Teacher: Mr. Aaron Hearn Mentor: Mrs.

Donna Mills Overall goal of Lesson:

Subject: Mathematics Campus/District: Justiss Elementary/Paris

Grade Level: 3rd & 4th Date: 2/15/2012

Students will be able to accurately measure the area of an object. Instructional Objectives: Students will be able to calculate area of several different shapes. Students will be able to correctly label grid paper. Students will understand the relationship between the labeled grids and the units that equal area. TEKS:

111.15. Mathematics, Grade 3. (b) Knowledge and skills. (11) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.

Key Vocabulary: Area, Units, Length, Width Higher Order Questions: Reproduce the shape that shows an area of 8 units. Explain the two ways to find area. Illustrate a shape with the area of 16 units. Analyze the formula; Length multiplied by width. Modify the shape that has an area of 15 to have an area of 5. Summarize what you have learned about area. Student Activities:

Students will watch a BrainPop video over area. Students will complete the anticipatory activities. Students will watch as the teacher models how to create and find area of certain objects. Students will follow along the teacher in guided practice. Students will complete independence practice. Students will complete an assessment worksheet. Modifications/ELL Strategies Students will have to only answer certain questions on the worksheet. Students will use a modified STARR math chart. Anticipatory Activity: The teacher will introduce area by explaining to the students what area is. The teacher will say; Area is the inside of any object. There are two ways to find area that we will visit today, counting squares inside of the shape, and finding area by multiplying length and width. We are going to watch a Brain-Pop over area before we begin our lesson. The teacher will then show the class a Brain-Pop video about area. The teacher will then ask students about their experiences with finding area, the teacher will say; Has anyone found the area of an object before? What is area? Is it measurement of the inside or the outside of an object? If students answer the question incorrectly the teacher will reiterate, the teacher will say; Area is the inside of any object. There are two ways to find area that we will visit today, counting the squares inside of shapes, and finding area by multiplying length and width. (L x W=A) What did the BrainPop video tell us about finding area? Students will then answer questions over BrainPop. Teacher Input/Lesson Activity: Students will complete the anticipatory activities. Students will watch as the teacher model how to find area of a given object. Students will follow along as the teacher models how to create find area of certain shapes. Modeling:

The teacher will explain what area is again, by saying; Area is the measurement of the inside of an object; it is not the measurement of the outside. Area is the measurement of what? (The inside) The teacher will model how to find area using the grid paper and cubes. The teacher will place the cubes on the grid paper in each square, and explain the process as it is being preformed. The teacher will say; Watch as I place each cube inside the box on the grid. Each block stands for 1 unit. What does each block stand for? (1 unit) Watch as I place 8 blocks on the grid paper. There are 8 blocks across and one block down. Count all of the blocks, and the area will be 8 blocks, or 8 units. The modeling will be presented on the overhead using the Elmo and projector. Watch as I place each cube inside the box on the grid. Each block stands for 1 unit. Watch as I place 12 cubes on the grid paper. There are 6 blocks across, and 2 blocks down. What does each cube stand for? (1 unit).Count all of the blocks, and the area will be 12 blocks, or 12 units. Since we have counted 6 blocks across and 2 blocks down, we know that there are 12 blocks. This can be written as the number sentence 6 multiplied by 2 (6x2) which is what? (12). This modeling will be presented on the overhead using the Elmo and projector. Watch as I place each cube inside the box on the grid. Each block stands for 1 unit. Watch as I place 16 cubes on the grid paper. We count 4 units across and 4 units down. What does each cube stand for? (1 unit). We have counted 4 blocks across and 4 blocks down, we know that there are 16 blocks. This can be written as the number sentence 4 multiplied by 4 (4x4) which is what? (16). This modeling will be presented on the overhead. The teacher will then say, we have counted the number of cubes on the grid paper to find area for the objects. Since we have counted the number of units going across on the first column and first row, we can use Length multiplied by Width to find area of the shape. To find area we multiply Length by Width A= (L x W). Guided Practice: The teacher will hand out laminated sheets of grid paper along with dry erase markers to each student. The teacher will say; Everyone follow along with me as I take a dry erase marker, number the grid boxes 1 to 8, counting 8 units going across and 1 unit going down. Now place 8 units going across and 1 going down. What is the area of the object? Everyone follow along with me as I take a dry erase marker, number the grid boxes 1 to 10, counting 5 units going across and 2 unit going down. Now place 5 units going across and 2 going down. What is the area of the object?

Everyone follow along with me as I take a dry erase marker, number the grid boxes 1 to 10, counting 5 units going across and 2 unit going down. Now place 5 units going across and 2 going down. What is the area of the object? Everyone follow along with me as I take a dry erase marker, number the grid boxes from 1 to 7, counting 3 units across, 3 down, and 1 across. As students are following along with the teacher, they will write their answers on the laminated grid paper, and raise their work when they are complete with each problem. After each problem, the students will erase their work and follow the teacher on the next problem. Independent Practice: Students will use their laminated grid paper to construct and find the area of different shaped objects. The teacher will place units on the overhead grid paper and the students will match the placed units by numbering the grids, then placing the units in the numbered grids. The teacher will lead the independent practice by stating; I will create a shape on the overhead, and this shape is to be the same shape that is on your grid. As I make the shape, you will use your marker to number the grids. After the grids have been numbered, you will place each unit on the numbered grid, raise your hand, and I will check your answer to make sure it is correct. The teacher will create 5 different shapes, and the students will tell the teacher the area of the objects created by raising their work to be checked by the teacher. When each students work in check and is found to be correct, the class as a whole will move on to the next shape, and find the area in the same manner. Lesson Closure: The teacher will review key terms and operations involved in finding area. The teacher will say; Area is the measurement of the inside, not the outside. Area is the measurement of what side? (Inside) Area can be found by counting the units inside of the object and area can be taken by multiplying length by width. What are the two ways we can find the area of an object? (Counting the units inside and multiplying length by width) Assessment Students will complete a worksheet over area. The worksheet must be labeled correctly and all work must be shown. Dependant on the responses during the lesson the assessment may or may not be given. The grades of the assessment will determine if a re-teach is needed or not. Resources:

Computer, BrainPop, laminated grid paper, dry erase markers, area worksheets Extra Activity: Students will play Area Bingo. The teacher will call out the area of various shapes, the area will be illustrated on the bingo board, and students must match the picture of the area to the area said by the teacher. Each student will be given a different board, this will allow for one winner during each game session. Reflection: