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USF Elementary Education Lesson Plan Template Name: _Courtney Artigas, Jacob Rogers, Courtney Hansen

KEY: Day one, using the formative assessment to plan instruction. Day two, modifications to the lesson based upon student response to instruction on day 1 Day one lesson plan Day two lesson plan

Lesson ContentWhat 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.)

MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand concepts of area measurement

a. A square with side length 1 unit, called “a unit square”, is said to have “one square unit” of area and can be used to measure area.

b. A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

MAFS.3. MD.3.6: Measure areas by counting unit squares (square cm. square m, square in, square ft, and improvised units)

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?)

Essential Question: What is area?

Essential Understanding; Students will begin to investigate and explore area

SMP #6: Attention to Precision: This SMP will be addressed with attention to precise vocabulary

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, behavior, condition, and degree of mastery, i.e., "C: Given a sentence

Given a word problem to solve, SWBAT identify area, define area, and use square tiles to measure the area of the object given in the problem.



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.)

RationaleAddress the following questions: Why are you teaching this

objective? Where does this lesson fit

within a larger plan? Why are you teaching it this

way? Why is it important for

students to learn this concept?

This objective is being taught to help student identify differences between area and perimeter.The lesson prior to this lesson covers the identification and measurement of perimeter. Students can make connections with what they have learned in order to solve for the area.This lesson is being taught in this way, using models/square tiles, to give students a concrete example to what area is and what a square unit is before introducing students to formulas with multiplication(length x width = area)It is important for students to learn this concept in order to further their knowledge of algebraic thinking

Pre-assessment data shows that even though all students have a basic knowledge of measurement, multiplication, and repeated addition, students do not know the vocabulary that belongs with it. None of the students were able to correctly identify the area and perimeter vocabulary, which is why the SMP being focused on is #6, attention to precision. With attention to vocabulary students will be able to correctly identify and measure area and perimeter.

When looking over the pre-assessment data results I could see that students had little to no understanding of perimeter or area. When introducing the concept of area I wanted to make it as concrete as possible for the students. By providing students the opportunity to use a variety of



mathematical manipulatives and exposing them to a variety of different problems I think that I will be able to achieve this goal.

Evaluation Plan- How will you know students have mastered your objectives?

Address the following: 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?

Using the data from the pre-assessment to have pre-determined differentiated groups for the last activity.Using HOT questions as formative assessment throughout the lesson.Monitoring independent work time and observing strategies used by students. Students will be chosen to share their work with the classActivity worksheets given to differentiated groups can be assessed for mastery

Task cards will be given to students to differentiate instruction.Journal Question at end of lesson is used for a grade/formative assessment.

What Content Knowledge is necessary for a teacher to teach this material?

Basic concepts of measurementBasic knowledge of perimeterHow to estimate

What background knowledge is necessary for a student to successfully meet these objectives? 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

-How to use tiles/cubes to measure-How to respectfully discuss problems-Basic measurement concepts-How to correctly use a geoboard



readiness for this content?

What misconceptions might students have about this content?

-Confusion between perimeter and area-Square tiles must be touching in order to measure area accurately

Lesson ImplementationTeaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)

-Guided Release: allowing students to discover the meaning of area through word problems-Demonstration/modeling through student examples shared with the class-Differentiated group work-Direct Instruction-Partner Work-Sharing

SMP #6: Attention to Precision: Emphasis on appropriate vocabulary use in the correct contextThis SMP will be addressed through modeling of vocabulary use and encouragement of students to use the vocabulary as well. Vocabulary words will also be displayed on the board.

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.)

Where applicable, be sure to address the following: What Higher Order Thinking

Time

60 Mins

Who is responsible (Teacher or Students)?

Teacher

Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

(7 Mins) Begin the lesson by activating student’s prior knowledge with perimeter.

o Begin by asking students what perimeter is.



(H.O.T.) questions will you ask?

How will materials be distributed?

Who will work together in groups and how will you determine the grouping?

How will students transition between activities?

What will you as the teacher do?

What will the students do? What student data will be

collected during each phase? What are other adults in the

room doing? How are they supporting students’ learning?

What model of co-teaching are you using?

Both

Students

Teacher

Teacher

Allow 1-2 students to share.o Next, ask students how to find perimeter.

Restate both the definition and how to find perimeter to the students.

Instruct students to take out their Plickers. Ask students the 2 review questions about perimeter.

o Definition of perimetero Solve the equation for perimeter.

-Present the “Mrs. Carwise” problem Mrs. Carwise wants to tile her bathroom floor with square tiles. How many square tiles will she need to cover her bathroom floor?

-Give students a 3x5 or 4x6 index card (the bathroom floor). Have students estimate how many color tiles can fit on their “floor” in order to solve the problem. Then, use the color tiles to see if their estimate was correct. (Give students independent work time and select students with different strategies to share with the class)

(10 Mins) Introduce the math EQ. “What is area?” Have students make an educated guess about what they think area is.

(1-2 students.) Provide students with the definition of area, based on the standards. Pass out a piece of graph paper to each student.

o On that piece of graph paper there will be a shape that has been drawn.

Inform students that we will be fining the total area of this object.o Explain again to students what area is.

Pose the following question to students;



Teacher

Student

o How would I find the area of this object? Students will say, “by counting the squares.”

