Lesson #6

Name: Haley Williams

Content Area: Math

Date:

Grade Level: 2nd

10-23-15

Goal(s):

2.G.2
o Partition a rectangle into rows and columns of same-size squares and count to find the total
number of them.

Planning:

Before I teach this lesson I know that the students are doing some work throughout the week that will
build up to this lesson. This lesson will be about building accurate rectangles, and describing them in
terms of columns and rows. In order to do this lesson the students will need to understand what a
rectangle is and what its attributes are. Before I teach this lesson, the students will be learning that a
rectangle is a quadrilateral. They will also be learning that all rectangles have four sides and four right
angles. Throughout the week the students are going to do some work with figuring out how to determine
which rectangles are the biggest out of a certain group of them, by filling them in with equal sized tiles.
All of these learning pieces, especially the rectangle attributes piece, will create a good foundation for
my lesson. I think that the students will have some of the base skills and knowledge that they will need
to succeed at this lesson. There will be some students who may need one-on-one help to build their
rectangles. I will serve as assistance for these students, as well as the other students at their table. The
students requiring special education assistance may also need a modification to their lesson, so I will be
conversing with the special education aid to see what she has in mind or how I can help to make changes
to the lesson for those students. Some common misconceptions of this lesson will be understanding how
to properly describe a rectangle in terms of columns and rows. This lesson will feature an anchor chart
that displays what columns and rows are. Another common misconception may be that a single column
of tiles with a single block in each row is not a rectangle, but we will discuss how it could be (if that
situation arises). Another misconception is that students think that the same rectangle, only turned 90
degrees is a different rectangle. We will discuss how those are actually congruent.

Objective(s)::

Students will construct rectangle arrays and describe them in terms of their rows and columns.
Students will interpret a description of a rectangle array in order to create it and draw it.

Vocabulary: rectangle, rows, columns, description, array, congruent

Language Function: construct, describe, interpret

Assessment:

Informal:
o In the beginning of the lesson I will be using student response as a way to gauge student
knowledge of the attributes of a rectangle as well as how to properly describe a rectangle using
columns and rows. As the students describe to me what their rectangle looks like I will be able to
know if they are understanding that a rectangle needs to have four sides and four right angles.
Their description to me will also allow me to see that they are correctly using the terms of rows
and columns to describe their rectangle. Some students may not describe it in terms of rows and
columns right away, so after they give me their description, I will then ask them to tell me the
number of tiles in the rows and columns. There will only be able two ways in which the students
can make the rectangle that they are creating in the intro of the lesson. (2x3 or 1x6) For this
reason, I will be able to do a quick class gauge and ask them if there are any other ways in which
someone made a rectangle because then I know they would be incorrect. Students may assume
that because their rectangle is turned 90 degrees, it is different, however, I will address that idea
as well.
o The students will have an instructional task that is in the form of a worksheet during the
workshop time. This will serve as an informal assessment to understand how the students are
interpreting descriptions of rectangles in order to create them. It will allow me to see if they
understand how to create rectangles in terms of rows and columns.
o In the workshop time of the lesson when the students are interpreting rectangle descriptions in
order to create them, I will be looking for some specific behaviors. To document these behaviors
I will have a type of student checklist/anecdotal note taking method. I am going to be observing
certain skills/student thinking during the workshop time. The informal assessment worksheet
being done in the workshop time will allow me to see how students visualize the rectangular
array. For this reason I will be looking at these types of things: How are students using the clues
in the riddle-do they build their rectangle first and then think about the rows and columns? Do
they use the clues independently or together? Which types of riddles (descriptions) are confusing
them? How does the student draw their array? (Individual squares, rows/columns divided up?
How do the students write their riddle? Do they use row/column language? Do they build it first,
then write? Overall, I am using these notes to see how well students are understanding the
concept of an array (equal number of tiles in each row, equal number of tiles in each column).
This will help me to see what type of review will need to be done on arrays or how the next
lesson can be extended based upon the new knowledge of arrays.

Materials Needed:
Array anchor charts
Square tile tiles
Student worksheets

Procedures:
Introduction: (2 minutes)

Gather students on carpet. Engage them in closing their eyes and visualizing what a rectangle looks like.
Just a simple rectangle that is drawn on a piece of paper, not a 3D one. What are the important parts that
we need to remember that a rectangle has.

Rectangles have four sides and four angles. This is something that we need to stick in our brains today
because when we create our own rectangles we need to make sure that they always have four sides and
four just right angles.(Draw a rectangle on the board)

Tell goals for todays lesson. Today the goals of our lesson are to construct rectangle arrays and then to
describe them by talking about their rows and columns. (I will explain that it a minute.) We are also
going to be interpreting, which means to think about the description we are given of a rectangle so we
can figure out how to create it with tiles and draw it.

