Mr. Thomas’ back yard. The length of one side is 16 km and the other side is 18 km.
Perimeter = 18km + 16km + 18km + 16 km = 68km.
Another way we can do this is:
(18cm x 2) + (16cm x 2) = 36km + 32km = 68km
Procedures:
Introductory Activity
An interactive session will be done reviewing perimeter. Students will be asked for what they understand by the term ‘perimeter’ and the teacher will record responses on the board. The teacher will draw a few regular/ irregular polygons on the board and have students provide the perimeter.
Step 1
The teacher will have students measure their books, text and notebooks in groups. Students are then to find the perimeter of their Mathematics text book (8.5” x 11”). The perimeter is 37”. This means the entire distance around the front cover of the book is 37 inches.
Step 2
The teacher will make the following sketches on the board and ask for students’ ideas on how to find the perimeter.
Step 3
The teacher will explain to students that some polygons are irregular in shape. They are not square, triangular or rectangular in shape. We can still find their perimeter by adding all the sides/ finding the length of the unknown sides. The teacher will demonstrate to students in question B above. (The length of the unknown side is 3m) She will also give each group an irregular polygon to find the perimeter. For the groups that have done it correctly, each student will receive a star on the chart.
Assessment:
Find the perimeter of the following:
1.
2.
Evaluation:
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Subject: Language Arts
Unit Title: Ourselves
Topic: Adjectives – Irregular Comparisons
Focus Question: How do we give and receive information about ourselves?
Attainment Target: Describe themselves, things in their environment; write descriptive paragraphs about a topic and to appreciate how adjectives aid understanding and provide more accurate information.
Grade: 4
Duration: 60 mins
Date: January 17, 2014
Objectives: Students should be able to:
Provide the positive, comparative and superlative for irregular adjectives
Materials:
Skills: Reading, Writing, Viewing, Speaking, Listening
Key Vocabulary or Concepts: compare, difference, irregular, degree, adjective, comparative, superlative, positive, definite
Content:
Some adjectives have no definite (fixed) way of forming their comparative/ superlative degree. These adjectives are called irregular adjectives.
E.g
PositiveComparativeSuperlative
Manymoremost
Goodbetterbest
Littlelessleast
Muchmoremost
We do NOT add ER, EST, more/ most
Procedures:
Introductory Activity:
Step 1
Step 2
Step 3
Assessment:
Evaluation:
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Subject: Social Studies
Grade:4
Unit Title: How we effect the environment as we meet our economic needs.
Focus Question: How do we affect the environment as we meet our economic needs in
agriculture?
Date: November 20, 2013
Duration: 60 mins
Attainment Target:Understand the interaction between people and their environment as they exploit earth’s resources to meet their needs
Objectives: At the end of the lesson students should be able to:
Define and use correctly the following concepts: pollution, waste disposal, toxic waste
Discuss the relationship between over-population and pollution of the environment
Describe the activities in agriculture, which pollute the land, gullies and rivers with toxic waste
Key Vocabulary: pollution, toxic waste, waste disposal, water pollution, soil exhaustion
Skills: defining concepts, writing definition, reading for information, prior knowledge of the
terms ‘water pollution’, and pollution
Materials: Carlong Primary Social Studies, pictures, The New Integrated Approach Social
Studies Workbook 4, RPC - Grade 4
Content:
There are many activities that we do in our environment that affect it. Activities that take place
through agriculture, such as the use of fertilizer and pesticides, are common ways of destroying
our environment (land and sea). The activities of the tourism, mining, manufacturing and trade
sectors also impact our environment in a negative way. Many of the diseases that affect us are as
a result of poor disposal of waste or garbage, This is the normal for over-populated/ densely
populated communities. It is important that we seek to address the environmental issues that we
have facing us. Toxic waste is result of improper waste disposal. It is considered toxic because it
is poisonous and when it is inhaled/ swallowed can lead to serious injury/ death.
Procedures:
Introductory Activity:
Students will get into groups and enact a scene in their community. They will be instructed
to dramatize a scenario of an over-populated community that improperly disposes of garbage.
