USF Elementary Education Lesson Plan Template (S 2014)

Name: __Savannah Holtz

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

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.
When would knowing area be productive in real life?

Given a set area to work with students will be able to identify how different areas
overlap.
Given length and width students will be able to calculate area of objects.

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Savannah Holtz

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?

I am teaching this lesson to have students use area in a practical, real life, way to make
connections between problems, area, and the number presented.

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?

Summative Assessment: After the unit is completed the students will be given a paper
test that incorporates all the ideas we covered during the unit.

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

This lesson is towards the end of the unit about area and is being used as a review to
prepare them for the summative assessment on Friday.
I am teaching it in this way to have the students do something that will make connection
between real life objects they enjoy and math.
It is important for students to learn this concept to have practical understanding of how
the concept of area is used all around them.

Formative Assessment: I will have the students answer higher order thinking questions
to demonstrate their understanding of the material

You need to know the basic information and process of computing area.
The Students need to know the fallowing concepts or vocabulary.
Area
Length
Width
Units
Square Units

USF Elementary Education Lesson Plan Template (S 2014)

them?
What do you know about
their readiness for this
content?

Name: __Savannah Holtz

I will ensure they know this by going over this information before the lesson during the
explanation process.
My learners are a small group of on-level students.
They struggle to remain focused during group activities so by having them work with me
I hope to facilitate their discussion and focus their learning.
They have the basic understanding of what are is and how to compute it using several
strategies.

What misconceptions
might students have about
this content?

The biggest misconception that I will probably come across is student confusing
perimeter and area with one another.
Lesson Implementation

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
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 (H.O.T.) questions
will you ask?
How will materials be
distributed?

For this lesson I will utilize guided release and direct instruction.

Time
30

Who is
responsibl
e (Teacher
or
Students)?
Both
teacher
and
students
will be
responsibl
e for this
lesson.

1. Using the provided materials students will first me given the

groups project materials.
2. I will then explain what we will be doing; building a
playground in a certain amount of area given with the area
for the items in the playground given as well.
3. Once I model the assignment I will release the student to do it
but facilitate their discussion my using higher order thinking
questions.
4. Possible questions would be the fallowing.
a. Make an inference about it would important to know
where the __________ would fit.
b. Do you see any world connection? If so what?
c. Would it be safe it we put ______ that way?

USF Elementary Education Lesson Plan Template (S 2014)

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?
What will you do if

Meeting your students

needs as people and as
learners

Name: __Savannah Holtz

5. After they complete making their playground I will have them

explain why they choose different things to see it they
understand the material.

a student struggles with the content?

Model the concepts and scaffold the concepts in a way that interests them.
a student masters the content quickly?
Have them think more in depth about the essential question and how area is used.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This connects with the students interest of playing on a playground.
If applicable, how does this lesson connect to/reflect the local community?
NA
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I would have them think of other way to put the pieces in the area in a different way then
they currently have.
How will you differentiate instruction for students who need additional
language support?
NA

USF Elementary Education Lesson Plan Template (S 2014)

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!)

NA

Graph paper

Name: __Savannah Holtz