UNION UNIVERSITYS LESSON PLAN FORMAT

(Template available at http://www.uu.edu/programs/epp/resources/)

Revised Summer 2014

Name Amy Poteet

Date April 18, 2017 Grade/Subject 3rd Grade - Math

MISSISSIPPI ACADEMIC STANDARD(S):

3.MD.C.5.A Understand that a unit square is a square with side lengths of 1 unit
and used to measure the area of plane shapes.

3.MD.C.5.B Cover a plane shape with square units to measure an area.

3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in,
square ft)

3.MD.C.7 understand area by thinking about multiplication and addition

3.MD.C.7.A Find the area of a rectangle using square tiles and also by multiplying the
two side lengths

GOAL(S): The lesson will give students real life application tools to find the area of a
room.

Students will understand:

How to find the area of our classroom
The length and width of our classroom
The formula/application can be used for any room they choose

LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Level of
What measurement Thinking in
Formative or
criteria will be used to Blooms
Learning Objectives Summative
assess the objective? Taxonomy OR
(stated behaviorally) Assessment
(minimum of 3 for the Webbs
?
lesson) Depth of
Knowledge
TLW be able to find What is the size of our Formative Application
the area of a classroom? Synthesizing
rectangle (Graph paper outline)
(classroom) by
counting and
multiplying tiles.
TLW design a How would you manipulate SummativeApplication
classroom layout and the classroom setting Analysis
manipulate the area to find a new area?
with those changes. (Group discussion and
arrangement of desks)

WHAT IS THE IMPORTANT THING?:

Students will understand how to find the area of a relatable room and object using
addition and multiplication.

PRIOR KNOWLEDGE/SKILLS:

Formula of area: A= L x W
Square Unit = 1
Be able to read a ruler (inches/centimeters)

INSTRUCTIONAL PROCEDURES:

Lesson Opener

o Attention-getter: While students are out of the room teacher will tape off the
carpet area in the room. When students return to the room, teacher will
have them all come and sit inside the taped off area.

o Hook: Place several classroom items in a brown bag (tissue box, crayon box,
eraser, and a composition notebook). Ask students what these items have
in common. -Discussion

o Bridge: How many of you have some of these items at home? Do you have
rooms at your house? Have you ever wondered how a builder decided how
big those rooms would be? Discussion

Development of concepts and/or skills

o Step-by-step Explanation

The teacher will place blocks in a 4 x 5 format on the carpet area.

What is the area of the rectangle by counting the blocks?

Is there any other method you could use to calculate the area of a rectangle that
may be quicker?

Explain to the students that they can multiply the number of blocks in the row by
the number of blocks in the column to get the answer.

Ask the students to skip count by 4s 5 times to prove that multiplying the number
will give them the same answer that they would get by counting the blocks.

Guided practice

Instruct the students to draw the rectangle with the following sides: 4 by 2, 3 by 7,
9 by 4, 7 by 8, and 4 by 7.

Instruct students to first calculate the area by counting the squares inside the
rectangle. After that, instruct your students to calculate the area by multiplying.

Independent Practice
Students will complete the Finding Area: Level 1 worksheet.
Students will draw the squares inside each rectangle as well.
 Alternative and/or supplemental activities for additional practice
No additional practice given

Lesson Closure (include question for reflection)

Create 12 index cards that have a rectangular object from the classroom listed on them.
Ask Students to get into groups of 2, and have each pair draw a card.
Ask the pairs to measure the area of the object on the card. Instruct your students to use
centimeters if they get a small object and inches if they get a large object.
Set the timer for 5 minutes.
Ask each student to discuss the area of his object with the class.
Do you think you could pick an object from your bedroom and find the area now?

Accommodations for individual learners with disabilities (include adaptations

for at least three types of disabilities)

Disability
(low/high cognition, behavioral
differences, learning disabilities, Accommodation specific to this lesson
hearing/visually impaired,
physically impaired)

Blue Group- Advanced leaners Measure the area of the classroom using square tiles as a
guide.

Green Group On level learners Using graph paper, draw the classroom outline and find the
area.

Yellow Group Progressing Learners Find the area of a pre-taped area of the classroom.

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S) &/OR

SKILLS:
Chapter Test

CROSS-CURRICULAR/MI ADDRESSED:

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative: X Greet, seat, complete

X Active learning/multiple modalities incorporated
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive: X Directions given
Students redirected
X Positive learning behaviors recognized
X Academic feedback given
X Proximity control used
 X Individuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
X Teacher withitness anticipated
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective: Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

Desks moved to accommodate taped off carpeted area.

Desks moved to tape off smaller area for differentiation activity.

REFLECTIONS ON TEACHING AND LEARNING:

1. How do you think the lesson went (be specific)?

2. What was the strongest component of the lesson?

3. What instructional component needs the most refinement and what do you plan to do
to improve that area?

4. How did you know which students accomplished the goals and objectives of the lesson
and which did not?

5. How did you provide academic feedback to your students?

6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student
learning?