Clip 7/11: Area and Perimeter Lesson Part 2A

Overview

Robin’s 3rd-grade students continue discussing their observations about perimeter and area for shapes created with 12 tiles. She asks them why the perimeter changed even if the number of tiles stayed the same: “Can you show me what you’re talking about?”

After groups complete their work with an area of 12, Robin then asks them to work with 36 tiles. Students focus on the different ways of representing an area of 36. Robin continues to visit the groups and ask them about their thinking. (“What are you drawing? What are you showing me?”) One group has created an irregular shape; Robin praises their work (“I like that one! I see what you did!”) but asks them to return to rectangular shapes for the purpose of the lesson.

Teacher Commentary

It's hard, but you’ve got to show ideas visually. They've got to be able to manipulate it, and then question. You've got to be able to question the kids and don't save them every single time, which is something I've had to learn. So, when students are looking at area one way, they just flipped it and they tried different ways. I mean, I could have said, “Oh, well, you just needed this” or “Oh, just go here,” but it takes practice. “So, what do you think we should do next? What do you think, you know, we need to do?” And I will tell you, all my interns hate it, and even people I work with will ask me a question, and I'll answer them with a question.