Perimeter, Area, Volume, and All That: A Study of Measurement

CONTENTS OF CURRICULUM UNIT 19.05.04

  1. Unit Guide
  1. Introduction
  2. Demographics
  3. Background
  4. Connection to Multiplication Fluency
  5. Classroom Activities
  6. Teaching Strategies
  7. Problem Solving Process
  8. Understanding the Problem using a KWCSRS
  9. Appendix A
  10. Resources
  11. Endnotes

Exploring Perimeter and Area with Third Graders

Kathleen Geri Gormley

Published September 2019

Tools for this Unit:

Understanding the Problem using a KWCSRS

Using the Standards for Mathematical Practice as a guide, I have worked to develop strategies that aid my students as they make sense of problems and persevere in solving them. My students use a revised KWL form specifically adapted to help in my math classroom. We call the graphic organizer a KWCSRS chart. The K section asks students; “What do you KNOW about the problem?” This enables students to clarify the information within the problem and provides them a place to record information they will need to solve the problem. They must also make decisions to justify what information is needed to solve the problem and what information is superfluous. The W section asks students; “What do I WANT to find out?” Many times my students get confused as to what they are actually being asked in the problem and this gives them a place to write it down and focus on what they are solving. The C section asks students; “Are there any CONDITIONS, rules or tricks I need to look out for?” The S section asks students to list two to three STRATEGIES that they believe will help them solve this problem. Multiple strategies are listed so students know if one strategy is not working they should try another. The R section is the place where students REFLECT on their solution strategy and record their answer. In this section students will review their solution and make connections to other problems they have seen. I was finding that many of my students would work hard to solve a problem and then never finalize their work. The final S section leaves room fro students to write and explain their SOLUTION. This space reminds them to refer back to the W section and make sure they have answered the question they were asked.

Math Journals

Math journals are an excellent way to provide students with an opportunity to express their thoughts, understanding, confusions, and questions. Some teachers use math journals as a work space for students, they open to a new page and show their work for the problems they are working on that day in class. Other teachers use the math journal as a place to present daily or weekly tasks. I want my students to begin to use their math journals in a more purposeful way and as a tool to build and reinforce their understanding. I will explicitly teach my students early in the year on how to take notes to help them remember important aspects of lessons. I will encourage students to use the math journal as a work place. Let’s face it, the work areas in their workbooks is never adequate. I also envision this as a reflective space for the students to make connections to what they are learning and voice any confusions they still may have. If students want to share their journals with me, I can respond to their questions and reflections. This will help me to determine who is on the right track and who needs some additional support.

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