Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Brooke Brummett

Grade Level: 4th grade
School: Madison Elementary
Date: 2/23/23
Time:

Reflection from the previous lesson

● By the end of 3rd-grade students learned how to find the area of a rectangle by tiling and found
that multiplying the side lengths equals the same result. Students were able to apply they're
understanding and multiplication to build rectangles and find their area. Students learn that a
multiple of a number is the result of multiplying the whole number by another.

Lesson Goal(s) / Standards

● 4.OA.B.4
Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is
a multiple of each of its factors. Determine whether a given whole number in the range 1—100
is a multiple of a given one-digit number. Determine whether a given whole number in the
range 1—100 is prime or composite.
● MP3:
o Construct viable arguments and critique the reasoning of others.
● MP4:
o Model with mathematics
● MP7:
o Look for and make use of structure.

Lesson Objective(s)

● Find areas of different rectangles with a given side length.

● Understand that the area of a rectangle is a multiple of each of its side lengths.

● With the use of inch tiles, students will be able to find the areas of different rectangles with a
given side length.

● Partner work and worksheets will be used to complete a whole class assessment.

Materials Needed
● Inch tiles
● Pencil

Contextual Factors/ Learner Characteristics

● 22 Students
● 3 Students on IEPs
● Math is in the afternoon after lunch.
 ● Students enjoy table partner work.
● 2 Students on IEPs have ADHD, they are at two different tables.

Connection(s) to Research & Theory

● Provide Meaningful Content:
o The students will be using the inch tiles to find different ways of finding areas of
rectangles.
o Formative Assessment: As the students use the inch tiles to find the area the rectangles
on the worksheet I will walk around and observe how each student is finding the area
and ask them to explain the way they are using the inch tiles to me.
● Scaffolding:
o I will model for the students how to find a four by four square, once I model for them I
will show one way to use the inch tiles to find the area and then I will ask them if they
know another way the area could be found.

A. The Lesson

● Introduction (10 minutes)

○ Good afternoon students! If you were to walk into a room and there were three dogs and a
cat you would be able to tell me which one doesn’t belong, easy, right? We are going to do
something similar today in math class, but instead, I am going to have you take a look at
these figures and I want you to tell me which one doesn't belong.

○ We have all been handed a number of shapes and asked what one doesn't belong. With
these four figures, I want you to discuss with your table partner your reason why the figure
that you chose doesn't belong. When you and your partner have shared your reason, I
would like you to put your thumbs up so I know that you are done, so we can move on to
the next part of the lesson.
○ Before we get started on the lesson, I would like to review a couple of things with it being
the beginning of the new year.
○
○ I say:
○ What does it look like and sound like to do math together as a mathematical community?
○ What am I doing?
○ What are you doing?
○ Students Say:
○ We talk to each other and to the teacher.
○ We share our ideas.
○ We are writing down answers that we know.

● Content Delivery (include time allotment & instructional methodologies)

Part 1:(5 minutes)
● I am going to have you get into groups of 2 with your table partners.
● I have put up on the board a group of images.
 ●
● I say:
● I want you to pick what one does not belong.
● Be ready to share why it doesn't belong.
Part 2:(10 minutes)
● Now it is time to discuss your thinking with your partner.
● 2-3 minutes allotted discussion time.
● As the students are working with their partner, I will be walking around observing the students
and also answering questions.
● Students will then go up to the board and write down their reason for why they think the one
they chose doesn't belong.
Part 3: (5-15 minutes)
● Which one doesn’t belong?
● What do you notice about choice A?
● A is the only figure that doesn’t have a horizontal side of 4 units. It is the only one whose
vertical sides are not longer than the horizontal side.
● I really like that observation, now let’s look at option B what do you notice about that one that
the others don’t have?
● B is the only one that doesn’t have side lengths labeled.
● You all are doing such a great job at observing each one and how they are different, I like the
observation given for choice B.
● What difference stands out for choice C?
● C is the only one that doesn’t have an area of 20 square units.
● That is an amazing observation, Great job!!
● Now, lets take a look at choice D, what can be observed with this choice?
● D is the only figure that doesn’t have exactly four sides or isn’t a rectangle.
● Yes! Great job, out of all the great observations that one is the one that stood out to me right
away too.
● You all had some really great observations, and I loved your thinking process. With what we
know about finding area from these four images and the information that the book has given us
we can find the area of the shapes, correct?
● We can multiply each side to get the area, add the length of the sides if they are in a grid style,
we could also divide the shape into smaller shapes and find the area that way.

● Closure (5 minutes)

● “How could we determine the area of each figure?

 ● We can multiply each side to get the area,
● add the length of the sides if they are in a grid style,
● we could also divide the shape into smaller shapes and find the area that way.
● Today we observed some rectangles and distinguished how they were different, we discussed
different ways we can find the area of a rectangle from the image choices that were given, and
used inch tiles to find areas of rectangles.
● In the days to come we will be working with material, but we will work on finding areas of
different shapes other than rectangles and squares.

B. Assessments Used
● Observation: As the students are working with their partner, I will be walking around observing
the students and answering questions.

● Worksheet: The students will have work time in class to work on that will have different ways to
find areas of a shape in all rectangle or square shapes or shapes that can be divided into
rectangles or squares and they will work on those as I walk around and assess how they are
solving the problem.

C. Differentiated Instruction
● Remediation- I will go around while the class is working with their table partners and work one
on one with the students if needed. I will allow the students to create shapes using the tiles
and find the areas of the shaps with their table partners instead of creating story problems.
○
● Enrichment- I will have the student work in their table partner groups and help each other
work through the problem, and as I walk around and if I notice the group is stuck I will assist if
needed.
○
● Language Support- Most of the instruction will be mobile, but I will create worksheets for the
ELL students that are both in English and their primary language.
○

D. Resources
Open Up Resources