Demonstration: (3-4 minutes)

Explain to the students that today we will be doing an activity as a group where we create our own
rectangles using six equal size square tiles. The rectangle we are making is called an array because it is
going to be organized in rows and columns of tiles. An array is just something that is organized in rows
and columns and that it how we will be organizing our rectangles today, in rows and in columns. So,
lets talk about rows and columns. Refer to anchor chart. Explain rows and columns. Lets look at an
example of a rectangle together and we will describe it by the number of rows it has and the number of
columns it has.

Draw a rectangle that has 6 rows, with 2 tiles in each row. (6 rows and 2 columns) Ask the students how
many rows this rectangle has. (6) How many tiles are in each row? (2) Now ask the students how many
columns? (2) How many tiles are in each column? (6) So if I was describing this rectangle I would
saymy rectangle has 6 rows-2 tiles in each row. Then I could look at it and see oh, my rectangle also
has 2 columns with 6 tiles in each column. Remember that there are equal tiles in each row and equal
tiles in each column. Right now, you are going to go to desk and you are going to get 2 pieces of paper
and some square tile tiles. You can only use six tiles to make your rectangle. Create your rectangle using
the tiles. Then cover it up with a piece of paper. Now draw the rectangle that you just created on the
other sheet of paper. When everyone is finished you are going to describe to me what your rectangle
looks like by telling me how many rows it has, or how many columns it has.

Practice/Participation: (10-12 minutes)

Send students back to desks. Walk around to observe them constructing/drawing rectangles. When the
group is ready, call students back to the carpet. Call on a student(s) to describe the rectangle they made,
saying how many rows/columns.

Focus: students should describe rectangle using vocab of columns and rows.

Draw that rectangle on the board. Confer with the group to see if that is actually a rectangle. Tell

students to give a thumbs up if that is the same rectangle they created. Call on another student to get
their description. If a student says their rectangle is different, but it is that same as the other, only turned
90 degrees, ask: (Higher order) Are these two rectangles the same? Tell them that just because the
rectangle is turned does not mean it is different. These rectangles are still the same size. They each have
six tiles. They are congruent, which means they are the same.

Now make the students aware of the work that they will be doing today. You will be solving rectangle
riddles today. The worksheet will give you a description of a rectangle. That description will use the
words rows and columns. You have to think about how that rectangle looks. Then you can make it with
your tiles. After you make it, then you can draw it on your paper. When you are all done you get to make
a rectangle riddle of your own. Before I let you get started I want to do one of the riddles with you. Lets
all look at the first riddle. It says, This rectangle has 5 rows. It has 25 tiles. So, we know that the
rectangle is going to have 5 rows. We do not know how many tiles go in each row, but we do know that
we need to use 25 tiles total. So, remember earlier when I told you that each row needs to have the same
amount of tiles in it, an equal amount. We need to figure out how many tiles will go in each of the five
rows that will equal 25 tiles total. Look at the board. Use 25 magnetic paper tiles so you and the students
can create the rectangle together. We know that the rectangle has five rows so I can start my rows with
one tile in each row. Now what I want to do is keep adding one tile to each of my rows until all 25 tiles
are gone. Invite some students up to help you create the rectangle. When you are finished, notice how
our rectangle has 5 rows with 5 tiles in each row. Now after you create your rectangle you will need to
draw it on your paper.

What are some different ways to draw it? (Individual squares/horizontal and vertical lines) Label
rows/columns if necessary.

Closure (1 minute)/Workshop time (15-20 minutes):

Closure: Alright boys and girls, you will now be working on solving the rest of the riddles. Remember
part of the goal of todays lesson is to construct rectangles using those tiles and to be able to read the
descriptions and think about how to organize your rectangle using rows and columns. This is what you
will be doing now.

Workshop: Walk around and observe/take notes of how students build and draw their rectangles. Some
students may need assistance reading the instructions.

Strategies for students requiring additional assistance:

Anchor charts will be used to serve as a reminder to students of what rows and columns are. There will
also be information on the board to remind students of what a rectangle needs to have (four sides and
four right angles).
Some students may not be able to read the rectangle riddles so I will do my best to assist them in that
understanding. I will also encourage students to help one another.
Special education students may need the lesson to be modified for them. I will try to talk to the special
education aid to see what needs to be done.
I will be doing a lot of modeling with the students as a group in an effort to help them understand what
they need to do.

Anchor Chart & Worksheet Example