SHAKERAG ELEMENTARY DIFFERENTIATED LESSON PLANNING TEMPLATE

Stage 1: Desired Results (Use Georgia Performance Standards)

Teacher: Ashley Runyon
Grade/Subject: 3rd Grade/Math (area of a rectangle)
Time Period: 40 minutes
Strategy: Circle of Knowledge
Differentiation: Content
Flexible Grouping Rationale: Learning Style
Type(s) of Differentiation
Identify strategies used and modifications made for gifted
learners. (Must differentiate at least one area- content, process or
product.) Be specific.
Content
I am differentiating the content by allowing students
to choose the method of finding the area of a
rectangle the easiest for them.

Method(s) of Differentiation
Identify strategies used and modifications made for gifted
learners. (Must differentiate at least one way- interest, readiness,
or learning style.) Be specific.
Interest

Process

Readiness

Product

Learning
Style

I am going to allow students to explain and defend

what strategy for area works best for their learning
style and why.

Essential Question(s):
What do you know about pattern blocks that would help me understand how to fill an area?
What is the relationship between perimeter and area?
What methods can you use to determine the area of an object?
Knowledge and Skills (Objectives):
MCC.3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area
is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context
of solving real world and mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths
a and b + c is the sum of a b and a c. Use area models to represent the distributive property in
1

mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding
the areas of the non-overlapping parts applying this technique to solve real world problems.
CTCPSS1-The student questions accepted practices, rules, and existing principles to discover new knowledge.

Stage 2: Assessment Evidence

Questions/Prompts:
Compare and contrast the different strategies to find the area of a rectangle.
Identify the most effective strategy to finding the area of a rectangle for youwhy?
Convince others as to why your strategy is the most effective.
Spark: What are the different ways to find the area of a rectangle? What is the most difficult method to finding the area of a
rectangle and why?
Focus: Which strategy is the most efficient to your learning and why?
Formative Assessment:
Think-Pair-Share
Teacher observation
Questioning
Summarizing Strategy:
Ticket out the door (have partner create an area real world math word problem and the other partner solves using two strategies),
students will identify if their strategy changed or stayed the same (why/why not)

Stage 3: Lesson Plan What learning experiences and instruction will enable students to achieve the objectives?

Materials/Resources

Materials (preparation,
distribution and collection
procedures)

Instruction Components

Anticipatory Set/
Motivator- connection to
prior experience

Procedure-Strategy and
differentiation

Closure (studentcentered, selfassessment/reflection,

metacognition)

Whiteboards, markers, erasers, graph paper, paper, and pencil

Handout 1: Studying 1 Strategy
Handout 2: Comparing Different Strategies
Handout 3: Ticket out the door
Hook: Activate prior knowledge using Spark Questions (What are the different ways to find the
area of a rectangle? What is the most difficult method to finding the area of a rectangle and
why?)
Procedure
Teacher Presentation and Guided Practice:
1. Have students think about the different ways to find the area of a rectangle.
2. Give students a problem on the board and have students solve the area of the presented
rectangle. Students will record this in their math notebook.
3. Students will think-pair-share with their partner the ways they solved the problem and
explain their thinking.
4. Teacher will create a list on the board all of the ways the students used to solve the
problem (strategy) and students will record their favorite strategy on Handout 1
(Studying 1 Strategy).
5. Students form groups based on their favorite strategy (learning style). Students explain,
support, and critique their peers in their group what strategy they chose and whyrecord
on Handout 1.
6. Have students walk around the classroom and seek other students who chose different
favorite strategies and record findings on Handout 2 (Comparing Different Strategies).
7. Lead a whole group discussion using a variety of student recognition techniquesi.e.
random calling, volunteering, etc.
8. Have students state their positions, support other positions, critique positions, and
summarize their positions.
9. During class discussion, teacher will check for understanding using toolbox techniques
(students are able to organize their ideas and share them clearly and forcefully).
10. ClosureStudents will independently take a moment to reflect upon their favorite
strategy (one that came easiest to them) and see if another one makes more sense after
discussion (what changed it/what made it more concrete). Students will record this on
their ticket out their door.