Ohio
Virtual Tour: Farmland
New McDonald’s Farm — Planting the Corn
Overview
In this lesson students determine how many corn plants
can be planted in an acre of land.
Outcome
Students will gain practice in calculating perimeter
and area.
Standards Addressed — Mathematics
Grade
4
Measurement Units, Benchmark A
03. Identify and select appropriate units to measure:
perimeter — string
or links (inches or centimeters)
area — tiles (square inches or square
centimeters)
volume — cubes (cubic inches or cubic
centimeters)
Use
Measurement Techniques and Tools, Benchmark D
06. Write, solve and verify solutions to multi-step
problems involving measurement.
Grade 6
Use Measurement Techniques and Tools, Benchmark
E
04. Determine which measure (perimeter, area,
surface area, volume) matches the context
for a problem
situation; e.g.,
perimeter is the context for fencing a garden,
surface area is the context for painting a room.
Materials
Procedure
-
Divide students into groups
of two or three.
-
Review the corn information that
is found in the student handout.
-
Using the bottom side
of the rectangle, students should figure the number
of rows they could plant.
Using the
length of the vertical side,
students should compute the number
of plants they can put in each
row. They would then calculate how many plants
should go in that
field.
Student Handout Answers
View the New
McDonald’s Farm — Planting
the Corn answer
sheet.
Evaluation
Rubric for Evaluating Student
Handout
Category
|
4
|
3
|
2
|
1
|
| Mathematical Concepts |
Computation shows complete understanding of the mathematical
concepts used to solve the problem(s). |
Computation shows substantial understanding of the
mathematical concepts used to solve the problem(s). |
Computation shows some understanding of the mathematical
concepts needed to solve the problem(s). |
Computation shows very limited understanding of the
underlying concepts needed to solve the problem(s),
or is not written. |
| Mathematical Errors |
Ninety to 100 percent of the steps and solutions
have no mathematical errors. |
Almost all (85 percent to 89 percent) of the steps
and solutions have no mathematical errors. |
Most (75 percent to 84 percent) of the steps and
solutions have no mathematical errors. |
More than 75 percent of the steps and solutions have
mathematical errors. |
| Teamwork |
Student is an engaged partner, listening to suggestions
of others and working cooperatively throughout the
lesson. |
Student is an engaged partner but had trouble listening
to others and/or working cooperatively. |
Student cooperates with others, but needed prompting
to stay on task. |
Student does not work effectively with others. |
|