Step 1:
Teacher will brainstorm students for the terms ‘toxic waste’, ‘pollution’ and ‘waste
disposal’ and record on board.
Step 2:
Students will be asked to identify a community which is considered over-populated/ densely
populated and discuss the relationship between over-population and pollution.
Step 3:
Students in groups will describe the activities in agriculture, which will pollute the
gullies, rivers and land, while recording the information in their books. Each group will share on
their information.
Assessment:
Match the word to the correct definition.
Toxic waste:_______________________(a) method used to get rid of waste
Pollute:_______________________ (b) waste containing poisonous substances
Waste disposal:_______________________ (c) to make dirty or impure
Write a short letter to your friend telling them why they should properly dispose of waste.
Evaluation:
Subject: Mathematics
Grade:4
Unit Title: Measurement
Focus Question: What is the difference between length and area and how are they measured?
Date: November 20, 2013
Duration: 60 mins
Topic: Area
Attainment Target: Explain and carry out the process of measurement.
Objectives: At the end of the lesson students should be able to:
Find the area of various objects and figures using square units.
Use a formula to calculate the area of specific objects.
Use the method of counting square units by multiplying the length by the width
Key Vocabulary: area, length, square centimetre, square metre
Skills: estimating area, measuring area
Materials: geo-board, rubber bands, ruler, tape measure
Content: Area is the number of square units in a surface. The area of a square or rectangle
can be calculated by multiplying together the lengths of two adjacent sides. That is L x W or
S x S. Eg. The area of a rectangle with length 8cm and 18 cm – 8 x 10 = 80 cm2. The area of a
square with the length of one side as 9m = 9m x 9m = 81m2.
Procedures:
Introductory Activity:
The teacher will start with a discussion. Given that all of us can multiply, we will learn how to use what we already know about multiplying numbers and apply it to things we need to know in everyday life. Given what we know of perimeter, she will ask for students’ thoughts on area. What it means and how it can be calculated. She will explain to students that the purpose of this lesson is to teach how to find the area of any rectangular shape. You will need to know this in the future when you want to know how much material you will need to build a house, how much carpet you will need for a room, how much material you will need to make a quilt and even how many acres of land you own.” The teacher will explain that we are going to learn how to find the area of given objects.
Procedure:
Step 1:The teacher will ask students to define the terms ‘length’ and width’. Length is the amount that is measured from one end to the other along the longest side of an object. Width is the distance that is measured from one side or edge to the other of an object.
Step 2:The teacher will explain that a unit (square units) can be used to find the area of an object such as the student’s desktop to determine how many square centimeter tiles it will take to cover the desktop. They will measure again the length and width of their desks
Step 3:Students will use the geo-boards to make various figures and state the area of each object created and will be asked to describe the pattern between the length, width and area. The teacher will walk to each group and provide guidance.
Step 4:Students will practice finding the area of given objects using the formulae L x W for rectangle and S x S for square. The teacher will draw rectangles of different length and width and assign to each group to work out. One student from each group will come to the board and show working.
Assessment:Students will be asked to do the activity on page 116 of the Integrated Approach Mathematics.
Evaluation:
Subject:Mathematics
Grade:4B
Unit Title:Measurement
Focus Question:What is the difference between length and area and how are they measured?
Topic:Area
Date:February 29, 2008
Duration 60 minutes
Attainment Target:Explain and carry out the process of measurement
Objectives:Students should be able to:
Deepen their understanding of the concept of area through problem solving.
Recognize that the area of a shape by transforming it into a rectangle or a square.
Use the method of counting units by manipulating the geo-board
Key Vocabulary:area, length, width, square centimeter, square meter, kilometer
Skills:estimating area, measuring area, previous knowledge
Materials:geo-board, rubber bands, work cards,
Content:Area is a measure of how much surface is covered by a particular object or figure or is the number of square units in a surface. Units of measure for area involve shapes that cover the plane, such as rectangles or squares. The area of a square or rectangle can be calculated by multiplying together the lengths of two adjacent sides.
