## Scaffolding a 4th Grade Math Lesson

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Scaffolding a 4th Grade Math Lesson

Standard: 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.

Big Ideas

- Understand and apply the area formula

- Understand and apply the perimeter formula

- Use the formulas to find the areas and perimeters of real life objects

- Understand the practical use area and perimeter in real life

Lesson Objectives

- SWBAT provide and explain the area and perimeter formulas

- SWBAT to the fine area and perimeter of any given rectangular shape, building, or room.

- SWBAT apply the area and perimeter formulas to work backwards and find the lengths of missing sides when provides with a given area or perimeter.

- SWBAT use the area and perimeter formulas to solve real world problems

Key Factors

- Grade Level: I carefully selected the scaffolding strategies based on the age of the students. Its important to choose age appropriate strategies that will keep students engaged and on task.

- Prior Knowledge: Most of the strategies allow me to build on prior knowledge, and even give me a place to quickly review prior concepts.

- Level of Readiness: Each student is different and is at a different point in their academic life. The scaffolding strategies selected give me flexibility to meet the needs of all students.

Scaffolding Strategies

- Show and Tell

- I will show students what I am doing rather than just talkingabout it. As I explain area and perimeter, I will be measuring anobject and physically showing them what that looks like, and howto use those measurements to compute area and perimeter.

- Think Aloud

- Model thinking out loud. While working through a problem, Iwill say all of my thoughts out loud so that students can have amodel for how to think about a problem as they work throughit.

- Pre-teach Vocabulary

- Review definitions of important words for thisstandard, including: Area, Perimeter, Unit,Centimeters, Inches, Length, Width

- Visual Aids

- Provide a diagram/picture on a posterboard that shows areaand perimeter, and how to find it. Keep thesediagrams/visuals up throughout the course of teaching thisstandard.

- Guided Notes

- Create and fill out guided notes as a class. This can be anongoing note sheet that includes concepts taught over thecourse of several days. The notes will help students to rememberthe formulas and will also include examples.

- Small Groups

- Before moving to independent work, students will work insmall groups or partners to get comfortable with thematerial and have a chance to discuss their ideas andthoughts.

- I Do, We Do, You Do

- I will explain and show studetnts how to do aproblem. We will do a problem together.Students will complete a problem on their own.

- Prompting

- When working one-on-one with a student, i will use prompting. For example, if astudent is struggling with an area problem, I can provide them with a promptby saying, "Okay, so can you tell me what area means?" student answers"Great, so you are saying that area is all the space inside the shape. So how can we figure out how much space is inside this rectangle?"

- White Boards

- This will be a whole class activity, where students have personal whiteboards. A problem will be given, and students will complete the problemon their board, then hold up the board to give their answer. Its a quick wayfor me to check how students are doing and I can provide extra help whereneeded.