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3.MD.C.5.A Understand that a unit square is a square with side lengths of 1 unit
and used to measure the area of plane shapes.
3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in,
square ft)
3.MD.C.7.A Find the area of a rectangle using square tiles and also by multiplying the
two side lengths
GOAL(S): The lesson will give students real life application tools to find the area of a
room.
PRIOR KNOWLEDGE/SKILLS:
Formula of area: A= L x W
Square Unit = 1
Be able to read a ruler (inches/centimeters)
INSTRUCTIONAL PROCEDURES:
Lesson Opener
o Attention-getter: While students are out of the room teacher will tape off the
carpet area in the room. When students return to the room, teacher will
have them all come and sit inside the taped off area.
o Hook: Place several classroom items in a brown bag (tissue box, crayon box,
eraser, and a composition notebook). Ask students what these items have
in common. -Discussion
o Bridge: How many of you have some of these items at home? Do you have
rooms at your house? Have you ever wondered how a builder decided how
big those rooms would be? Discussion
Is there any other method you could use to calculate the area of a rectangle that
may be quicker?
Explain to the students that they can multiply the number of blocks in the row by
the number of blocks in the column to get the answer.
Ask the students to skip count by 4s 5 times to prove that multiplying the number
will give them the same answer that they would get by counting the blocks.
Guided practice
Instruct the students to draw the rectangle with the following sides: 4 by 2, 3 by 7,
9 by 4, 7 by 8, and 4 by 7.
Instruct students to first calculate the area by counting the squares inside the
rectangle. After that, instruct your students to calculate the area by multiplying.
Independent Practice
Students will complete the Finding Area: Level 1 worksheet.
Students will draw the squares inside each rectangle as well.
Alternative and/or supplemental activities for additional practice
No additional practice given
Create 12 index cards that have a rectangular object from the classroom listed on them.
Ask Students to get into groups of 2, and have each pair draw a card.
Ask the pairs to measure the area of the object on the card. Instruct your students to use
centimeters if they get a small object and inches if they get a large object.
Set the timer for 5 minutes.
Ask each student to discuss the area of his object with the class.
Do you think you could pick an object from your bedroom and find the area now?
Disability
(low/high cognition, behavioral
differences, learning disabilities, Accommodation specific to this lesson
hearing/visually impaired,
physically impaired)
Blue Group- Advanced leaners Measure the area of the classroom using square tiles as a
guide.
Green Group On level learners Using graph paper, draw the classroom outline and find the
area.
Yellow Group Progressing Learners Find the area of a pre-taped area of the classroom.
CROSS-CURRICULAR/MI ADDRESSED:
3. What instructional component needs the most refinement and what do you plan to do
to improve that area?
4. How did you know which students accomplished the goals and objectives of the lesson
and which did not?
7. How did your choices and actions of classroom management support student
learning?