Introduction:Teacher will review the concept of area by asking students to tell the formula for finding the area of a rectangle and a square. Students will then be encouraged to use existing knowledge to solve problems and to work with their peers in order to deepen their understanding of Mathematics.
Procedure:
Step 1:Teacher will review how to find the area of rectangles and squares by asking students what is the formula. Expected answer: The formula for the area of a rectangle is Length x width and one Side x one side for a square.
Step 2:Teacher will distribute the following shape on work cards and have students in groups of six to create the shape using the rubber bands and the geo-board and using the units to determine the area:
Step 3:The teacher will then have students to brainstorm within their groups how they will find the area for the shape and to determine which sides of the shape they need to know the lengths.
Step 4:The teacher will guide students as they try to find a method with which they can find the area using the least number of known lengths of the sides. The students will record as much detail as they can to solve the problem.
Step 5:Teacher will draw the shape on the chalkboard and explain the steps to the students to arrive at solving the problem by separating the shape. For example, explain to students that two figures are identified in the shape and therefore will need to separate the shapes and find the area of both and then add the sum of each.
Assessment:Students will be given word cards with at least 3 measured shapes to solve for the area.
Evaluation:
Subject:Religious Education
Grade:4
Unit Title:Things Common to Most Religions/Religious Groups
Focus Question:What do most world religions have in common?
Date:March 5, 2008
Duration 45 minutes
Sub-topic:Beliefs and Practices of Sikhism
Attainment Target:1. A greater understanding of how the member of other
religion worship.
2. An openness and sensitivity towards people whose religions, belief and practices may be different from those with which they may be familiar.
Objectives:Students will be able to:
1.identify the basic beliefs and practices of Sikhism
2.identify differences and similarities with other religion.
3.Develop an understanding and tolerance of Sikhism
Key Vocabulary:Gurdwara, Guru, Guru Granth, Sikhs,
Resource Materials:pictures of Sikhs temple, brochure, computer, Religious Education in Primary Schools Book 4, Primary Steps in Religious Education for the Caribbean and Revised Primary Curriculum – Grade 4.
Methodology:Grouping, Discussion, Questioning, demonstrating, power-point presentation
Skills:Reading, Writing, Defining terms, summarizing, Discussing
Content:Sikhism is a monotheistic religion, that is, the belief in one true God who can only be known in meditation as in Islam and is the fifth largest religion. Sikhs believe in reincarnation, that is, the Samsara, the repetitive cycle of birth, life and death. This is also a belief in Hinduism.
In Sikhism, prayers are repeated several times each day and Sikhs are not allowed to worship idols or icons. The place of worship is called Gurdwara, which means ‘door of the Guru’. Worship takes place as agreed on any day and their holy book, the Guru Granth is installed during the morning for worship. Worship is done somewhat similar to Islam in that the Sikhs must first remove their shoes before entering the temple and to make sure their heads are covered.
The five Ks are practices of Sikhism, these are given to baptized Sikhs to be worn. These are: Kachla - underwear; kesh - long hair; kara - iron bangle; kangha - comb and kirpan - sword.
Introduction:Teacher will show pictures of Sikhism temple, holy books and Sikhs worshipping and ask the students to say what religion is associated with the pictures. The teacher will proceed to say that we will be learning more about Sikhism religion today.
Procedure:
Step 1:The teacher will explain some of the beliefs and practices of Sikhism and invite students to say what they know about the religion based on their experiences and what are the similarities and differences of the other religions.
Step 2:Students will view a brief power point presentation on Sikhism, explaining some of their beliefs and practices.
Step 3:Students will after presentation, describe some of the pictures they have viewed and tell how the five Ks relate to the practices of Sikhism.
Assessment:Students will in groups of six, design a poster of the Five Ks and label the symbols and indicate their meaning.
Evaluation:
Step 1:
Step 2:
Step 3:
Assessment:
Evaluation:
Duration 45 minutes
Attainment Target:Explain and carry out the process of measurement
Objectives:Students should be able to:
Find the area of various objects and figures using square units.
Use a formula to calculate the area of specific objects.
