## Loading...

# Pool Party!

Lesson 9 of 17

## Objective: SWBAT create an aquatic park using their knowledge of 2-D figures, area and perimeter..

*170 minutes*

#### Planning in progress...

*75 min*

In this part of the lesson, students will be working independently. I chose to do it this way because it will set them up nicely for working in groups to make this a true "group" project. I will share more on this later. Students are given the packet, grid paper (11 x 17), rulers and calculators. At this time, the packet is to use as a guide. I will only be collecting one packet from the group with everyone's work in it. I tell them they will be creating their own aquatic park. They will begin the project by working independently. They can design their own, but will only be using part of it for their final product. We go through the directions together. I point out that on some of the items they may need to find the perimeter and area or they may need to find a missing side length. I also point out that according to the scale 1 inch = 1 yard. I allow them to round to the 1/4 inch to save time and eliminate any issues with the measuring. Students will then begin to work on their rough draft. As they are working, I will be walking around having conversations about the different items needed and where they want to place them in their park. We speak in terms of real life. For example: should the boys and girls locker rooms be on opposite sides of their park? What happens if only one parent can go with them and they have a boy and a girl? I try to encourage them to make this as realistic as possible. During this time, they can get advice from me or from their tablemates. It is not important that they complete the whole park. I am looking for them to be creative and come up with a plan of how they would like to design it. I would like them to use the required specifications, but they do not have to calculate the area and perimeter of the shapes until the final copy.

During this time the students are implementing **MP 1** by thinking about how they want to design their park and where the items should go to make the most of the space and that makes the most sense. They are also implementing **MP 2** by using the scale to understand how the objects would look in real life. For example. we talked about making our main pool 1 inch by 1 inch. I asked them if this would make sense. When they figured out that their main pool would only be 1 yard or 3 feet, they saw that these numbers don't make sense in real context. Finally, they are using **MP 5,** by using the ruler correctly.

*expand content*

#### Watch them go!

*75 min*

The following day, I talk to the students about how the final copy of their project will work. Each group is given 1 packet, 1 large chart paper with grid lines, rulers, and a calculator. They will need coloring supplies too.

Now is going to be when we move in to the group part of the project. My kids are sitting in groups of 4 and this worked really well. I had a couple of groups of 5 and 3 and it was still ok.

I give the students their rough drafts ( I collected them so they wouldn't get crumpled). Then I tell the students they will be choosing 5 items from each of their tablemates designs. Adjust this number based upon the amount of students you have grouped together. In order for this to work out for groups of 4 or 5, I added an additional creative add-on so there were 20 objects all together. I had the students do a **round table** activity to view each persons rough draft. While they were vieweing, they had to initial 4 or 5 items on the rough draft that they would like to see in the final copy. They rotated their papers until they got theirs back. Then I assigned a student to be the secretary and passed out 1 packet to each group. They would go through each item in the packet. Whoever had the most votes for that item was the person in charge of it. The secretary wrote the name next to the item in the packet of who would be responsible. I did encourage them to split up the 8 tables, though, because this was too easy for one person's job. The students are now responsible for putting 4 to 5 items on the final draft and doing the mathematical calculations for this. Once they finish deciding on the jobs, it's time to start working on the final draft. Most of the final draft took place on days 2 and 3.

*expand content*

#### Focus!

*20 min*

After each day, we didn't have much time left. I wanted to focus their thinking on the next day. So, I gave each of them 10 seconds of think time and I asked them the following questions.

Day 1: What do think will be the most difficult part of this project?

Day 2; What do you and your group need to do the next day to remain focused and get the project done.

Day 3: What was the most rewarding part of this project?

We did a quick round robin share to hear what our tablemates/groups had on their minds.

This is a nice way to get them thinking about the next day and to keep them organized and mindful that this project has a deadline and what do they need to do to meet it.

*expand content*

*Responding to Betsy Clayton*

I would modify the grading and grade only what they had done. You can just take the grade out of the points that they finished instead of all of the points. This has happened to me and I have also had them come in during their study hall to complete it.

Hope this helps.

| 9 months ago | Reply

I'm wondering how you graded students that missed part or all or the project. I have 1 that missed day 1, another that missed day 2, and 1 that missed both days. :)

| 9 months ago | Reply

I'm wondering how you graded students that missed part or all or the project. I have 1 that missed day 1, another that missed day 2, and 1 that missed both days. :)

| 9 months ago | Reply

I am excited to use this project in my special education class. My levels range from emergent readers and mathematicians to scholars with minor learners differences. I anticipate that this assignment will assist them all to be both challenged and feel success at their own levels.

| one year ago | Reply*expand comments*

##### Similar Lessons

Environment: Urban

###### Quadrilaterals and the Coordinate Plane

*Favorites(9)*

*Resources(18)*

Environment: Urban

###### Developing the Area Formulas for Regular Polygons

*Favorites(1)*

*Resources(15)*

Environment: Urban

- LESSON 1: Finding the Area of a Rectangle
- LESSON 2: Finding the Area of a Parallelogram
- LESSON 3: Finding the Area of a Triangle
- LESSON 4: Finding the Area of a Trapezoid
- LESSON 5: Finding the Area Review and Assessment
- LESSON 6: Irregular made regular!
- LESSON 7: Shady Figures
- LESSON 8: Shady Figures Stations Activity
- LESSON 9: Pool Party!
- LESSON 10: Polygons in the Grid
- LESSON 11: Prism or Pyramid?
- LESSON 12: Nets and Surface Area
- LESSON 13: Exploring Volume
- LESSON 14: Fractions and Volume
- LESSON 15: Creating a Robot (2 Days)
- LESSON 16: Review of CCSS 6.G.1,2,3,4
- LESSON 17: Geometry Assessment