Clip 3/11: Area and Perimeter Lesson Part 1B

Overview

As she continues her lesson on area and perimeter with her 3rd-grade students, Robin asks her students to share what they think they’re finding out. One student says “area.” Robin asks other students whether they agree or disagree with her idea, explaining why. She asks students if anyone had a different answer. Another student says “perimeter?” and other students again share whether they agree or disagree. One student says, “We’re finding area.” Robin asks, “Why aren’t we finding perimeter? Talk to your friends.” Table groups discuss how they would approach the scenario looking for perimeter versus looking for area. Robin gathers the group, facilitating group sharing about how perimeter and area are different from each other, saying, “I’m not going to give you the full answer here for a reason.” She elicits multiple student responses, using nonverbal signals to make agreement and disagreement visible. Robin asks what the area of the array would be, ensuring that students use the language of “square units.”

Robin pivots to the second part of the lesson, asking island leaders to procure materials for their groups (crayons, paper, tiles). Robin says, “I’m going to give you an area, then you’re going to figure out what rectangle you can make with that area.” She communicates expectations for where the students will be in the room and sets the groups to work.

Teacher Commentary

With math discourse, I’m modeling, constantly modeling (like with agree and disagree). But that took a lot of practice, because it's not normal for them to use those hand signals. Or when they're talking, they have to state the other child's name. (They used to be like, “Oh, hey you!” or “I don't agree with her.” Well, who is her? Who are you actually agreeing with? “Oh, I agree with Chloe because …”)

This class that we video recorded, they were really good. I would let them go. It’s not that they were arguing with each other, but they had a good debate and conversation. I would feel almost like I'm playing tennis just watching them, but it was respectful conversation, but that takes time and practice. “Okay, no. Let's start over. This is what I'm looking for. We have to practice it the correct way.”

The way I set up this lesson, I had my students on the floor to where they could freely move. They didn't seem so constrained like when they’re in a desk. They also talk better with each other. I wanted the manipulatives in there for them to actually build the shape that they were working with to find the area, to help them space it out, and for them to be able to see more of a visual of the shape they were drawing. Being able to outline the pencils, drawing it so they could remove the shape, and also just be able to see the rectangular shape, and discuss the area that they would find.