2013-2014 UMU Lesson Plan Template

Name: Nicole Larkin Date: 2-10-14 Grade Level: 3rd Class Period: 10:15-11:10 Subject: Math Lesson # & Title:#1 Cheez-It Area Big Idea/Lesson Focus: Using Square Units to find the Area of Squares and Rectangles. Essential Question: What is a Square Unit? How do we measure area? Context for Learning: .25 students (15 boys and 10 girls), ages 8-9. 100% Caucasian, rural, 2 speech IEPs, 1 504 Plan, and 3 gifted students.

Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: 3.MD.C.5 Recognize areas as an attribute of plane figures and understand concepts of area measurement. A. A square with side length 1 unit, called a square unit, is said to have one square unit of area, and can be used to measure area. 3.MD.C.6 Understand concepts of area and relate are to multiplication and to addition. Learning Objectives: Students will be able to complete a worksheet with three area problems with 85% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the terms and phrases, area, length x width, and square units within the lesson. Instructional Materials and Support: Cheez-Its, Grid Paper, Smart Board, Brainpop Jr. Prior Knowledge: Students have been introduced to simple Area problems in their Simple Solutions homework. Students have had very little practice counting square units and multiplying to find area. Assessments: Pre-Assessment for the unit: Students were given a 10 questions test with 4 area problems using squares, two questions without squares, and four area questions with irregular rectangular shapes. Assessment(s) during the lesson: I will be checking students understanding during Structured and Guided practice by asking the students questions. Assessment(s) at the end of the lesson: Students will complete an area worksheet with three problems to asses their learning at the end of this lesson. Post-Assessment for the unit: Students will take a post test, made up of 10 questions. 4 area problems using squares, two questions without squares, and four questions with irregular shapes.

Strategies & Learning Tasks Introduction: I can find the area of a shape by counting square units and using multiplication. Ask students what they already know about area. (3 minutes)

Presentation/Explicit Instruction: Students will watch the Brainpop Jr. video on area. I will ask questions like, What did you learn about area from Moby? What kind of unit do we use to measure area? What objects and things can we measure area? (5 min) Structured Practice/Exploration: I will show students how to find the area of shapes on a grid. They will then guide me in finding the area of some shapes. I will then show students how to find the area of a shape without a grid. Students will need to use the length x width equation to find the area. We will practice breaking apart an irregular rectangular shape to find the area. (3-5 min) Guided Practice/Specific Feedback : Students will use Cheez-Its to find the area of pre-made shapes. Students will work with a partner and compare answers. There will be regular and irregular shapes for the students to use. Students will have to write the length x width formula on each problem. (15 min) Independent Practice/Application: Students will complete a worksheet independently. This worksheet will contain a problem with a grid, two problems without a grid, and one irregular shape problem. (8-10 min) Closure: I will draw a rectangle on the board and put its length and width on the sides. Students will have to tell me how they would figure it out and what the answer is. (I will be listening for You do length times width ) (2 min) Differentiation, Individualized Instruction, and Assessment: I will be working with students that are struggling with finding area. We will look at a model using a grid and relate that to the length x width equation. Research and Theory: I used John Deweys theory of Cooperative learning in my Structured and Guided practice. In Structured Practice students are working together to help me solve the area problems on the board. In Guided Practice students are working in groups to find the area of the shapes I gave them. Cooperative Learning is important for students because students can learn a lot from their peers and help each other out. This provides Scaffolding for students as well. I will pair a lower achieving student with a higher achieving student. This will benefit both students. I also used Gardners Multiple Intelligences.

2013-2014 UMU Lesson Plan Template

Name: Nicole Larkin Date: 2-11-14 Grade Level: 3rd Class Period: 10:30-11:00 Subject: Math Lesson # & Title: #2 Area Small Group Big Idea/Lesson Focus: How to find area of a rectangle or square Essential Question: What methods can we use to find area? Context for Learning: .25 students (15 boys and 10 girls), ages 8-9. 100% Caucasian, rural, 2 speech IEPs, 1 504 Plan, and 3 gifted students.

Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: 3.MD.C.6 Understand concepts of area and relate are to multiplication and to addition. Learning Objectives: Students will be able to find the area of three shapes independently with 90% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the terms and phrases, area, length x width, and square units within the lesson.

