Redesigning our Classroom

Ms Montilla's class created a floor plan of their classroom. Ms Montilla suggested moving the big table near the door to showcase their work. BOPDs needed to figure out a couple of things to do this, including computing for the area and perimeter of shapes. One group was also assigned to analyze the space and how the furniture has to be transported from one space to another.

The Area of my Bedroom

 BOPDs shared photos of their bedrooms and created a floor plan that depicted three regularly shaped objects. Using Lego as a tool, they represented the space and computed for area. After this, they built models of their bedrooms based on the areas that they computed. These models will be on display in our classroom for the next two weeks.

Scribing our Solutions

At number talks, Ms Montilla scribes our strategies but it has happened that even after our talk, some students want to continue sharing. This photo shows students doing that and scribing their solutions to the equation.

Counting Square Units

Mathematical practice #6 states that we can attend to precision. Guided by this, we approached the counting of square units with care and purpose. We started by sharing our ideas about "area" and what we think it is. After determining that it meant a space or region of a 2D shape, we ventured to find out the area of a book using square units. Precision was seen through the way students communicated their methods and also in the way they counted the square units and ensured no overlaps and gaps.

Multiplying Side Lengths

  Applying our understanding of how to get an area of an object, we paired up and measured different items in our classroom for practice. This learning experience focused our attention to being precise with the numbers that we multiply. When you multiply the side lengths of an object, you compute for its area.