Teacher: Matt Sabatowski (Schermerhorn

Grade Level:
3
Length of Lesson: 1 hour

Subject Area: Math (Area)

Desired Results
Indiana Academic Standard(s)
.
3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with
unit squares, and show that the area is the same as
would be found by multiplying the side lengths. Identify and draw rectangles with the
same perimeter and different areas or with the same
area and different perimeters.

Enduring Understandings

Essential Question(s)

Area is the space inside of a

shape/object, perimeter is the area
around (know the difference)
The concept of area can apply to real
world examples, such as the area of a
room or a house
There are multiple ways of finding area,
such as unit squares/multiplying
sides/using other formulas

What is the definition of area of a

shape?
How can you find the area of a
shape using unit squares?
How can this concept apply to the
real world?

Knowledge and Skill Objectives

SWBAT recognize, understand, and implement the concept of area when looking a
shape, conjure up real world examples, find the area of an object via counting unit
squares (ex. 30 squares inside of a rectangle, the area is 30 units)

Assessment Evidence
Completion of the first reteaching worksheet of the chapter as a class
Drawing of floor plan of their dream houses, complete with area count of
each room within

Learning Plan
Learning Activities
1. Proceed with the sanctioned PowerPoint involving this lesson, which
concerns the concept of area, teaches the definition, unit squares,
how to estimate the area if not all squares are completely full
2. Complete the reteaching worksheet for the lesson on the projector as a
class, asking for volunteers, explaining examples, etc.
3. Create your dream house Students are given a sheet of graph paper
each, and are instructed to make what your ideal fun house would bes
floor plan the requirements are at least 2 bedroom, 1 bathroom, 1 living
room, 1 kitchen, and one of something fun! Anything is possible (ex. Mine
was a secret passage behind a bookshelf that leads to a monster truck

Name____________________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
The content was essential to learn, as the concept of area is extremely relevant and important
throughout everyday life. Area is the cornerstone of entire subjects such as geometry and
trigonometry, so learning the basic concept of it is absolutely essential as a student.

Describe how the activity was developmentally appropriate.

It employed the base concept of area through counting the amount of boxes each room contained,
but still appealed to a third graders natural sense of creativity, as they were given complete
freedom to create whatever crazy thing came to their minds. It was a perfect difficulty level for
them, as they didnt require much extra explanation, but still had to put in some work as far as the
overall concept went
Give an example of how you know the activity was interesting to the children.
When the floor plans were finished, we had a small time allotted to share their creations in front of
the class. Literally every single kid raised their hands, and once we were done, they begged to
have time to show them the next day!
Describe how the activity included opportunities for the children to test their knowledge.
Although the activity served as a fun break from the normal math routine, they still had to employ
the knowledge of area by counting up the squares of each room in order to find the area of each
one.
Describe a follow up activity that would build on concepts you have presented.
We could look at our old floor plans that we created, and instead of counting up the unit squares,
we could measure the lengths and widths of each room in order to implement the formula for area
of a rectangle. When the answers inevitably turn out the same as the ones found before, it will
cement the concept of there being multiple ways to find area even further.

What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
I noticed the energy of the room shot sky-high during this activity! Tons of kids were trying to come
get me to see their crazy inventions that they created in their houses. Due to being allowed free
reign on the creative design of the house, they enjoyed employing all of their wackiest ideas! (I
had everything, from a bungee jumping cliff to a full fledged zoo!)
How did you involve the children in the closure of the activity?
Children were allowed to come up to the projector and give us a full tour of their houses, complete
with reading off the areas that they calculated for their rooms.

Describe what changes you would make and what you would keep the same if you presented the
activity again.
I wouldnt change the activity itself, as it went perfectly, but I would instead change the timing of it.
Instead of using this activity at the start of the area unit, I would use it after learning the formula for
squares and rectangles, as it would have been much easier for the kids to use this formula instead
of counting out the squares manually each time. I believe using it during this time would have
been a great example of the concept, and the unit squares could still be used as a proof of answer
of sorts.