You are on page 1of 3

# UNT Lesson Plan Template (Madeline Hunter)

## Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Catherine Weaver 3rd applicable):
Vickery Elementary/Wheeler

## Subject area(s): Unit Topic/Theme: Lesson Title:

Math Area and Perimeter Introduce Additive Property of Area
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
TEK 3.6D ​Decompose composite (E) use visual, contextual, and III.A.1. Identify and represent the
figures formed by rectangles into linguistic support to enhance and features of plane and space figures.
non-overlapping rectangles to confirm understanding of
increasingly complex and
determine the area of the original
elaborated spoken language;
figure using the additive property of
(G) understand the general
area meaning, main points, and
important details of spoken
language ranging from situations
in which topics, language, and
contexts are familiar to
unfamiliar;

## Lesson Objective(s)/Performance Outcomes

CO: ​We will find the area of figures by decomposing them into non-overlapping rectangles and using
the additive property of area.
LO: ​We will listen to the directions and verbally explain how to decompose a figure to calculate the
area.
Assessment (Description/Criteria)
The students will complete an “Area Friend” and record the area of each body part on the friend with at least
80% accuracy.
Materials and Resources
Grid Paper
Area Friend Paper
Workbook
Task Cards
Word problems for IPS
Management of the Instructional Environment

The students will begin at their desks working independently on their IPS Check word problems in their math
journal. When they are finished they will do the mystery number. One student will come to the front of the
room and share their answers will the class. The students will then sit at their desks or carpet and watch the
math youtube video. After the video the students will then return to their desks and follow along with the
teacher modeling area problems. The students will then work with their table groups and complete the
problems. The students will then be given the opportunity to work anywhere in the room to complete their
area friend. After completing the project, students will get on technology to get on FasttMath or Prodigy
anywhere in the classroom.
Technology Integration
Watch youtube video regarding finding area using the distributive property
https://www.youtube.com/watch?v=abbj-YNEE18

Students will use technology to complete their daily lesson on FasttMath and Prodigy
Diversity and Equity (Accommodations, Modifications, Adaptations)
Read word problems to students according to their accommodations
Extended time given to students according to their accommodations

Activities/Procedures

Anticipatory Set
The students will begin at their desks working on their IPS Check word problem in their math journals. After
the students finish their word problem, they will work on the mystery number clues for that day. The class will
then review area and perimeter that was taught the week before.

Input/Modeling
The students will then watch the youtube video as an introduction to using the distributive property in
calculating area. The teacher will then pass out graph paper to the students and draw a rectangle with a length
of 5 units and a width of 8 units. The teacher will then ask the students what multiplication sentence would be
used to find the area of the rectangle. (5X8). The teacher will then split the rectangle into two rectangles, one
being 5X3 and 5X5. The teacher will then ask the students what number sentence would be used to now find
the area of the rectangles. (5X5+5X3)

Guided Practice
The students will then be given different rectangles and be asked to find the area of each shape. The teacher
will ask the students what steps they should follow to begin to find the area of the shape. The students will
then work with their table groups to find the area of the shape. After the students complete each problem the
class will review the questions together. After the students finish the rectangles, the teacher will give the the
students c​omplex rectilinear figures. Students will then decompose the figure into non-overlapping rectangles
to find the area of each rectangle, then calculate the sum to find the total area.

Independent Practice
After the students finish the grid paper worksheet, the students will then independently work on their area
friend. The students will find the area of each body part by decomposing each area of the area friend. After the
students calculate the area of their friend, the students will decorate their area friend.

Closure
After the students finish the Area friend, the students will use technology to complete their lessons in
FasttMath, Prodigy and Education Galaxy.
Reflections and Documentation/Evidence of Lesson Effectiveness
Be sure that this is specific.