Wild About Area & Perimeter WebQuest

1. Wild About Area & Perimeter WebQuest Click here to let the adventure begin! Alexandra Garry Grigerek Math Specialist Southington Public Schools CCSU MATH510

2. Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page Back to title page

3. Introduction Have you ever explored different animal exhibits at the zoo? There are so many to see! Did you ever wish you could work at the zoo, at least for a day!? Well, guess what?! You were just hired as a zookeeper! Your job is to help put the fencing up for the different exhibits, and make sure the animals have enough space to play. This will put your knowledge of perimeter and area to the test, for you want to make sure the animals feel safe and comfortable in their new homes. Have a “zoo”per time! The animals are going to be so thankful! Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

4. Task (Page 1) To become certified as a zookeeper you must first go through some training to prepare you. Mrs. Grigerek will guide you through an on-line lesson. Your learning targets are: • I can understand area of plane shapes are measured in square units. 3.MD.5 • I can measure area by counting unit squares. 3.MD.6 • I can measure area by using what I know about multiplication and addition. 3.MD.7 • I can use what I know about area and perimeter to solve real-world problems involving rectangles. 4.MD.3 Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

5. Task (Page 2) Once you are certified and ready to go, you will be required to build exhibits for the monkeys, alligators, panda bears, elephants, giraffes, and lions at the zoo. Each exhibit will some guidelines to follow. Some exhibits will tell you the amount of fence you have, while others will tell you the amount of space it takes up. Then you will have fence left over to build your own exhibits. Remember to use your perimeter and area skills because it is your duty to make sure the animals have just enough room to feel safe, comfortable, and happy!  Go wild! Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

6. Process (Page 1) • Step 1: Explore area and perimeter with a lesson from Mrs. Grigerek. Pay close attention to her detective thinking!  (The lesson takes place on Process pages 1-10.) Let’s begin with some important vocabulary! Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

7. Process (Page 2) Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

8. Process (Page 3) • Why is knowing how to find area & perimeter important? When will I use it? Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

9. Process (Page 4) • How much fencing do I need to surround this garden? Perimeter is the distance around the outside of any object. To find the distance around my garden, I have to add up all of the sides. This garden is a square. All 4 sides are 9ft. P = 9ft + 9ft + 9ft + 9ft = 36ft Is there another operation I could have used? If you were thinking of multiplication because of the repeated addition – nice job!  Another way to find the perimeter of a square is 4 x s, where s is the length of the side. So, 4 x 9ft =36ft. 9ft Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

10. Process (Page 5) • How much fencing do I need to surround this garden? This garden is rectangular in shape, but the perimeter is still found the same way! I still need to find the distance around the object by adding up all of the sides. But, it only gives me the distance of 2 sides? Well, I know it’s a rectangle, so the opposite sides are the same length! P = 4m + 4m + 15m + 15m = 38m Is there another way I could have found the perimeter? If you were thinking of multiplication again–great! The perimeter of a rectangle = 2l+2w, where l is the length of the side, and w is the width. So, (2 x 4m) + (2 x 15m) =38m. Cool! 4m 15m Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

11. Process (Page 6) • What is the area of the plane figure below? Remember, area is measured in square units! If I count the total number of squares I will find my area! I count 11 squares. The area of the figure is 11 square units. The label is very important!  Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

12. Process (Page 7) • What is the area of the rectangle? Remember, area is measured in square units! If I count the total number of squares I will find my area! I count 12 squares. The area of the figure is 12 square units. Wait a second!! This looks like a multiplication array! There are 3 rows and 4 columns! It’s a 3 x 4 array, and that is equal to 12! I multiplied the length times the width. I wonder if that works for every rectangle? What do you think?! Try it out on graph paper by making different size rectangles! It does!!!! Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

13. Process (Page 8) • How much space does the garden take up? My garden is 8ft by 7ft. I have to find out the surface that it will cover (not the distance around). To find out how many square feet the garden is I must multiply the length by the width. A= length x width = 8ft x 7ft = 56 square feet or 56 sq. ft 7 ft 8 ft Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

14. Process (Page 9) • **Challenge! How much carpet do I need for this bedroom? This room isn’t a rectangle. Hmmmm….. I can split it into two rectangles though! Can you see it, too? How can I find the area using the formula for finding the area of a rectangle (A=length x width)? First I should find the length of the unknown side. I will need to use the measurements given to help me! Then I can add the two areas to determine the total area of the bedroom! Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

