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Notes for Teachers

List of Materials

Construction paper (various colors for buildings and roads) Cardstock (for sturdy structures)	Tape (for securing paper pieces together) Templates of geometric shapes (for consistency in shapes)
Graph paper (for planning and measuring) Plain white paper (for sketching or additional building material)	Paper cutters (for precise cutting of paper) Paper clips or brads (for connecting movable parts)
Colored paper (for detailing and decoration) Scissors (for cutting out shapes)	Paper bags or cardboard tubes (for creating three-dimensional structures) Sticky notes (for annotations or reminders during the planning process)
Rulers (for measuring and creating straight lines) Pencils (for sketching and marking)	Craft foam (for adding texture or dimension to buildings)
Markers or colored pencils (for adding details and coloring) Glue sticks or glue (for assembling structures)	Origami paper (for creating smaller decorative elements)

3rd graders will build a city applying area and perimeter.

The learning target for this project is for students to explore how they can use geometric shapes to create a city while applying the concepts of area and perimeter.

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AZ Math Standards

3.MD.C Geometric measurement: Understand concepts of area and perimeter.

AZ Engineering Standards

Science and Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

3.MD.C.5 Understand area as an attribute of plane figures and understand concepts of area measurement.

a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be

used to measure area.

b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6 Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).

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Objective(s): Students will create a community city by applying the concepts of area and perimeter using geometry shapes.

Learning Target: I can use geometric shapes to create a city while applying the concepts of area and perimeter.

Success Criteria: I will consider myself successful when I apply the concepts of area and perimeter using geometry shapes.

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Agenda

The lesson will take approximately 2 weeks to complete. Students will choose from a variety of materials to create their shapes. They will be instructed on how to create different types of shapes and how to arrange them in a grid to calculate the area and perimeter.

Third-grade students will then present their projects to the class, explaining the various strategies they used to find the area and perimeter.

DAY 1-2: Students measure and cut shapes to form the community city. They will create a design plan to determine the placement of the shapes.

DAY 3-4: Students assemble cardboard to create the city's framework.

DAY 4-6: Students cover the framework with shapes, create streets, and ensure everything is level.

DAY 7-8: Once students glue everything, they document the steps and explain how to find the area and perimeter for different areas.

DAY 9-10: Students review the entire process, ensuring accuracy before presenting to the class.

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Intro/Driving Question/Opening

How will we determine which shapes to use for different aspects of the city. (e.g., buildings, roads, parks)

Can we sketch or plan our designs before starting to create the shapes?

How will we ensure accuracy when measuring and cutting the shapes?

How should we organize or arrange the shapes to effectively represent our community city?

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Hands-on Activity Instructions

Students will be grouped according to how well they work together.

Each group will work on a specific part of the city to contribute to the overall project.

Examples of city-building techniques will be shown to the students to provide them with ideas for constructing their own city.

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Hands-on Activity Instructions

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Assessment

Here is the rubric designed to grade the students based on how effectively they construct their city and apply the concepts.

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Differentiation

The teacher will observe each group to assess their understanding and differentiation.
It is important to closely monitor the students as they construct their city. The teacher will facilitate their learning if they encounter difficulties with gluing and building the city.
Students will evaluate whether they have placed the correct shapes and accurately calculated the area and perimeter.
Provide key vocabulary with images.

Remediation

Extension/Enrichment

Students will verify whether they have adhered to the design plan and ensured the measurements are accurate.

Before adhering the shapes, students will revisit the process outlined in their planning.

Students will review whether the calculations made during their design planning match those implemented in their project

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IMPORTANT FIRMS

The ten influential projects of 2021, categorized by industry.

Expo 2020 Dubai

Architecture | Middle East & North Africa

London Design District

Urban Development | Europe

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