Clip 2/11: Area and Perimeter Lesson Part 1A

Overview

Robin opens her lesson with her 3rd-grade students. She asks her students to look at a card pattern piece, challenging them to reflect on the problem and then to whisper to their table partners what they know about the problem. Robin reconvenes her students, and they collectively notice that the problem asks to find the product. Robin writes the word “array” and asks her students to discuss what these numbers would tell them about how to create an array. Students identify columns and rows as key concepts, and Robin asks them to create their own arrays. Two students clarify what a column is (“it goes up and down” and “like a pole?”). Robin models creating an array on the board, asking students to write lines for columns and rows, asking them, “What do you think we’re finding out? I’m not thinking of the word product.”

Teacher Commentary

This task is a “bait” piece. It’s for exposure for the students.

We had done arrays. So, bringing that part in — okay, we've multiplied, we've heard arrays. Little did they know that the arrays are going to transform into being area.

I had had some of these students before as kindergarteners, so I could call on them to mentor the other 3rd graders. I would use my “older” students to model for the other students. My old kids took in those new kids right away. I have a motto in my classroom.

We use the saying “Ohana,” which means “family,” from the movie “Lilo and Stitch.” So, we're welcoming our new family members. We're going to take them in. How do you respect your family?