15. Process (Page 10) • Is this the answer you found? Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

16. Process (Page 11) • Step 2: Go to www.learnzillion.com, then enter quick codes (LZ1163, LZ1165, LZ1167, LZ1168) to enjoy the videos and enhance your skills! (Or, click the images to link you straight to the videos.) Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

17. Process (Page 12) • Step 3: For extra practice with area and perimeter, explore the interactive lessons and games below! • http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html • http://www.asset.asu.edu/new/mathactive/lessons/124/look.swf • http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.htm • http://www.mathplayground.com/area_perimeter.html • http://www.shodor.org/interactivate/activities/AreaExplorer/ Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

18. Process (Page 14) • Step 4: Now it’s time to use what you learned about area and perimeter in a real-world situation. Go to http://aggwebquests.weebly.comand open the Wild About Area & Perimeter worksheet. It will guide you through your job as zookeeper. You better hop to it! Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

19. Evaluation • Click the image of the rubric below to see how you will be graded. Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

20. Conclusion (page 1) • The monkeys are going bananas over all of your hard work! You were able to use what you know about multiplication and addition to help you solve area and perimeter problems successfully! You were able to create exhibits when you were given only perimeters, only areas, or given both! The crowds are headed to the zoo exhibits you created! All of the animals are safe and sound because of you! Thank you!  Next Page Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

21. Conclusion (page 2) • Justify and critique your zoo exhibits with a partner, and discuss your challenge/follow up questions! • What is the difference between area and perimeter? Are they related in any way, or not? • What if you were able to create your own zoo with 500 units of fence. What would you change? What exhibits would you add? • Can we hire you full-time as a zoo-keeper?! The adventure never stops at the zoo!  Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

22. Credits • Images found at: • Google images • http://www.clipartpanda.com/categories/monkey-clip-art-for-teachers • http://imagefriend.com/giraffes-clipart.shtm • http://www.clipartpanda.com/categories/lion-clipart-for-kids • http://www.clipartlord.com/category/animals-clip-art/panda-clip-art/ • http://clipartzebraz.com/files/1/14509_lizard-clip-art.html • http://www.clipartpanda.com/categories/alligator-clipart • www.weebly.com • www.learnzillion.com • www.questgarden.com • http://rubistar.4teachers.org/index.php Table of Contents Introduction Task Process Evaluation Conclusion Credits Teacher Page

23. Teacher Page Introduction: In this WebQuest, students will find the perimeter and area of various 2-D plane figures, as well as create figures with certain areas and perimeters. Students will also learn to use standard units, such as square inches and square centimeters, as units of area. As they apply what they have learned about area to real-life experiences, like creating exhibits at the zoo, they will show knowledge of proportional reasoning, multiplication, estimation, and area measurement. Introduction Grade Standards Process Resources Return to Student Page Teacher Page

24. Grade • This WebQuest can be used with third and fourth grade students. Introduction Grade Standards Process Resources Return to Student Page Teacher Page

25. Standards • 3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement. • 3.MD.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). • 3.MD.7 - Relate area to the operations of multiplication and addition. • 4.MD.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Introduction Grade Standards Process Resources Return to Student Page Teacher Page

26. Process • When sending your students to this WebQuest it is optional if you would like to do Step 1 of the process together. The lesson portion can be done independently or guided. The rest of the WebQuest should be done independently, but provide opportunities for student discourse and discussion. • Students should be given a 3-5 days with computer access to complete this WebQuest. • Upon completion of the WebQuest allow time for students to share their work with one another. • It is important to show your students how “Math is everywhere!” This WebQuest will help do that!  Introduction Grade Standards Process Resources Return to Student Page Teacher Page

27. Resources • The rubric and student worksheet can be found at http://aggwebquests.weebly.com/. • If you need additional graph paper it can be found at http://mathskit.net/essentials/. • If you would like your student to use graph paper on the computer he/she can do so at https://42b98b08ea28ec4ed44c483339ce65fc2345dd72.googledrive.com/host/0B6UNmVR-1JQyMzZRdlotUzlNNUU/story.html. • Additional rubrics can be created at http://rubistar.4teachers.org/index.php. Introduction Grade Standards Process Resources Return to Student Page Teacher Page