Use the method of counting square units by multiplying the length by the width
Key Vocabulary:area, length, square centimeter, square meter, kilometer
Skills:estimating area, measuring area, previous knowledge
Materials:square units, chart with rectangle, geo-board, rubber bands, Mathematics by Houghton Mifflin, The New Integrated Approach Mathematics Workbook 4 and Carlong Revision Guide for Junior - Mathematics, RPC – Grade 4
Methodology:questioning, demonstrating, guided approach, manipulation, cooperative grouping
Content:Area is the number of square units in a surface. The area of a square or rectangle can be calculated by multiplying together the lengths of two adjacent sides.
Introduction:The teacher will say, “I know that all of you can multiply. Today, we will learn how to use what we already know about multiplying numbers and apply it to things we need to know in everyday life.” The teacher will say, “The purpose of this lesson is to teach you how to find the area of any rectangular shape. You will need to know this in the future when you want to know how much material you will need to build a house, how much carpet you will need for a room, how much material you will need to make a quilt and even how many acres of land you own.” The teacher will say, “Today we are going to learn how to find the area of given objects by using square units.”
Procedure:
Step 1:The teacher will define the terms ‘length’ and width’. Length is the amount that is measured from one end to the other along the longest side of an object. Width is the distance that is measured from one side or edge to the other of an object.
Step 2:The teacher will explain that a unit (square units) can be used to find the area of an object such as the student’s desktop to determine how many square centimeter tiles it will take to cover the desktop.
Step 3:The teacher will ask selected students to use square units to measure the length and width of rectangle given on chart and tell the measurement of the width and length.
Step 4:Students will use the geo-boards to make various figures and state the area of each object created and will be asked to describe the pattern between the length, width and area.
Step 5:Students will practice finding the area of given objects using the formulae L x W for rectangle and S x S for square. The work will be done in their exercise books while teacher guide the students.
Assessment:Students will be asked to do the activity on page 116 of the Integrated Approach Mathematics.
Evaluation:
Subject: Social Studies
Unit Title: The effects of weather and climate on life in Jamaica
Topic: Jamaica’s Climate
Focus Question: How does Jamaica weather and climate influence the way we live?
Attainment Target:
Grade: 4
Duration: 60 mins
Date: January 17, 2014
Objectives: Students should be able to:
Materials:
Skills:
Key Vocabulary or Concepts: located, situated, tropical marine, equator
Content:
In Jamaica, we experience the tropical marine climate. This is because we are in the tropical climatic zone and because of the influence of the sea. Jamaica is situated near to the equator and receives direct sunlight and heat from the sun all year long. This is why we mainly have high temperatures. Although our temperature is warm, we do experience some cool temperature.
November to March are the cooler months of the year. During these months, cool winds from the north travel down to the island. There are 3 factors that affect Jamaica’s temperature: 1. latitude – how close it is to the equator 2. Influence of the sea. 3. Relief of the land.
Procedures:
Introductory Activity:
The teacher will have students do a role play. There will be 4 groups and each group will be given a country to act out how the people of that land behave based on the day to weather they experience. The other groups will guess which country. Countries to be assigned – Jamaica, Canada, England, U.S. The teacher will guide each group to bring out the clothes worn, if they use A/C, have high temperatures for the most part etc. in their dramatization.
Step 1
The teacher and students will discuss with students how the weather the countries experience influence the clothes people wear, their activities (beach, etc), crops grown and so on.
Step 2
The teacher will explain that the type of weather a country experiences influences their everyday lives. In Jamaica we experience a tropical marine weather conditions. This is because of how close we are to the equator and the effect of the sea breeze this is why it is called tropical (closeness to equator) marine (sea).
Step 3
Assessment:
1. Which climatic zone does Jamaica fall in?
2. Why do we have high temperatures all year round?
3. What are the factors that affect Jamaica’s climate?
4. What is the climate we experience in Jamaica?
5. Why do we have cooler temperatures during some months of the year? What are these months?
6. T/F – Jamaica’s climate is warm to hot all year round.
7. Places in the hills/ mountains are warmer than the coast.
8. Jamaica’s climate is called tropical marine because of the influence of the sea only.
9. Jamaica does not experience any cool temperature.
Evaluation: