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This project group is Haris Legendre, Willow Claus, and Kellen Kalika.

We are going to do a project on OZO bots.

We are going to pursue simple shapes and tie them into learning area. The grade we are aiming for is either 3rd or 4th grade.

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At the end of the lesson, students will be able to measure and distinguish that different shapes have different areas.  Second, students will learn how to determine the area of a simple shape both through mathematical reasoning and by following the path of the Oxobot.

Please let me know what you think or your ideas. Thanks!

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At the end of the lesson, students will be able to measure and compare the area of simple shapes by using both mathematical reasoning and the path of an Ozobot.

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We could possibly do something with one of these standards:

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

5. Recognize 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.

6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

7. Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

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If Harris and Willow agree, this is our big idea: Use Ozo bots to measure shapes and "units" by measuring the sides through having the robot follow the perimeter.

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Learning Standard that relates the most?

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Learning Standard that relates the most?

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CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

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I found the attached document, and it seems like a great place to start.  It goes over an actual lesson plan on how to use an Oxobot to teach the area calculation.  For the assessment part, we could modify the Suggested Procedure section by first demonstrating a sample with the Oxobot to show students how the Oxobot measures the length and width of a shape and then calculates the area by multiplying those two numbers.  Then we could use images like the ones they provided in the document to have the students manually calculate the area of additional shapes.  Once they have their answers, the Oxobot can be used to perform the same calculations and have the students compare their answers to what the Oxobot calculates.

What do you think?

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I was thinking we could maybe do something with the one that could follow the line, maybe draw different simple shapes like squares or triangles and time how long it takes for them to follow the whole line. We could tie it into area?

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Hi Haris & Willow,

I've been placing stuff I have found, but please add whatever. I just thought it'd be a central place to share.

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These are the common misconceptions I found while doing research. The links below are to the sites I found.

Young students struggle to understand how to find the area of a rectangle through the formula they should use (width times height), especially finding it hard if there are no blocks or "units" to base it on.

Another misconception is oversimplifying area calculations; an example of this would be thinking that the formula for finding a square's area can be applied to circles or triangles.

The Ozo bots would help both of these by providing a 1D visual aid to understanding the formula. Then unit cubes could be used to reinforce the idea in 3D.

Links:

https://thirdspacelearning.com/us/blog/math-misconceptions-elementary/

https://files.eric.ed.gov/fulltext/EJ1209134.pdf

https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fweeklymaths.wordpress.com%2Fwp-content%2Fuploads%2F2013%2F03%2Fmisconceptions-primary.doc&wdOrigin=BROWSELINK

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Video on how to use Ozo bot to teach math and area

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Video on how to use Ozo bot to teach math and area

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How to Teach Math with Ozobot | Engaging Math Lessons for All Grades

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Students may struggle to connect the area formula (length × width) to what area means visually.

Some might try to use the same formula for shapes that aren’t rectangles (like circles or triangles).

Ozobots will help fix this by giving students a 1D visual of perimeter and movement, then connecting it to unit squares and area in 2D.

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Ozobot Blockly Tutorial 07: Line Navigation (Level 3) | Maze Challenge

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I really like this idea! That’s a great way to keep them engaged and make it feel more interactive.

The only thing is that this lesson seems more geared toward middle school since it uses a lot of different shapes and formulas. If we were doing it for younger kids, I think we’d want to simplify it a bit like just focusing on rectangles and squares so they can see how area is length × width.

We could have the Ozobot move around a simple shape or grid and have the students count the squares inside instead of doing the harder formulas. That way it still ties into the same concept, but it’s more age-appropriate and connects better to what elementary students are learning about area.

maybe you already said that, I just skimmed it I don't really understand what order the things you are sending is going in it posts them in a weird order to me

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Video about Ozo bot relating to measurement and programming

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Video about Ozo bot relating to measurement and programming

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3rd Grade Math: Finding Area with Ozobot | Full Lesson

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Confirm if we’re officially using 3rd or 4th grade.

Decide how we’ll demonstrate the Ozobot activity in our presentation.

Start outlining what each of us will say for the video (tech intro, demo, math connection, VandeWalle/TPaCK).

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hey just to make sure we’re all on the same page, here’s what we’ll actually need to turn in for the CIED 441 project:

lesson plan: our full math + tech lesson (ozobots + area) with objectives, standards, differentiation, assessment, and connections to TPaCK/VandeWalle

video presentation: around 10 minutes showing what ozobots are, a demo, how our lesson works, and how it connects to math and tech

replies to peers: each of us needs to respond to at least two other projects on blackboard

reflection: 1–2 pages each about what we learned and how it ties to TPaCK and VandeWalle

group evaluation: short reflection about how we worked together

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Will we be just specifically having the shape drawn by the Ozo Bot? I see it was talked about having the ozo bots draw grids and having the students go from there. I think, say we have a square, and draw grids on the inside (the ozo bot) the total number of grids would be there answer. I am going to try and find a photo for example

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So the Ozo Bot would be able to draw this, and then the students can figure out the equation. Example 3x3, then they would need to solve it

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Kellen, Haris, and Willow,

Wow! You guys have some amazing ideas! I had no idea the Ozobot could draw an area model like this, but I love the idea! This is an excellent example of connecting technology to a math lesson. If this is the way you plan to use the Ozobot, it is time to start narrowing down your ideas.

I look forward to seeing how you put these ideas together. I would like to see you formalize the objective, assessment plan, which misconceptions you will target, and academic language you will focus on.

Grace

objective (which should directly connect to the standard 3.MD.C.7.A)