Lesson 15

Diseña tu propio robot

Warm-up: ¿Qué sabes sobre el área y el perímetro? (10 minutes)

Narrative

The purpose of this What Do You Know About is to invite students to share what they know about and how they can represent area and perimeter.

Launch

• Display the words area and perimeter.
• “¿Qué saben sobre el área y el perímetro?” // “What do you know about area and perimeter?”
• 1 minute: quiet think time

Activity

• Record responses.
• “¿En qué son diferentes el área y el perímetro?” // “How are area and perimeter different?”

Student Facing

¿Qué sabes sobre el área y el perímetro?

Activity Synthesis

• “¿Qué estrategias tienen para encontrar el área de una figura y el perímetro de una figura?” // “What strategies do you have for finding the area of a shape and the perimeter of a shape?” (To find the area of a rectangle, I multiply the side lengths. For perimeter, I just add up all the side lengths. I like to check for sides that are the same length because then you can multiply or make the calculation easier.)
• “¿Qué conexiones ven entre las distintas respuestas?” // “What connections do you see between different answers?”

Activity 1: Crea tu propio robot (35 minutes)

Narrative

The purpose of this activity is for students to draw rectangles with specified perimeters to create their own robot. Students practice with perimeter and also find the area of their robots’ body parts in preparation for discussion during the gallery walk, which centers around the different areas that can be created with rectangles that have the same perimeter. Students can choose to work independently, with a partner, or in a small group.

MLR8 Discussion Supports. Before presentations begin, remind students to use words such as area, perimeter, units, and square units.
Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Social-Emotional Functioning, Organization

Required Materials

Materials to Gather

Materials to Copy

• Square Dot Paper Standard

Required Preparation

• Students will need to tape together at least 2 sheets of the square dot paper to have space for their robot.

Launch

• Groups of 1–4
• “Tómense un minuto para leer las instrucciones de cómo crear su propio robot a partir de rectángulos” // “Take a minute to read the directions for creating your own robot out of rectangles.”
• 1 minute: quiet think time
• Give each student 2 sheets of dot paper and a piece of tape. Have them tape the sheets together.

Activity

• 20–25 minutes: independent, partner, or small-group work time

Student Facing

1. Crea tu propio robot con estas especificaciones. Explica o muestra tu trabajo para que sea claro que tu robot cumple con las especificaciones que se piden.

1. Cada parte del cuerpo debe ser un rectángulo.
2. Cabeza: perímetro de 36 unidades
3. Cuello: perímetro de 8 unidades
4. Cuerpo: perímetro de 64 unidades
7. Incluye una o más partes rectangulares en tu robot. Escoge las partes que quieras.
2. Encuentra el área de cada una de las partes del cuerpo de tu robot.
3. Encuentra el área total de tu robot.
4. Recorrido por el salón: cuando vayan juntos a ver los robots, discutan sobre las distintas áreas que se pueden crear con rectángulos que tienen el mismo perímetro.

Activity Synthesis

• Display the robots around the room.
• Have half of the students stand at their robot to share their ideas or answer questions as the other students visit their robot.
• Have the other half of the class visit their classmates’ robots with a partner.
• 5 minutes: partner work time
• Switch student roles and repeat.

Lesson Synthesis

Lesson Synthesis

“En las últimas tres lecciones, usamos figuras, perímetros y áreas para diseñar patrones de telas, parques y robots. Piensen en cosas que puedan tener figuras, perímetros y áreas. ¿Cuáles de esas cosas les gustaría diseñar?” // “Over the last three lessons we’ve used shapes, perimeter, and area to design fabric patterns, parks, and robots. What are some other things you are interested in designing that could use shapes, perimeter, and area?” (I would like to design a building which would use lots of different shapes, perimeter, and area. I would like to design cars which would involve curved shapes that are solid. I would like to design clothing which would involve shapes and area.)