Name: Krystal Sanders

Lesson Number: 1

Subject Area: Mathematics

Grade Level: 4

Date: March 3, 2015

Start Time: 10:00 a.m.

End Time: 10:50 a.m.

Cooperating Teachers Signature:

Topic/Concept/Skill: Area
Related Standard (Common Core):
4.MD.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical
problems
4.NF.2 - Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators, or by
comparing to a benchmark fraction such as 1/2. Recognize that comparisons
are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.
Background:
Students have covered how to measure area given measurements and they
also have learned to count whole and partial boxes in order to find area and
perimeter.
Main Objective of Instruction:
In order to review basic area concepts, students will be able to estimate the
area of a polygon with fractions by counting unit squares and using a scale
drawing to find area given the problem in the book in a one hour time period.

Teacher Materials/Resources:
Everyday Math Teachers Edition *Everyday Math Program is mandatory*
Perimeter and Area Task Cards and Answer Sheet
Projector, Projection Screen, and Document Camera
Dry Erase Board and Markers
Example Sheet
Task Card Answer Sheet
Student Materials:

Everyday Math Journals

Task Card Answer Record Sheet
Homelink Journal
Pencil
Everyday Math Student Reference Book
Task Cards
Anticipatory Set (Introductory Approach):
Tell students I need to find a dog bed to put in my puppys cage so she doesnt have to lay on a
hard surface. Draw the cage on the whiteboard under the document camera and give students the
dimensions of the cage. Ask what the area should be of the dog bed I buy. The dimensions of the
cage will be 3ft by 2 ft. Students should give the answer of 6ft2.
Instructional Procedures (Whole Group):
1. Greet the students as they come in. All new students will be in the classroom.
2. Remind all students to turn in homework from the night before. If a student does not have
their homework, they are to write their name on the board to come to study hall during
recess in order to complete it (complete during time for changing classrooms and for 3
minutes into the class for those who were running late).
3. Go over math morning work by displaying it on the document camera and asking for
student volunteers to answer the questions (MI-Verbal/Linguistic). Students may ask for
further explanation (7 minutes). All fourth grade teachers use same math morning work
so we can review it in class.
4. I will say mental math problems aloud found on page 671 in the teachers edition (MI
Logical/Mathematical). The students do not see these problems. There are three different
levels of problems so students can build up to the hardest level. For the easiest 3, students
will quickly shout out answers once the find them. For the middle level, students will
raise their hands and I will call on someone after 10 seconds. For the hardest level, I will
call on a student after 15 seconds (2 minutes). We will now move into todays lesson.
5. Anticipatory - Tell students I need to find a dog bed to put in my puppys cage so she
doesnt have to lay on a hard surface. Draw the cage on the whiteboard under the
document camera and give students the dimensions of the cage. Ask what the area should
be of the dog bed I buy. The dimensions of the cage will be 3ft by 2 ft. Students should
give the answer of 6ft2 (2 minutes).
6. Have students turn to page 133 in their Student Reference book to review basic area
concepts learned previously. Remind class that area is a measure of the surface inside the
shape. It is often measured in square units like inches or centimeters. Also note that the
area of a surface is the number of unit squares and fractions of unit squares needed to
cover the surface without overlaps and/or gaps. Bring students attention to the classroom
display of the different ways to write square units. (3 Minutes for students to find page
and explain).
7. Tell students that todays lesson will be a review of the counting-squares strategy to find
area.

8. Students open Math Journals to page 227. Students complete problems 1-4
independently. Students complete problems 5-7 with a partner (MI Interpersonal) (5
minutes).
9. Go over page together using document camera (2 minutes).
10. Give students 7 minutes to complete Math Boxes for lesson 8-3(pg. 228). Walk around
and check off when student has completed the boxes correctly. If they have made a
mistake, point it out so the student can fix it.
11. Homework - Assign Home Link 8-3 on page 254 in Math Masters. Have students rip out
and put in yellow folder. Also, have students write in their agenda (2 minutes).
12. While students get their work ready to go home, pass out a task card and answer sheet on
each students desk.
13. Explain that we will be doing an activity on both perimeter and area to finish out the
math block. They are to go to each card and find the solution (MI Kinesthetic). I will
walk around with the answer sheet and make sure each student can complete the activity.
Also watch for cheating. Make the first 5 minutes no talking. After that, students may
work together in order to help one another with tasks that are difficult to them. After
students have finished, they are to turn their answer sheet into the silver tray (15
minutes).
14. Their math block is now over.
Provisions for Individual and/or Group Differences:
Closure:
Activity found in Step 13 will be closure for the topic. The problems on the task cards have both
area and perimeter questions for students to answer.
Evaluation of Learning:
Grading of the activity described in Step 13 will be the evaluation of learning.
Independent Practice:
For students who struggle with this activity, I will be walking around to help them along and give
them tips on how to find the answers. Also, their classmates will be willing to help out.
Students who finish early may get on Compass Learning. Here they can practice their skills with
the joy of being on the computer so it is seen as a reward to them.
Homework- see Step 11.

Mental Math Problems

Easiest:
1. 20+30=50
2. 60+40=100
3. 25+75=100
4. 55+35=90
Middle:
5. 126+40=166
6. 363+30=393
7. 642+60=702
8. 70+586=656
Hardest:
9. 72+45=117
10. 56+56=112
11. 15+159=318
12. 315+682=997