Background Information

CCSSM:
CCSS.MATH.CONTENT.3.MD.C.7.B
(MeasurementandData,Geometric
measurement:understandconceptsofareaand
relateareatomultiplicationandtoaddition)
Multiplysidelengthstofindareasofrectangles
withwholenumbersidelengthsinthecontextof
solvingrealworldandmathematicalproblems,and
representwholenumberproductsasrectangular
areasinmathematicalreasoning.

CCSS.MATH.CONTENT.3.MD.D.8
(MeasurementandData,Geometric
measurement:recognizeperimeter)
Solverealworldandmathematicalproblems
involvingperimetersofpolygons,includingfinding
theperimetergiventhesidelengths,findingan
unknownsidelength,andexhibitingrectangleswith
thesameperimeteranddifferentareasorwiththe
sameareaanddifferentperimeters.

CCSS.MATH.CONTENT.3.OA.A.3
(OperationsandAlgebraicThinking,Represent
andsolveproblemsinvolvingmultiplication
anddivision)
Usemultiplicationanddivisionwithin100tosolve
wordproblemsinsituationsinvolvingequalgroups,
arrays,andmeasurementquantities,e.g.,byusing
drawingsandequationswithasymbolforthe
unknownnumbertorepresenttheproblem.

Curriculum & Lesson:

Everyday Math, Unit 3 or 4

Multiple Mathematical Capabilities:

Spatial thinking
Fact fluency
Understanding of measurement
Understanding of money
Understanding of story problems
Problem-solving
Clear explanation of mathematical ideas
Finding connections
Making sense of pictures
Making arguments for reasoning

Launch & Wrap Up

Suggestions for launching the task:

I was thinking about building a doggy pen for
my dog in my backyard. I came up with these
three options of rectangles, but I need your
help in deciding which is best.

Suggestions for wrapping up the task:

(e.g., discussion questions, mathematical
focus, groupwork focus, etc.)
Multiplication Debrief:
What pen should I build? Why?
What if I am thinking about trying not
to spend too much money? Which
would I choose? How do you know?
How did you figure it out?
What if I am thinking about giving my
dog the best pen possible? Which
would I choose? How do you know?
How did you figure it out?
How did having defined roles change how
you worked as a group?
Measurement Debrief:
(Talk briefly about the connections
between strategies that students made from
group accountability)
Why did I ask you to find the perimeter
AND the area?
How did having defined roles change how
you worked as a group?

Suggested Norms:

If somebody has a question, everyone in

the group must know the question before
calling the teacher over.
You may only interact with the people in
your group.
Each person in the group will have a role
card and take that role seriously.
Everyone contributes and no one takes
over.

Suggested Roles:

Facilitator
Includer
Questioner
Resource Monitor
Encourager
Reporter

Group and Individual Accountability

Suggested Support Interventions

Group Product:
Measurement:
Each group will use the document camera
to present their findings and strategies.
Multiplication:
Each group will create a poster with the
diagram they picked, label the area, label
the cost of the fencing, and write positives
and negatives of that pen.

Individual Product:
Diagram the three doggy pens you made as a
group and label the perimeter and area of
each.

Teachers will walk around the classroom

and check in with different groups.
How are you figuring this out?
Teachers will make sure the students are
using their role cards.
Example: If there is a lull in work or
the students are getting off-topic or
distracted, the teacher should ask,
Who is the facilitator?

Dog Pen Task Card

Supplies:
Graph paper for each student
Poster board
3 rectangular diagrams
Ruler
Task:
Each student must do one thing from this list for each rectangle. No group member can do the
same thing twice.
Use the ruler to figure out the dimensions of the rectangles (using inches as the unit, measure
to the nearest inch, each inch represents one unit of fencing)
Calculate the perimeters.
Compare the perimeters.
Each unit of fencing costs $5. Calculate the cost of each pen.
Calculate the areas.
Compare the areas.
Individual work:
On a sheet of graph paper, draw the three rectangular pens with the price of the fencing and the
area of the pen
Group discussion:
Discuss pros and cons for each dog pen.
On the poster, draw the groups chosen pen, label the cost of fencing and area, and write why
this would be the best choice
Present poster to the group and explain your decision, including your reason for choosing your
pen and the strategies your group used.
If you have time:
Draw your own pen, as a group. What are pros and cons of this pen?

Resource Monitor
Makes sure everyone has the supplies they
need
Picks up and returns supplies
Organizes clean up
Do we have all of the supplies we need?
Its time to clean up, will you. . . and you
can. . .

Reporter
Records the information
Makes sure each member of the group has
the chance to share their ideas
Has everyone shared what they think?
What should we write next on. . .

Facilitator
Makes sure everyone understands the task
Organizes the team so they can complete
the task
Keeps track of time
Lets find a way to work this out
Ok we have. . .to finish this part of the task

Questioner
Asks questions about the groups activity
and everyones contributions
Asks people to explain their thinking when
there is confusion or misunderstanding
Can you explain what you mean when you
say. . .
Are you contributing to the group and our
task?

Encourager
Gives encouragement to keep the group on
track
Makes sure no one is discouraged and
stops participating
That was really good team work. . .
What you think is important to us

Includer
Makes sure everyone is participating
Asks students questions to get them
involved

What do you think, Gary?

Lets give everyone a chance to participate.