USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd. Subject/Content: Math/Area
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCD’s of objectives: action,
Name: Crystal Davis
Group Size: Date of Lesson: 1-24-18
20
Lesson Content
Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is
the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of
solving real world and mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths
a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in
mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-
overlapping rectangles and adding the areas of the non-overlapping parts, applying this
technique to solve real world problems.
How do two smaller rectangles work together to find the area of a larger rectangle when decomposed and
put back together?
Given tiles and a workbook, students will be able to apply the distributive property as a strategy to find
the total area of a large rectangle by adding two products with little to no error.
USF Elementary Education Lesson Plan Template (S 2014) Name: Crystal Davis
Grade Level Being Taught: 3rd. Subject/Content: Math/Area Group Size: Date of Lesson: 1-24-18
20

behavior, condition, and degree of

mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: I am teaching this objective because in order for my students to move forward and be more efficient when
 Why are you teaching this solving area, they will need to master the distributive property.
objective?
 Where does this lesson fit I am teaching it in this way because my class is a very hands on class and they need time to explore with
within a larger plan? the materials in order to arrive at their answer.
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?

Evaluation Plan- How will you

know students have mastered I will be continuously making rounds to check on student comprehension by prompting them with
your objectives? questions regarding their answers, strategies, and number choices. In addition to this, at the end of my
lesson, students will be completing both a problem set and an exit ticket for me to use as further
Address the following: assessment data.
 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Crystal Davis
Grade Level Being Taught: 3rd. Subject/Content: Math/Area Group Size: Date of Lesson: 1-24-18
20

What Content Knowledge is

necessary for a teacher to teach The teacher needs to understand multiplication, the distributive property, and how to solve for area in
this material? order to teach this material.

What background knowledge is

necessary for a student to Students must have background knowledge of multiplication strategies, know and be able to identify a
successfully meet these rectangle, and understand the meaning of what area is in order to be successful with these objectives.
objectives?
My students have abundant knowledge of these concepts from previous lessons they have mastered.
 How will you ensure students’
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might

students have about this content? A huge misconception that students might have about this content is that they need to cover the entire
rectangle model with their centimeter tiles in order to find the area of it.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples I will be using guided/gradual release, direct instruction, demonstration, independent work time, and
include guided release, 5 Es, direct partner/group work.
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd. Subject/Content: Math/Area
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: Crystal Davis
Group Size: Date of Lesson: 1-24-18
20
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
***Please see notes on power point!***
…a student struggles with the content?
If a student struggles with the content, I have prepared additional slides and practice to pull them for a
small group during independent work time.
If a student is struggling with the content I will also have a student “expert” help the student by using
manipulatives.
…a student masters the content quickly?
If a student masters the content quickly, I have access to additional extension strategy cards that I will
hand them based on what I believe they need to practice in relation to this content.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The day prior, we were having a discussion as a class about how a student is redesigning her bedroom
and needed to learn the area of it in order to do that. This really hit home with student interest as they
realized that area is something that is present in their daily lives outside the classroom.
I have a few students who have farms, we will relate area to farm and having enough land for their
animals.
We will also relate area to pans and how big of a pan we need to cook eggs for our 2 friends. Small or large
pan?
USF Elementary Education Lesson Plan Template (S 2014) Name: Crystal Davis
Grade Level Being Taught: 3rd. Subject/Content: Math/Area Group Size: Date of Lesson: 1-24-18
20

If applicable, how does this lesson connect to/reflect the local community?

When students leave school with the knowledge of area and decomposing using the distributive property,
they will be able to see how to apply this in many areas of their local communities.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students who need additional challenges during this lesson will be working with additional strategy cards
that will challenge them to show additional ways of thinking.

Students who also need additional challenges can work on their problem set.

How will you differentiate instruction for students who need additional language support?

Students who need additional language support will be aided by both written and pictorial directions on
what we are working on. In addition to this, we have iPads in the classroom that can aide them in
translation of problems when necessary.

Accommodations (If needed) Natural Reader - FG

(What students need specific
accommodation? List individual Counters- JP
students (initials), and then explain
the accommodation(s) you will SG Reteach Risk: JP, CS, JS, ML
implement for these unique
learners.)

Materials
(What materials will you use? Why  Student workbooks
did you choose these materials?  Whiteboard
Include any resources you used.  Projector
USF Elementary Education Lesson Plan Template (S 2014) Name: Crystal Davis
Grade Level Being Taught: 3rd. Subject/Content: Math/Area Group Size: Date of Lesson: 1-24-18
20

This can also include people!)  PowerPoint

 Pencils
 CM Tiles
 Counters (for number talk)
 Strategy Cards