Explain the square units to students and that when finding area it is important to be precise and make sure all of our squares are neatly put together. (Meeting the requirements of SMP 6)

Find the area if the object through whole group instruction. (2-5 Mins) Ask the students if they understand how we found the area.

(Thumbs up or down)o There will be a back-up object that students will draw if many of

them do not understand how to count the square units.

-Have students explore estimating and finding the area of other objects around the room, rounding to the nearest whole tile/inch/number using square tiles (Ex. Textbook, notebook, etc.)-Students share their observations with the class and generate a class definition for “area”(the amount of space taken up by a 2D object or shape)*Generating a class definition relates to the SMP, putting an emphasis on vocabulary and the difference between area and perimeter

HOT Questions:-What strategy did you use to solve this problem?-How can you find the area of a rectangle if you do not have enough tiles to cover the whole shape-How is area similar/different than perimeter?*SMP is addressed while asking HOT questions-ensuring students use appropriate vocabulary when explaining their thinking

(7-10 Mins) Pass out another sheet of graphing paper to the students. This graphing paper is divided in half with a bold line. Students will be



using this one sheet of graphing paper to solve 2 math problems.o Instruct students to draw a shape that is 10 square units.o Before releasing students, encourage them to use their math

geoboard before drawing their shape on the paper. This is to help the students to become more precise in their work. (Meeting SMP 6)

Have students share their work with their eyeball partner.

While students are sharing their work walk around the room and make sure that students are meeting SMP #6. Make sure they are using appropriate language.

Have 2 students come up and share with the class. Choose 2 students that came up with different area

models. Have a classroom discussion about the model differences. Ask students

to find the area for the two different models.

-Present Schoolhouse Construction Company Question: Schoolhouse Construction Company wants to lay square tiles in all of the rooms at Pride Elementary. If they only have 12 square tiles to cover the PE storage room, what measurements could the PE storage room be?

-There are many possible answers to this question including squares, rectangles, and irregular polygons. After problem is presented, allow for independent work time and circulate room to monitor student work. Ask HOT questions while circulating

HOT Questions:



-Why is area measured in square units?-What is area?-How can two different shapes have the same area?*These HOT questions directly relate to the SMP. Students define and explain square unit and area

(7 Mins) Have students create a different shape on the bottom of the graph paper.

o Have students find the area of their shape. Share with their eyeball partner. Eyeball partner will check their partners work.

-As students begin to finish the problem, present differentiated activities based on responses. Three different group activities:Reteach Group: “Find the Area” activity (use color tiles to model problems) (attached at end of lesson plan)Core Group: pgs. 451-452, #2-7, 9-10Enrich Group: “Arnold or Arthur” Activity (attached at end of lesson plan)

-Give students independent work time to complete differentiated activities. As groups begin to finish, present journal problem for students to answer for assessment grade.

(10-15 Mins) Using the pre-assessment data and student performance during the beginning of the lesson pass out the three different area task cards.

o Reteach group: envelope will be marked with a 1.o Core group: envelope will be marked with a 2.



o Enrich group: envelope will be marked with a 3. No two task cards are the same, however, they are

divided by complexity. Give the students independent work time to finish their task card. Have a few students come up and share.

o When sharing encourage students to use precise language, such as including area as square units. (Meeting SMP 6)

Journal Problem: Sense of Non-sense Question (attached at end of lesson plan)

(5 Mins) Instruct students to turn back to the whole graph sheet and answer the question at the bottom of the page.

What will you do if… …a student struggles with the content?

-Provide one-on-one assistance during independent work time-Students may work together if they are struggling-When using differentiated groups, give these students the “reteach” activity and work with that group individually

…a student masters the content quickly?

-Ask student HOT questions-Ask if they can figure out how area and arrays are related-Turn and talk with group members about problems and explore different strategies-When using differentiated groups, give these students the “enrich” activity to work on-Share their work with partners and explore different strategies that they can use-During differentiated instruction time, students who received envelope 3 are the ‘enrich’ group.



Meeting your students’ needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

n/a

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

Area can be found/practiced anywhere in the community. Many jobs, such as construction workers, architects, etc. use area daily.

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

-Use differentiated activities (Reteach, Core, Enrich) that apply to different students

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

-Use differentiated activities (Reteach, Core, Enrich) that apply to different students-Provide one on one instruction during independent work time.-Allow groups to discuss problems for deeper understanding.-Using manipulatives

Accommodations (If needed)(What students need specific accommodation? List individual

-AP: Get’s off task easily and likes to talk- seated at front of room-DA: Sometimes need’s encouragement and extra support: Seated at table with all above level students



students (initials), and then explain the accommodation(s) you will implement for these unique learners.)

who are willing to help-When working on individual portions of the lesson students will be given additional time if it is so required.-2 ELL students are in this classroom. These two students speak fluent English, but if additional language support is required students shall receive additional support. To receive this support, students are simply required to raise their hands.

Materials(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)

-Index cards- Mrs. Carwise problem-Square tiles or snap cubes to measure/model-Student math journals-Projector-Worksheets for differentiated activities

-PowerPoint-Plickers-Graph paper-Unit squares-Geoboards-Math journals-Task cards



Journal Question:

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