Instructional Materials and Support: Whiteboards, Area Worksheets Prior Knowledge: Students have been introduced to simple Area problems in their Simple Solutions homework. Students have had very little practice counting square units and multiplying to find area. Assessments: Pre-Assessment for the unit: Students were given a 10 questions test with 4 area problems using squares, two questions without squares, and four area questions with irregular rectangular shapes. Assessment(s) during the lesson: I will be checking students answers during guided practice. Assessment(s) at the end of the lesson: I will ask students a few questions at the end of the lesson. I will be listening for the academic language and correct answers. Post-Assessment for the unit: Students will take a post test, made up of 10 questions. 4 area problems using squares, two questions without squares, and four questions with irregular shapes. Strategies & Learning Tasks Introduction: I can understand concepts of area and relate are to multiplication and to addition. (1 minute)

Presentation/Explicit Instruction: I will demonstrate how to use multiplication to find the area of a shape. I will talk about length x width equals the area squared. I will then show students how to break apart an irregular shape to find the area. (5 minutes) Structured Practice/Exploration: I will draw a shape on the Whiteboard and ask the students what steps I should take in order to solve the problems. I will be listening for the academic language at this time. (5 minutes) Guided Practice/Specific Feedback : The student will be paired together and asked to solve the area problems on the Roll-the-Area worksheet. We will review the answers after. I will ask students to make shapes by telling them 4 times 6 so students will have to make a shape 6 squares long and 4 squares wide using plastic squares. (15 minutes) Independent Practice/Application: Students will complete a worksheet with 3 area problems independently. (5-8 minutes) Closure: I will ask questions what area is and how you find the area of an object. I will draw a shape on the White board and ask the students to tell me how I find the area and what the answer is. (3 minutes) Differentiation, Individualized Instruction, and Assessment: I differentiated this lesson by having the students make the shapes using the lengths and width. This will help students to make a better connection to the area and multiplication. I will be talking to the students individually to see what they are and do not understand so that we can review it further. Research and Theory:

I used Gardners Multiple Intelligences Theory by incorporating Kinesthetic, Auditory, and Visual learning in this lesson. I also used John Deweys theory of Cooperative learning by pairing the students together to work on problems.

2013-2014 UMU Lesson Plan Template

Name: Nicole Larkin Date: 2-12-14 Grade Level: 3rd Class Period: 10:15-11:15 Subject: Math Lesson # & Title: #3 Area House Big Idea/Lesson Focus: Finding the area of an irregular rectangle Essential Question: How can we use Area in our everyday lives? Context for Learning: .25 students (15 boys and 10 girls), ages 8-9. 100% Caucasian, rural, 2 speech IEPs, 1 504 Plan, and 3 gifted students.

Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: CCSS.Math.Content.3.MD.C.7d 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. Learning Objectives: Students will be able to find the total area of their Dream Houses and write a short paragraph containing academic language. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to use the terms and phrases, area, length x width, and square units within the lesson. Instructional Materials and Support: Crayons, Dream House Grid Paper, Prior Knowledge: Students have been introduced to simple Area problems in their Simple Solutions homework. Students have had very little practice counting square units and multiplying to find area. Assessments: Pre-Assessment for the unit: Students were given a 10 questions test with 4 area problems using squares, two questions without squares, and four area questions with irregular rectangular shapes. Assessment(s) during the lesson: I will be checking students answers during guided practice. Assessment(s) at the end of the lesson: I will ask students a few questions at the end of the lesson. I will be listening for the academic language and correct answers. Post-Assessment for the unit: Students will take a post test, made up of 10 questions. 4 area problems using squares, two questions without squares, and four questions with irregular shapes. Strategies & Learning Tasks Introduction: I can find the area of an irregular rectangle. I will ask students what our equation to find area is. We will talk about what we can use area for in our everyday lives. (3 minutes)

Presentation/Explicit Instruction: I will use a Powerpoint on the Smartboard to show students how to separate an irregular rectangle to find the area. I will do 2-3 examples using grid paper and the length x width equation to find the area. (10 minutes) Structured Practice/Exploration: Students will guide me in finding the area of an irregular rectangle. I will be checking for understanding at this point and listening to academic language. (5 minutes) Guided Practice/Specific Feedback : Students will be making irregular shapes using plastic tiles. I will tell them the lengths and widths to use. They will then have to tell me the area of the shapes. After students finish the worksheet, they will start working on their Dream House. Students will make the shape of their house, and then section off rooms in their Dream House. (10 minutes) Independent Practice/Application: Students will then find the area of the rooms in their Dream Houses and record them on a separate piece of paper. Students will write a short paragraph about their Dream House. Students must include the academic language and talk about the areas of the rooms within their houses. (20 minutes)

Closure: We will review how to find the area of an irregular shape. We will do two examples. I will review the academic language with students. (2 minutes) Differentiation, Individualized Instruction, and Assessment: To differentiate the lesson, I used grid paper and plastic tiles to help students understand the area better. This gave them two ways to find the area of irregular shapes. I walked around to check students work to see if they understood the concept. Research and Theory:

I used Gardners Multiple Intelligences in this lesson by provided many hands on and visual activities for the students to understand. I used Piagets Schema theory by activating students background knowledge on area from the previous lessons. We then associated area to everyday life activities.