GRADES 3-5; 6-8; 9-12
OBJECTIVES
Students will:
- Predict the meaning of new vocabulary words and compare to the definitions provided in the movie.
- Apply idioms from the movie to new situations.
- Sequence the events of the movie using sentence strips.
VOCABULARY
General Vocabulary
| wallpaper (n)
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calm (adj); calm down
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| glow (v)
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upset (adj)
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Academic Vocabulary
| include (v)
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exclude (v)
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across (prep)
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Content Vocabulary
| rectangle (n)
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height (n); high (adj)
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unit (n)
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| area (n)
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width (n); wide (adj)
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estimate (v)
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| base (n)
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formula (n)
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equal (adj)
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LESSON PROCEDURE
Vocabulary
- Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and encourage students to make connections to the words.
- Have students do the Connect Two activity, using the sentence frame to connect vocabulary words in a way that makes sense to them. Alternatively, have partners do an Open Word Sort.
- Distribute copies of the Make a Prediction graphic organizer. Have students complete the first column (What do you think it means?) from their prior knowledge of the words and the information they learned in Vocabulary. Have them complete the second column (definition from the movie) as they watch the movie.
- Project the picture side of Flash Words onto the board or interactive white board. Have students label the words they know and then flip the pictures to check if they are correct.
Movie
- What’s the difference between estimating and measuring? Before watching the movie, ask students to think of situations when it’s ok to estimate, and when it’s important to measure exactly.
- There are five idioms used in the movie Tree House Math (L3U6L5). Before viewing the movie, have students discuss what they think each one means (the figurative meanings). During the movie, have them discuss why Ben uses the idioms, and what he’s trying to express. After the movie, ask them to think of a different situation when they might use these idioms. They can record their thoughts on the Idiom graphic organizer.
- Use reported speech to identify who said the following lines in the movie (in the right hand colum of the chart below). Remind students to make any necessary changes to language when reporting the sentences.
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Isn't that cool?
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said
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Be careful how you cut it.
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| Ben
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Area is the space inside of a shape.
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| Moby
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told
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Each wall is a rectangle.
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| The teacher
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You first have to measure the base of the rectangle.
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| The man who sold Ben the wallpaper
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asked
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Area equals base times height.
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Beep.
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- Distribute the How to Wallpaper a Tree House sentence strips that you (or students) have cut out, to each student or pair of students. Challenge them to put the steps in the correct order.
| First, calculate the number of square units it takes to cover one wall.
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| Measure the width, or base of the rectangle.
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| Next, measure the height.
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| Then multiply the base times the height.
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| Add the measurements of the opposite wall, which is equal.
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| Now measure the wall with the window, including the window.
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| Find the area of the window.
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| Subtract the area of the window from the area of the whole wall.
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| Do the same thing for the wall with the door.
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| After you have all those measurements, you can cut all the wallpaper.
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| Finally, put up the wallpaper.
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Features
- Watch Hear It, Say It. Students may listen and repeat sentences from the movie, or record their own voices and listen back.
- Have students do Hear It, Say It in pairs. One student listens to the line, and reports it to his or her partner. Then they switch roles and the second student listens and reports. Remind them to make the necessary changes for reported speech. For example:
Student A hears: Moby, can you give me a hand with this?
Student B: What did he say?
Student A: He asked Moby if he could give him a hand.
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Invite students to do the remaining interactive features, including : Play It, Warm Up, and You Can Do It.
ACTIVITIES
- The word “formula” has several meanings. For homework, have students look up the word in a dictionary or online. Tell them to choose any meaning of the word, other than the way it is used in Tree House Math. The next day, students are to share their definition with the class. Encourage them to accompany their definition with an illustration or other visual.
- Distribute a copy of the Find the Shapes image to students. Have them identify shapes in the picture, including “rectangles.” They can keep a list of the objects they find, sorted according to shape. You could also do it as a class contest to see who finds the most objects of each shape. To differentiate, some students can circle or point to the shapes, while other students give an oral or written description. Alternatively, project the image and have students identify the shapes on the board.
- Invite a guest to come speak to the class about how he or she uses math on the job. Someone who works in building construction is a great example, but many professions use math every day.
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