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Lesson Plan

25 January 2018

Elementary Education: Mathematics Lesson Plan

Background Information:

Age/Domain: Grade 3

Subject: Geometry

Lesson Plan Type: Teacher Directed

Title: Interpreting Area

Time: 70 minutes

Goals:

Students will be able to multiply side lengths to find the area of a rectangle.

Students will recognize that they can find the area of a polygon by counting square

units.

Rationale:

There are many authentic and real-life situations that require students to understand

area. For instance, a family putting in carpet might use area to determine how much

carpeting to purchase.

Objectives:

After completing the lesson, the students will be able to use the formula, Length X

Width = Area with 100% accuracy on the homework provided.

After completing the lesson, the students will be able to interpret area models to

form rectangular arrays with 100% accuracy on page one of the homework

problems.

Curriculum Standards:

CCSS.MATH.CONTENT.3.MD.6

Counting square units to find the area of a polygon.

CCSS.MATH.CONTENT.3.MD.7

Multiply side lengths to find areas of rectangles with whole number side lengths in

the context of solving real world and mathematical problems.

CCSS.Math.Practice.MP1

Make sense of problems and persevere in solving them.

Teacher Preparation:

Prepare visual aid: Three Ways to Find Area

Sort square centimeter tiles and square inch tiles

Add area model to vocabulary list/ visual aid

Look over problem set/ Create answer key

Assessment Plans:

Prior Knowledge:

o Students will come to class knowing area can be found by counting square units.

Assessment: Observation

I will keep a list of those students who seem to need more assistance or practice

finding the area of a rectangle. These students will work with me in the back during

the independent activity.

Materials:

Square inch tiles

Square centimeter tiles

Clip boards

Instructional Procedures:

Introduction/ Anticipatory Set (10 Minutes):

Area of Hands Activity- Ask for a volunteer.

Have the student put his or her hand up next to your own. Ask students what they

notice.

Students should discuss size. Area is the amount of space a shape or object covers.

“Whose hand takes up the most space and has a larger area?”

* Allow students time to do this with their one and two partners. *

Comparing Area Activity- Ask students to come to the board to identify the largest

area for the following:

- 12 square inches VS 12 square centimeters

- 6 square inches VS 6 square inches

- 1 square inch VS 1 square centimeter

Overview:

I Can… multiply side lengths to find the area of a rectangle.

** Concept Development (30 Minutes):
**

Activity 1: Same Shape Different Units

One partner will use square inch tiles and the other will use square centimeters to

create a rectangle.

***The students will then discuss which rectangle has the larger area and why. *
**

Question: Why is it important to label the units when talking about area?

**Activity 2: Area Model Template
**

“How can we determine the area using the grid we are provided on the last page of

this packet.”

Solve for the area (8 sq. units).

“Turn your paper.”

Question: Did the area change?

**Activity 3: Problem Set- Up front
**

Question 1: Complete A-C as a class

Independent D-F (Take note of students who need further assistance)

Question 2-4: As a class using the Read, Draw, and Write strategy to solve.

Closure (2 Minutes):

Discuss the three ways to solve for area.

Have students work on their homework problems independently, with their 1 and 2

partners, or in a group setting with me for the remainder of the lesson.

Differentiation:

Multiplication chart for students who have not mastered all of their multiplication facts

(these are in their desks for the students to utilize when needed).

Small group instruction: After whole class instruction the students will work

independently, with me in the back, or with their one and two partners to ensure each

student is getting the support he or she needs. The students who work with me are

students who explicitly and inexplicitly express frustration or misunderstanding of the

content.

Reflection:

**This lesson had many transitions and utilized multiple manipulatives. Knowing this, I prepared
**

well for the many transitions. The students did a great job with this, and it was a great way to

break up the math lesson.

To improve this part of the lesson it might have been beneficial to provide the students with a

brain break after the problem set. However, the students did a really great job and were able to

choose a spot in the room to work on the homework problems.

Due to time restraints, I was not able to provide the closure that I had hoped to. For my next

lesson, I plan to take three to five minutes to do this, even if it means taking time from the

closing activity.

**Overall, I believe the lesson went well, and most importantly the students had an adequate
**

understanding of the concept.

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