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Elements of the Lesson

Evidence that Documents the Elements
Standard
MDE grade level or CCSS


P.PM.02.12- Describe the objects and substances according to their properties (color,
size, shape, texture, hardness, liquid or solid, sinking or floating).
P.PM.02.13- Measure the length of objects using rulers (centimeters) and meter sticks
(meters).
M.UN.02.03 Measure area using non-standard units to the nearest whole unit.

Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can describe properties of different substances.
TLW describe properties of different substances.
I can measure the length and width of objects using rulers and meter sticks.
TLW measure the length and width of objects using rulers and meter sticks.
I can measure the area of an object to the nearest whole unit.
TLW measure the area of an object using non-standard units to the nearest whole unit.

Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?

The students will be going on a whole class shape hunt.
The class will be divided up into teams of two, and they will be finding as many
square and rectangular shapes that they can find.
They will have a paper, and pencil with them to record the shapes and objects
they are finding.
Students will have five minutes to complete this activity.

Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Task Analysis (1 Class period- 45 minutes)
Dismiss quiet tables to come to the carpet.
Explain to the students that they will be going on a shape hunt to find rectangular
and square objects.
Ask a student to repeat the directions that we are going on a shape hunt to find
rectangular and square objects to the class to check that they heard/understand
the directions.
Tell students that they will be assigned into groups of two, and that they will
need to grab a pencil, paper, and clipboard. One student will be recording their
objects.
(Modeling) The teacher will walk around the room and find an object that is a
rectangle, and an object that is a square. The teacher will then trace these onto
the paper attached to the clipboard.
Tell the students that once dismissed into their groups, they will have five
Lesson Five: Hunting for Shapes

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Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

minutes to get as many square and rectangular shapes that they can find.
The teacher will draw the two shapes on the board before dismissing students.
Walk around to monitor students.
Gather students back down to the carpet for the next part of the activity. Allow
students to share their findings with the whole group.
Ask students if they know what the word AREA means? Allow them time to share
with a partner and then to the whole class. Explain what area means in more
detail.
Tell the students that they will continue working in groups of two, but that it
should still be inside voices, and remain relatively quiet.
The teacher will tell the students that they will be finding the area of a rectangle,
and measuring the width and length of the rectangle.
The teacher will model by using a rectangle shape on a blank piece of paper, and
put centimeter cubes into the rectangle to measure its area. The teacher will then
count the centimeter cubes out loud to show that is how you find the area of the
object. The teacher will then measure and label the length and width onto the
rectangle.
o How did I figure out the area of the rectangle?
Ask a student volunteer to come up and place centimeter cubes into the
rectangle to find the area of the object. Have the student line up the centimeter
cubes and count together as a while group to figure out the area.
The teacher will then show the activity page, and explain it to the students.
The students will have to find the length and width of the rectangle on the first
page. Be sure to follow the next sheet beside it to understand what you are
supposed to do with the rectangles length and width. Read each direction of the
activity sheet to students so they understand what they will need to do. Ask
students if they have any questions.
Clarify questions.
Each student will have a sheet, and will be working in groups. However, both
sheets will need to be filled out, and both students will be working on this
separately. (These are the same steps as the model the teacher will be doing;
however, just a little different. The students will record their measurements on
both the rectangle and where the sheet asks them to fill it in.)
The teacher will hand out the activity sheets to each student. Then tell the
students that when they find a place to sit with their partner, that they will come
up to get centimeter cubes for their team of two, and rulers for themselves and
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their partner.
Once the students are done with this activity, they will turn it in to finished work.
The teacher will dismiss groups.
The teacher will walk around to monitor groups progress and understanding.
o How will you find the area of your rectangle?
o How will you measure length and width of your rectangle?
Once students have finished, have them fill out an exit card answering the
question, How do you find the area of an object by using what you have learned
in class today?
Thinking Levels
Understanding- Students will show that they understand their objectives and
instructions by accurately finding the area, length, and width of an object.
Evaluating- Students will determine whether an object is a square or rectangle
during their anticipatory set.
Accommodations
Remediation- if students are having trouble with this activity, they may work with
their partner, and fill out one sheet for the both of them. If they would still like to
fill out their own sheet, they may. The teacher can also provide assistance to help
them better understand the activity. Another way to help students who are having
trouble is to provide larger squares and larger rectangles for the student to
engage in the lesson.
Extension- Have students measure the area of two different shaped objects and
compare the two measurements. Or have students go on a shape hunt at home
to find square and rectangle shaped items.
Managing the Lesson
Instructional Methods
o The teacher will dismiss quiet tables to come down to the carpet.
o The teacher will only call on students who have their hands raised, or are
being quiet.
o The teacher will have one student get their materials for their partner and
themselves.
Engagement Strategies
o The teacher will model to help students understand and be engaged with
the lesson.
o The teacher will monitor students to be sure they are engaged.
o Students will be moving around during their lesson in order to keep
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them engaged.
Materials
o Activity sheet
o Pencil
o Paper
o Clipboard
o Ruler
o Centimeter cubes
Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



The teacher will model by using a rectangle shape on a blank piece of paper, and
put centimeter cubes into the rectangle to measure its area. The teacher will then
count the centimeter cubes out loud to show that is how you find the area of the
object. The teacher will then measure and label the length and width onto the
rectangle.
o Have a blank piece of paper ready with a rectangle already drawn on the
piece of paper.
o Have centimeter cubes ready in order to measure the area of the object.
o Have a ruler ready in order to measure the length and width of the object.

Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



The teacher will ask a student to repeat the directions on what they will be doing.
The teacher will walk around to monitor students progress and understanding.
While walking around, the teacher will ask students questions to see if they are
understanding the activity.
o How will I find the area of the rectangle?
o How will I measure length and width?
o What did you get for your area, and how did you find it?
o What did you get for your length and width, and how did you find it?
Guided Practice
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



Before letting students to the activity with centimeter cubes, the teacher will have
a student volunteer come up and put centimeter cubes into the object to figure
out the area of the object. The class, volunteer, and the teacher will all count the
centimeter cubes together.
Independent Practice (if applicable)

Not applicable.
Closure
Wrap up the lesson; summarize is one way

Students will fill out an exit card answering the question, How do you find the
area of an object using what you have learned in class today?
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Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Using your assessment data, what will you change?


The teacher will check the activity sheets to see if students understand how to
find the length, width, and area of an object.
The teacher will go over the exit cards to make sure that students understood
how to find the area of an object.
The teacher will walk around during the activity to monitor students progress,
and understanding of the activity.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


Did I keep my students engaged throughout this lesson?
Did I use excitement and enthusiasm while teaching?
How was my time management?
Did I do a good job of modeling in order for my students to understand and meet
their objectives?