UNLV Student: Jordan Edwards PSMT Name: Megan Pristash

Lesson Plan Title: Lesson Plan Topic:

Geometry Area Geometry
Date: Estimated Time:
4/4/19 ~ 45 mins
Grade Level: School Site:
2nd Vassiliadis

1. Common Core Standards

a. 2.G.A. 2. Partition a rectangle into rows and columns of same-size

squares and count to find the total number of them.

2. Teaching Models

 Direct Instruction

3. Objective(s)

 Students will calculate area by counting the number of unit squares in a square or

rectangle.

4. Materials and Technology Resources

a. “My Math” textbook chpt 12 lesson 8

b. Computer

c. Elmo

d. Whiteboards

e. Teacher created worksheets

f. Color tiles

g. Anchor chart – make during lesson

h. Donut box
5. Instructional Procedures

A. Motivation/Engagement (3 mins)

1. Activate prior knowledge, “What do you know about area?” DOK 1

2. Let’s see if we can learn more from this video,

3. https://jr.brainpop.com/math/measurement/area/

1. Stop the video at 2:30.

2. “I want you to keep this video in mind, and I’m going to ask you later,

what you now know about area.”

B. Activities/Learning Experiences (30- 40 mins)

a. Project slide 3 and 4 on the white board for warm up

b. “Can someone remind me what the word partition means?” DOK 1

c. Have students get out their white boards and partition the white board in

half.

d. On one side divide the white board into fourths and on the other side divide

into fourths a different way.

e. Do this with 3rds, 6ths, and 8ths.

f. Transition from partitioning to area

g. “From watching the video what is area and what do you know about it?” DOK

h. As the students are answering make an anchor chart with the definition of

area: space inside the shape

i. Draw a square with a fence and shade the inside and explain the shaded

portion is the area

j. Make reference to a dog park, the outline is like your fence and one the inside

of the fence is grass which would be the area

k. Project teacher created square outlines on the elmo

l. Have a box of colored tiles on the teacher desk.

m. “Predict how many-colored tiles you think will fit inside of this

square/rectangle and write on your whiteboard but do not show anybody.”

DOK 3

1. Have a student come up and fill the outline with the colored tiles

2. Ask the students to show their answers and see who is right

3. Do this for 7-8 examples.

n. Have students put away white boards and start handing out teacher created

worksheet.

1. Do not have them start on this worksheet yet.

2. On the first side of the worksheet we do the first four together.

o. Count the number of squares in each square/rectangle

p. After the first four on the front side, flip to the back side.

q. Do the first four together on the back side

r. Drawing the number of ___sq

s. After we have done the first four together the students will do the rest

independently.

t. When students are done with worksheet they will turn into basket.
 1. Independent read until everyone is done

Closure

a. Grab donut box from the back.

b. “Who can remind me what area is?” DOK 1

c. “Now that we now what area is, what do you think the area of this donut box is?”

DOK 3

d. Have them write their guesses on their white board

e. Use the colored tiles from before and have every student (one at a time) come up

and put one tile in to fill the bottom of the box.

f. Count the tiles together

g. Have them hold up to see who was closest.

Extension

a. Project centimeter graph paper onto elmo

b. Explain directions before handing out graph paper

1. We are going to be making our block letter names and finding the area

2. I will show you my example and then you will do your name.

3. Write your name in block letters

4. “What do you think the total area of the letter “O” is in my name?”

DOK 3

5. “What do you think the total area is of my whole name is?” DOK 3

6. Count the total number of squares in each letter to find the area.

c. Hand out graph paper to the students

 d. Walk around and help students

e. After they find the area and write the number, they can color their name in.

6. Accommodations, Modifications, and Differentiations for Diverse Learners

a. Accommodation: Gavin may need to use tiles or cubes for his worksheet and to

draw his name out.

b. Modification:

c. Gavin may need to work on the differences between a square and a rectangle.

d. Give him the cube manipulatives and ask him to make a square and a

rectangle.

e. “What do you see the difference is between a square and a rectangle is?” DOK

1. Have him draw squares and rectangles as well as make them

with the cube manipulatives.

f. Once he starts to understand the difference, move onto working on the area.

Differentiation:

For students who need the hands-on materials, they will be using colored tiles to help them

figure out the area of squares and rectangles.

For visual learners they can draw the shape on their white board then count the unit

squares inside.

For audio learners they could work with a partner and work on the worksheet together.

7. Assessment/Evaluation of Learning
a. Formative: Teacher created worksheet that will be handed in the basket.

b. Summative: Summative evaluation at the end of the week

8. Homework Assignment

1. Homework packets handed out on Mondays