USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH

3rd
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
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?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence 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

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

Lesson Content
MAFS.3.MD.3.5 Recognize area as an attribute of plane figures and understand concepts
of area measurement.
MAFS.3.MD.3.6 Measure areas by counting unit squares.
MAFS.3.MD.3.7 Relate area to the operations of multiplication and addition.
MAFS.3.MD. 4.8 Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with same perimeter and different areas or with the
same area and different perimeters
EQ: How can you find out how much space an object covers on a flat surface?
I have stated it this way so students are able to uncover themselves what area is.

Learning outcome: Students will be able to define area as the amount of space or units
needed to cover a flat surface. Students will be able to differentiate between area and
perimeter. Students will be able to identify the relationship area has to the operation of
multiplication (arrays).
Learning objective for this lesson: Given a shape or object students will solve to find how
many square units it takes to cover a given surface (area) and use operation of
multiplication to solve the given problem.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address 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?

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

This lesson is part of a larger unit on perimeter and area. The day prior students learned
about perimeter as they uncovered the definition of perimeter as the distance around an
object. They solved real world problems and were able to create different quadrilaterals
on graph paper with a given perimeter.
This lesson will connect to the lesson from the day before comparing perimeter to area.
Students will uncover, through a guided inquiry, what area is. I am introducing this lesson
by engaging students by standing on the perimeter of a rug. We will review what
perimeter is and then I will pose the real world problem of the day I will give them
approximately 2 minutes to discuss how to solve this problem with a shoulder buddy. We
will come back together and discuss any misconcpetions. This allows students to not only
visualize and see what area is but talk through it and uncover it for themselves. Then as
a class we will come up with the definition. This allows them to see area in a real world
context and how they can apply it in the real world. I then have an interactive lesson to
show them the relationship between multiplication and area as they build an area using
manupulatives to find the area of a large index card. I have also incorporated a video
that breaks it down step by step. I have found that interactive videos really engage this
group of students and they love it.
I will be walking around to assess how students are working through the problem. I will be
asking HOT questions to get them thinking further and I will assess their knowledge by
giving them an assessment on finding the area of a given quadrilateral. They will also
have an exit ticket to respond to the question How is finding the area of a shape
different from the perimeter of a shape? in their journal.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

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

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 readiness for this
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?

Teachers need to have taught multiplication and addition first. Students should have
strong foundation in numeration operations. Students also should be exposed and very
familiar with solving arrays in multiplication this will play an important role in recognizing
the relationship between area and the operation of multiplication. Teacher should have
also taught perimeter prior to this lesson so students understand the distance around a
shape is not the same as how much space an object covers on a flat surface.
Students will need to know that a quadrilateral has four sides and be familiar with the
attributes. They need to know what perimeter is and how to find it so that they are able
to differentiate between perimeter and area. Students also need to have knowledge on
multiplication and seeing it in a array so that they can see the relationship between area
and multiplication.
My class is a contained classroom that consists of 12 students; 1 English language
learner who has been in the country less than a year, 3 students with a 504, and 1
student with an IEP. Students tend to work better if the lesson is scaffolded/guided for
support. I have structures the lesson in a way that students are engaged from the start
where they can visual what we are doing, solve the problem by talking it out, and then
uncovering what area is for themselves. This will help them make sense of the new
knowledge before they begin practicing in groups and independently. I am building their
background knowledge so they have a real world problem they can refer back to.

Students may think they can solve the problem of the day by finding the perimeter. They
may not initially see the difference between area and perimeter.

Lesson Implementation
I will Engage students by doing a guided inquiry where students uncover what area is. I
will be using group/ partner/ table talk discussion. I will use an interactive lesson with
manipulatives. A video to show step by step how to solve to find the area. Then I will

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

Examples include guided

release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

model a problem and students will do independent practice.

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.)

