Brianna Walsh

Spaghetti and Meatballs for All! : A Mathematical Story By,

Marilyn Burns
Grade level: 4
Mathematics TEKS:
(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate,
to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.

(5) Algebraic reasoning. The student applies mathematical process standards to develop
concepts of expressions and equations. The student is expected to:
(C) use models to determine the formulas for the perimeter of a rectangle (l + w +
l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the
area of a rectangle (l x w); and
(D) solve problems related to perimeter and area of rectangles where dimensions
are whole numbers.

English TEKS:

Brianna Walsh

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students

understand how to glean and use information in procedural texts and documents. Students
are expected to:
(A) determine the sequence of activities needed to carry out a procedure (e.g.,
following a recipe); and
(B) explain factual information presented graphically (e.g., charts, diagrams,
graphs, illustrations).
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students are expected to:
(A) write legibly by selecting cursive script or manuscript printing as appropriate;
(B) use capitalization for:
(i) historical events and documents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities; and
(C) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks.
(27) Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent
comments; and
(B) follow, restate, and give oral instructions that involve a series of related
sequences of action.
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students continue to apply earlier standards with greater
complexity. Students are expected to express an opinion supported by accurate
information, employing eye contact, speaking rate, volume, and enunciation, and the
conventions of language to communicate ideas effectively.

Brianna Walsh

(29) Listening and Speaking/Teamwork. Students work productively with others in

teams. Students continue to apply earlier standards with greater complexity. Students are
expected to participate in teacher- and student-led discussions by posing and answering
questions with appropriate detail and by providing suggestions that build upon the ideas
of others.
NCTM Process Skills Addressed:
Problem Solving Instructional programs from prekindergarten through grade 12 should enable all
students to Build new mathematical knowledge through problem solving Solve problems
that arise in mathematics and in other contexts Apply and adapt a variety of appropriate
strategies to solve problems Monitor and reflect on the process of mathematical problem
solving
Communication Instructional programs from prekindergarten through grade 12 should enable all
students to Organize and consolidate their mathematical thinking through communication
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
Analyze and evaluate the mathematical thinking and strategies of others; Use the language of
mathematics to express mathematical ideas precisely.
Connections Instructional programs from prekindergarten through grade 12 should enable all
students to Recognize and use connections among mathematical ideas Understand how
mathematical ideas interconnect and build on one another to produce a coherent whole
Recognize and apply mathematics in contexts outside of mathematics
Representation Instructional programs from prekindergarten through grade 12 should enable all
students to Create and use representations to organize, record, and communicate
mathematical ideas Select, apply, and translate among mathematical representations to solve
problems Use representations to model and interpret physical, social, and mathematical
phenomena
Mrs. Comfort is having problems with arranging the seats so the students then must come to
rescue and help Mrs. Comfort come up with multiple ways to address the issue of sitting 32
people together. The students then must be able to communicate how they came to the solution
they had found. This lesson is teaching students to relate area and perimeter into real life
situations such as a big family dinner. While also communicating they must know how to graph
and draw and represent this setting with manipulatives.
Math Concepts:
-Area
-Perimeter
-Problem Solving

Brianna Walsh

What is the other Subject:

-English
-writing and comprehension
Preparation:
The students must know how to do simple addition and multiplication. Students must understand
the concept of area and perimeter.
This lesson is to teach how area and perimeter are related to real world situations.
1.
2.
3.
4.

You will need square tiles, each student will need 8.

You will also need a poster board to keep up with the arrangement of the tables.
The students will also need their math notebooks.
A copy of Spaghetti and Meatballs for All.

Description of the Lesson:

Brianna Walsh

From the Beacon Lesson Plan Library I found An UnCOMFORTable Situation by Barabara
Johnson.
This lesson explores the relationship between the area and their perimeters based on various
arrangements. Students should have a clear understanding of both area and perimeter.
1. Briefly review the concepts of area and perimeter. Have students respond to the following
question in their math journals: -If shapes have the same area, do they always have the same
perimeter? Explain your answer. - Encourage students to draw examples as needed to help
explain their answers. Explain that the math activities they will participate in will help to answer
this question.
2. Read the book Spaghetti and Meatballs for All by Marilyn Burns, but STOP at the next to last
page. (The last sentence on this page reads, "She sat down in her chair and didn't budge.")
NOTE: If the book is not available, pose a similar scenario for the students based on the
information presented in this lesson. The investigation needed to answer the initial question can
occur given the parameters outlined in the following procedures.
3. Discuss the problems Mr. and Mrs. Comfort face during their family reunion. Review the facts
presented in the book:
a) Thirty-two people are coming to the reunion.
b) Mrs. Comfort has ordered 8 square tables for the guests.
c) As the guests arrive, tables are rearranged to accommodate seating.
d) With each new arrangement, Mrs. Comfort says, "But that won't work!" until she finally gives
up!
4. Ask the students, "Why does Mrs. Comfort keep saying, 'But that won't work'? How does she
know that their arrangements are wrong?" Allow students to discuss their observations from the
book and explain their reasonings for Mrs. Comfort's skepticism.
5. a) Have the students re-read their math journal entries, and respond to the same question
again. Encourage them to draw examples from the book to help explain and adjust their answers.
b) Ask them to predict how the story will end. Review the present arrangement of tables (4
arrangements of 2 tables each) and ask them to write a solution or ending to the story in their
journals.
6. Tell students that today they will use concrete materials to investigate and solve Mrs.
Comfort's UnCOMFORTable situation.
7. Review the problem faced by Mrs. Comfort and re-define the concepts of area and perimeter.
8. Pass out eight square tiles to each student, or pair of students.
9. While the teacher rereads the book, students arrange the tiles according to the table

Brianna Walsh

arrangements. With each arrangement, students record the guests seated, the table arrangement,
the perimeter, and the area of the tables on the Seating Chart.
10. Students rearrange the tiles each time more company comes and records the data. You will
have the poster already completed.
11. Discuss what is happening to the perimeter of the tiles each time the seats are changed. Talk
about the size of each arrangement and the number of people the new arrangement seats.
12. Show the different arrangements that you have on your poster after students have had time to
explore and the teacher has had time to observe the manipulation of tiles.
13. Ask students how they think Mrs. Comfort's problem will be solved. Just when she is ready
to give up, what do they think will happen next in the story? Allow students to adjust the
solutions entered in their journals during Session I, before discussing ideas orally.
14. Read the last page of Spaghetti and Meatballs for All by Marilyn Burns. Discuss with
students whether or not their predictions were correct.
15. After completing the Seating Chart and reading the solution, have students return to their
math journals and re-answer the question: -If shapes have the same area, do they always have the
same perimeter? Explain your answer. - Encourage students to draw examples from their
observations today to support and adjust their ideas. Read and respond to journal entries
according to the criteria detailed in the assessment.
Description of the English Lesson Component:
The students will be actively writing their responses in their journals/notebooks to the questions
asked during the activity.
Extensions:
If you wanted to do more, or challenge the students you could use the assignment in the back of
the book. Such as change the number of people who will be at the dinner so that the students
have to find how many tables they would need for the new dinner guests while also finding the
area and perimeter of each arrangement they have made.

Source of the Lesson:

An UnCOMFORTable Situation by Barbara Johnson (Beacon Lesson Plan)
http://www.teachingwithamountainview.com/2013/04/perimeter-and-area.html
Spaghetti and Meatballs for All! By Marilyn Burns

Brianna Walsh

I also changed a few things in An UnCOMFORTable situation instead of using an overhead I

used a poster that I found on Pinterest listed above.
I have attached a copy of each.