TPACK Template

Subject Mathematics

Grade Level Third Grade

Type of Online Class Asynchronous

(please specific if it’s
synchronous or asynchronous)
Learning Objective 3.8 The student will estimate and
The objective of the lesson is what
students will be able to do as they
a) measure the distance around a polygon in order
finish the activity. For this objective, to determine its perimeter using U.S. Customary and
use the Standards of Learning (SOL)
to say what you want to focus on. metric units; and
You can find the SOLs at b) count the number of square units needed to cover
Content

http://www.doe.virginia.gov/testing/
look on the right of the screen for the a given surface in order to determine its area.
subjects and go from there.

Complete the following sentences:

1. The online course I’m teaching in for this activity is asynchronous.

Pedagogy Planning

2. In this online activity, my online students will use a simulation on area and
perimeter to have an individual experience based upon their unique choices. Each
child’s end result will be different, and I will grade them online by their screenshot
submission of their completion scores on Levels 1, 2, and 3.

Online Activity Describe
what the learning activity will be as
the students meet with the teacher
online. What will the students and
the teacher be doing? (This includes
what they are doing with the
technology).
Pedagogy
This is an asynchronous online course for third grade
math. Students have access to all of the lesson modules
ahead of time. Before students participate in this simulation,
they will watch several pre-recorded teacher lectures and
demonstrations on how to calculate the perimeter and area
of squares, rectangles, triangles, and irregular shapes. The
students will watch the videos provided and will be asked to
participate in a simulation that requires them to calculate
perimeter and area.
After students have finished viewing the lecture videos,
the teacher will then allow the students to view the
directions for the simulation assignment. The directions will
be presented in the form of a Screencastify video, so
students can follow along as the teacher explains how they
can access the simulation, and what will be expected of
them. In the Screencastify, students will be directed to the

PhET Interactive Simulations website. They will select the

blue “Play with Simulations” box. Students will then select
“Math” under the Simulations tab in the left-hand corner.
 They will select “Area Builder” and press the play button.
Students will then select “Explore” to practice and
familiarize themselves with the simulation before beginning
the game. The teacher will provide a brief run-down of how
to utilize the Explore feature. Students place squares in the
grid, in whatever configuration they desire, and can view
the perimeter and area calculations. This explore feature
shows students how perimeter and area can change based
on the addition, subtraction, and/or specific configuration of
the square units. When students are ready to advance to the
graded assignment, they will click on “Game” at the bottom
of the page. They will then select “Level 1.” Each game has
different goals for each student. The questions in Level 1
require students to configure the squares so that they equal
a specified area. Each student will configure their squares in
their own unique way. Levels 2 and 3 require students to
configure their squares and/or triangles to equal a specified
area and perimeter. There are six questions in each level. At
the end of each level, the score the students receive for that
level pops up on the screen. The students will take a
screenshot of this score and submit it for a grade in
Blackboard. The Screencastify video will explain to the
students how they take a screenshot from different devices.
The students will have to complete up to Level 3, so they
will have 3 separate screenshot submissions for this
assignment. Students have the chance to play each level
multiple times until they receive a score they are satisfied
with, but the questions change each time.
When students are finished with the simulation, they
should have a much greater knowledge of calculating the
perimeter and area of squares, rectangles, triangles, and
irregular shapes. Students should fill out and submit the
online reflection found on the class Blackboard page.
Students should include specifics on what they liked about
the simulation assignment, as well as specifics on what they
struggled with/didn’t like.

Technology o “Area Builder” simulation on PhET Interactive

Name of the device and/or programs
being used. (The description of what
Simulations website
Technology

the students will be doing with the (https://phet.colorado.edu/en/simulation/area-

technology will be included in the
pedagogy/activity section). builder)
o Computer or another digital device that can access
the Internet