## Christopher's - Section 2: Review the Stations

# Using Area as an Architect (Stations Day 2)

Lesson 4 of 8

## Objective: SWBAT make 3 different models of a floor plan using Google Draw, Virtual Graph Paper, and a hands-on model with cutout paper shapes, calculating the area of each room using units squared.

#### Mini-Lesson

*8 min*

Based on the needs observed in students' work yesterday, I run through several group practice problems in which we calculate the area of a simple rectangles (sides no greater in length than 10 units), rectangles in which a side length needs to be decomposed and redistributed (17 x 8 = 10 x 8 + 5 x 8 + 2 x 8) or rectilinear figures that need to be broken down into two or more rectangles in order to computer the area.

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#### Review the Stations

*4 min*

I review the station from yesterday's lesson prior to the independent work part of this lesson. (After yesterday's lesson, one of my students drew this at home).

**Station One - Paper Cut Out Model**

In this station students are building models of an orphanage using colored, rectalinear blocks of paper to represent different rooms. Here is the room checklist. When they complete their model they can glue on room labels instead of handwriting them to make it neater. These additional teacher notes also may be helpful.

**Station Two - Google Drawing**

In this station, students are designing an alternative model for the orphanage, still using the same types of rooms but perhaps changing the layout. First they create the rooms in Google Drawing, then they will measure them in inches and use a scale to find the approximate area.

Here is another copy of the station two_student_directions.

Here is Christopher's comprehensive orphanage model as an example of a complete first stage product.

**Station Three: Plan de l’orphelinat ****- A Real Architect's Plan**

This is the station at which students calculate the area of the rooms in the orphanage. Here is are two versions of the orphanage floor plan . I use the enlarged floorplan at the station. Remind them to work on the patio last, if at all!

**Station Four - Virtual Graph Paper**

Students use an online program called *Virtual Graph* (Bartlett) to design a third floor plan for the orphanage, or for an alternative building of their choice.

I've included blank graph paper here (Graph Paper (1), Graph Paper 2, Graph Paper 3) in 3 different sizes, to provide an alternative for students who are either unable to go online or who do not complete the virtual graph within the necessary time frame.

Here is an student work example that shows calculations for the area for the rooms in their virtual graph.

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My role during this core part of the lesson is to facilitate student progress by insuring technological glitches are promptly resolved and that students understand the steps through which they much progress to complete the given tasks. I ask guding question to encourage deeper thinkign and model sentence stems with specific vocaublary to support precise and meaningful student theories and answers.

**Station One - Paper Cut Out Model**

To ensure that this this station continues to run smoothly I make certain that there are enough paper pieces cut. If needed I provide another copy of the checklist of rooms.

Here are some examples of student activity at this station:

**Station Two - Google Drawing**

As a new group starts out at this station I make sure that they are on task and able to surmount any initial technological hurdles, using the station two student directions

**Station Three: Plan de l’orphelinat ****- A Real Architect's Plan**

I monitor this group carefully to insure that they are breaking the task into manageable chunks.

**Station Four - Virtual Graph Paper**

The key thing with this group is to have students save their virtual graph to the desk top with a consistent naming convention (VGraphName) and then immediately have them reupload it to their Google Drive or gmail account so that it isn't lost.

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- 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