##
* *Reflection: Developing a Conceptual Understanding
Area as an Architect (Stations Day 4 & Discussion) - Section 2: Review the Stations

As seen in the discussion guide page (insert), one of the questions for the student groups is, "About how many orphans do you think could live in this orphanage? Explain your reasoning."

The students did something very interesting that I should have, but did not anticipate.

I thought that they would figure out the area of the two dormitories and any other living quarters and use that information to determine the number of children to make their estimate of how many orphans could reside in the orphanage on the given floor plan. Given that we did an activity the day prior to this in which they used division other strategies to determine how many beds could fit in the dormitories, I thought there would be a lot of transfer. There wasn't any!

The students added up the area of all the rooms, which we had calculated together as a class. Then they used the total area for the orphanage, in square meters, and equated it to the number of orphans that could live there. They were getting numbers in the thousands even though the dormitories themselves were only perhaps 20% of the total area of the orphanage. It was very informative to observe them. After I saw 4 groups all going down this path, I called them back to the whole group and we explored this idea further. I don't have meter sticks, so I used yard sticks and reminded them of the relationship between feet and meters. I also used a 12 inch ruler to make 1 ft2 spots and we had an interesting discussion about whether or not that was enough space. I have rewritten the activity to pre-teach in preparation of this clearly developmental understand, so that it can be addressed at the outset and used to guide the conversations.

*Interesting Misconception*

*Developing a Conceptual Understanding: Interesting Misconception*

# Area as an Architect (Stations Day 4 & Discussion)

Lesson 6 of 8

## Objective: SWBAT calculate the area of the 3 floor plans they created and debate the merits of different room locations, sizes, and relative sizes.

#### Review the Stations

*3 min*

On this last day of the stations, I reviewed very briefly simple details (such as remembering to use a consistent - teacher chosen- naming convention on their files) and left further assistance up to student helpers or to be addressed by me as I circulated throughout the room.

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As this is the final day of station rotation, most of the kinks have been worked out and students have a solid grasp of the designated task. This provides me with an opportunity to really confer with students about their work instead of just trouble-shooting, which always takes up some time in the initial stages of any lesson involving tech.

I use this Area as An Architect Student Checklist to keep track of my conversations because then I have a record to which I can easily refer when it comes time for progress reports, report cards or parent conferences. My primary use for this form is for myself though, to monitor student progress and make adjustments to how I am teaching and to modify for individual student needs. This kind of record is very helpful to me in planning groups for reteaching or enrichment mini-sessions, which I use throughout all my lessons.

Here are examples of completed student work for one of the stations:

Student Work Example 1: Layout of Orphanage Area

##### Resources (7)

#### Resources

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#### Wrap-up

*15 min*

I asked the students to answer the following questions:

1. What is something about the making the (orphanage) floorplan that you found helpful?

2. Which station did you like the best and why?

3. Which station did you like the least and why?

4. What is something mathematical you can do now that you couldn't do a week ago?

Here are some examples of their answers and how I responded to them (verbally).

#### Resources

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##### Similar Lessons

Environment: Suburban

Environment: Suburban

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Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Measuring Our Classroom's Perimeter and Area!
- LESSON 2: Area of a Room: Basic Practice
- LESSON 3: Using Area as an Architect (Stations Day 1)
- LESSON 4: Using Area as an Architect (Stations Day 2)
- LESSON 5: Using Area as an Architect (Stations Day 3)
- LESSON 6: Area as an Architect (Stations Day 4 & Discussion)
- LESSON 7: Designing a Restaurant
- LESSON 8: Area & Perimeter Basic Assessment