Time
10:00
10:30

Where applicable, be sure to

address the following:
What Higher Order
Thinking (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

Who is
responsibl
e (Teacher
or
Students)?
Teacher
is in
charge of
whole
group
instructio
n.
Students
are
responsib
le in
small
group
lesson
where
they will

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).
I will engage students by having them stand on the rug. We will
review what perimeter is and apply it to the rug problem. I will ask
them about other real world scenarios where they would need to
know the perimeter of something (fence, framing, Christmas lights,
etc). I will then introduce the problem they are solving for. I am
trying to buy a rug for my classroom next year just like this rug large
rectangle rug here but I dont know how much carpet I need to buy?
How can I find out how much carpet I need to buy? Then I will give
students about 30 seconds to think on their own and then discuss it
with a partner. I will be pairing the students to discuss and they will
have approx.. 3 minutes to talk it out with a partner. I will then have
them come back together and ask them what did you and your
partner discuss? We will have a class discussion I will ask them,
how they got that, what they did explain their thought process is,

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd
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?

be
collabora
ting

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

etc. We will discuss any misconceptions such as perimeter; I will

explain well if we only count the distance around the rug then what
will we sit on?
Then I will remove the carpet under the carpet I have masking tape
on the tiles to show the perimeter of the rug. I will have students
stand on the length and width of the tape (2 perpendicular sides of
the rectangle) but I will not state this. I will have one side of
students raise their hands and ask what they represent using
vocabulary. Then I will have the other raise hand and ask them what
they represent. Does this tape on the ground with the tiles remind
you of anything? Can you tie it with what we did yesterday and find
the perimeter? Give students a couple minutes (2). Then I will ask
them looking at the tape and tiles can you find the amount of space
the rug takes up on the floor? So how much carpet will I need? I will
then ask them to use what we just did to define area in their own
words. I will have students go back to their seat. I will have 1 square
inch tiles on their desks and a large index card on each desk. I will
state the Essential question and tell them we are going to measure
the area of the index card using 1 square inch I will explain this unit
briefly. First I will have them estimate how many tiles it will take to
cover the entire card. I will explain that the entire card has to be
covered without any surface being unaccounted for. Then I will have
students do it. I will pull them back together and ask how can we
find the area? What is the area? Then I will have them look closely
at the index card covered in square inch tiles and as if they can
make a connection with something we learned earlier in the year. I
will address the relationship of multiplication and area. Then I will
ask a couple HOT questions; what if the tiles were larger what would
happen to the area? What if the tiles were smaller? Then students
will watch the step by step video on Scholastic study jams. After the
video I will do a checkpoint which is where students self assess
where they are at with the content. This will model how they figure
out the area of a quadrilateral and explain the steps. Then I will
have students rip out page 455 in their math book and have them
solve 6 questions which ask them to find the area in square units of

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

the qiven rectangle or square, draw 3 rectangles with a given area,

and to identify the multiplication equation of the rectangle.

What will you do if

a student struggles with the content?

I will model, provide guided support to make sense of area. I will also be doing a visual,
kinesthetic/tactual, and auditory as they explain the step by step in the video; I am
hoping this will help all learners in the classroom make sense of area and how to find it. I
will also be asking questions throughout and asking the students to ask questions.
Students will have a chance to talk to one another to discuss. I will also be walking
around during assessment to provide support if needed.

What will you do if

a student masters the content quickly?

I will challenge them by asking HOT questions. I will also ask them to explain their work if
they are finished. If the students are finished explaining they will answer a HOT question
where they have to make sense of the problem and explain if the problem is sense or
nonsense.

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?
Not applicable.
If applicable, how does this lesson connect to/reflect the local community?
Not applicable.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will have the opportunity to discuss with their classmates and explain their
thinking. I will ask HOT questions to keep all students engaged and thinking. Students will
explain their thinking during independent practice if they finish before. I will also provide
an enrich/HOT question for those students who are done and can be challenged further.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: MATH
3rd

Group
Size: 12

Name: LAUREN DIPIAZZA_

Date of Lesson: 3/20/ 2015

How will you differentiate instruction for students who need additional
language support?
I will be walking around conferencing with students who need further support,
explanation, or the meaning of words. I will be asking questions throughout the lesson as
informal assessment of where the students are at. I will also be using a self assessment
system we have in the classroom called checkpoint this will allow me to see where
students are at if a large group is on green or yellow. I will model further before
independent practice. If it is a couple students I will lead a small group lesson where we
walk through the first two problems together.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Extra time and language support if needed for 2 students.

Masking tape, large rug, large index card, square inch tiles, Scholastic study jams- area of
rectangles