Grade 4: "Let's Paint Our Classroom!"
(From: OAME)
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(From: OAME)
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Content
Content
Big Idea:
Big Idea:
Write a code to create rectangles of different areas
Write a code to create rectangles of different areas
Expectations:
Expectations:
Algebra
C3. Solve problems and create computational representations of mathematical situations using coding concepts and skills.
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events
C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes
Spatial Sense
E2. Compare, estimate, and determine measurements in various contexts.
E2.4 identify angles and classify them as right, straight, acute, or obtuse
E2.5 use the row and column structure of an array to measure the areas of rectangles and to show that the area of any rectangle can be found by multiplying its side lengths
E2.6 apply the formula for the area of a rectangle to find the unknown measurement when given two of the three
Financial Literacy
F1. Demonstrate the knowledge and skills needed to make informed financial decisions.
F1.2 estimate and calculate the cost of transactions involving multiple items priced in whole-dollar amounts, not including sales tax, and the amount of change needed when payment is made in cash, using mental math
Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.
In this lesson, to the best of their ability, students will learn to think critically and creatively as they apply the mathematical processes reasoning and proving (develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments) and connecting (make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports)), so they can make connections between math and everyday contexts to help them make informed judgements and decisions.
Learning Goals
Learning Goals
We want students to...
We want students to...
recognize right angles.
use the formula for the area of a rectangle.
create a repeating code.
estimate the cost of items before buying.
Success Criteria
Success Criteria
I can...
I can...
measure and/or recognize a right angle.
find the area of a rectangle.
create a repeating code to form a rectangle.
estimate and calculate the cost for buying paint and the material needed for a specific area.
Materials
Materials
White paper, grid paper, pencil
Rulers, metre sticks, measuring tapes
Concrete materials to support finding area (e.g., square tiles)
Technology to access Scratch
Access to paint price information
prior knowledge
prior knowledge
Knowledge of the properties of rectangles and how to measure area.
Understand how to use block coding to create a sequence (eg, Scratch).
Pedagogy
Pedagogy
Minds On
Minds On
Have a discussion with the students. They will have to think about how much paint they will need to paint all the walls of the classroom.
Question examples:
Have you ever painted the walls of your bedroom?
What did you do to know how much paint you had to buy?
Can you think of a way to calculate the dimensions of your walls?
Invite the students to “Think-Pair-Share”.
A KWL diagram can also be done with the students.
Action!
Action!
Students review the concept of the area of a rectangle with concrete materials (explore different arrays with the same amount of squares tiles - e.g., 24 squares : 2 x 12, 3 x 8, 4 x 6, etc, connect multiplications to array : columns x rows, connect finding area of rectangles to multiplying columns x rows - etc.).
Students discuss the different possibilities in order to make it easier to find the area of a rectangle.
How can coding help us in finding the area of our wall and the amount of paint we need? Can coding facilitate our task?
Students are presented with the painting scenario and can discuss within small groups.
Students share their ideas and what they discovered.
In small groups, have students code a program to find the area of the walls and the paint needed to cover all the walls in the classroom.
A step further…
With a partner, they can analyze various situations in order to broaden their knowledge of the area.
Challenges:
If one can of paint covers about 35 square meters of area, how many cans are we going to need?
If one can of paint cost around $50, how much will it cost us to paint our classroom?
Material such as rollers, paint brushes, trays, tape, tarps, etc. can be added to the problem.
Ex.:
If a 2-piece paint brush set sells for $10, how much will it cost us if we need 5 packs? 3 packs?
If the painter’s green tape pack sells for $14, what will it cost us if we buy 2 packs? 3 packs?
See Scratch example for ideas
Teacher Moves
Guide students so that they can remember or find the formula for the area of a rectangle.
Have students acknowledge that coding can help and make it easier for them to find the area of a rectangle.
Ask the following questions:
How can coding help us make it easier to find the area?
What can we do to help us with the changing dimensions?
Present the following scenario to the students:
Our principal asked us to paint the walls of our classroom. How will you go about finding the area of the walls in our classroom?
In small groups, students can find the dimensions as well as the total area of the walls.
Have a discussion with the class in order to bring out different solutions.
Have the students use Scratch to find the formula for finding the total area of each wall.
A step further…
Ask different questions to the students so they think more about the initial problem.
If one can of paint covers about 35 square meters in area, how many cans are we going to need?
If a can of paint costs around $50, how much will it cost us to paint our classroom?
A sale advertises that if we buy 1 can of paint we have the next one for half the price, how does this change the cost of the paint?
Do we only need 1 coat of paint or more?
What else do we need to paint the classroom? How much will it be if we add rollers, paint brushes, tape, etc. to our shopping list? The teacher can provide a list of material with prices
A step further with Scratch…
Ask different questions to the students after the Scratch projects to make students think deeper.
Remix the project/coding.
Look carefully at the coding script.
Make changes to that script.
What happens when you change the script?
What is the actual goal of this coding?
Describe how changes to the code affect the outcomes.
Ask students to Identify the concurrent, repeating and nested events by adding comments next to the code (right click, add comment).
Consolidation Of Learning
Consolidation Of Learning
Have a discussion with students:
What did you notice when the measurements changed?
What happens if the dimensions are smaller? Bigger?
Point out that the area can be smaller, larger, or the same area depending on the length and width dimensions.
The challenges can be displayed in a gallery or Bansho.
Supports for student learning
Supports for student learning
Opportunities for Differentiation
Use open questions and real life examples of places to paint.
Use parallel tasks so that you can meet different student needs (e.g., find the area of only one wall, find the area of all walls in the classroom, find the amount of paint required for all school classrooms, etc.)
Use parallel tasks so that you can meet different student needs:
The cost of the material can be with multiple of 5 so it is easier for the student to add and find change.
The cost of the material can be with numbers that are more challenging.
Assessment
Assessment
Opportunities for Assessment
Students understand and can explain the formula to calculate the area of a rectangle.
Students can create their own coding sequence in Scratch to calculate the amount of paint needed. This way, the student demonstrates problem solving skills as well as a thorough knowledge of the concept of area.
The student changes his/her coding sequence to determine the paint needed for a smaller / larger wall.
She/He can also create a coding sequence to calculate the price of the paint needed.
Extension
Extension
Provide a guided mini-lesson for those students who still need help to understand the area formula and the coding of the formula.
Students can share their coding while removing data so that their peers can infer which one is missing.
Technology
Technology
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