A.keresztes - Unit Plan Area

Running head: Curriculum Planning: Area
Curriculum Planning: Area

Concept/Skill:
Grade 3 Mathematics: Area
This unit will build on the foundations of area that the students in the third grade have already
learned in class. Students will have been using shape blocks to manipulate what and how many
of a shape can fill an outline. Before starting this unit, students will learn that some shapes will
not accurately fill a space. When we begin this, students will use the ones squares from the base10 blocks to find area using unit squares instead of triangles, parallelograms and other shapes.
After developing concrete understanding of the foundations, the unit will move on to discuss the
important concepts of area measurement necessary to understanding area and connecting the
concept to the students prior experiences with arrays and multiplication. At the end of the
concepts portion, students will be associating the side lengths and area to parts of a
multiplication equation and multiplying (or at the very least, skip counting) to determine the total
area of a given rectangle.
What is conceptually difficult about the concept/skill?
According to Van de Walle, Karp, and Bay-Williams in Elementary and Middle School
Mathematics Teaching Developmentally, one of the most difficult points when learning about
area is elementary school students trouble in understanding of formulas (388) in mathematics.
Additionally, if area and perimeter are taught in close relation, students are likely to confuse the
two (388). The emphasis on length times width as the area formula can be difficult when
students move beyond squares and rectangles because the bottoms of some shapes are referred to
as the base of the figure (389). The terminology involved with area can be one of the most
difficult parts of coming to a true understanding of the concept (389).
If students do not have a strong foundational base, it is highly likely that students will struggle
throughout their math careers. Students must build on the foundations and learn the concepts
before they begin to learn the formulas and terminology that could otherwise confuse them.
Strategies identified by our text:
According to Van de Walle, Karp, and Bay-Williams in Elementary and Middle School
Mathematics Teaching Developmentally, students will best learn the concept of area by gradually
building their foundational skills and becoming comfortable with them before addressing
formulas and terminology related to area. In the beginning, comparison activities can be helpful
to students to show them that an area can be the same regardless of the shape it is shown in and
regardless of how a rectangle is drawn (384). Models should also be used when students are
building up their early skills; models should be both as outlines and as manipulatives to find the
space that is taken up within that outline (385-386).
Before moving on to side lengths and units like centimeters and inches, students need to
understand that area is tiling. Once this is understood students can begin to transfer their
knowledge to paper, using just squares and then moving towards units. Students must slowly
progress through these ideas and begin to build their knowledge with guidance and on their on to
associate pictures to side lengths and area and eventually connecting each piece to parts of a
multiplication equation.
Learning Objectives:
After Lesson 1, students will be able to:

o Manipulate unit squares to form different rectangles that will create a given area.
o Model tiling with centimeter and inch unit squares as a strategy to measure area.
o Count the number of squares in a rectangle to determine the area of a rectangle.
o Recreate given rectangles on inch and centimeter grid paper that have the same side
lengths.
o Identify that two rectangles have the same area regardless of the size of the unit
squares.
o Relate side lengths with the number of tiles on a side.
o Measure the length of the side of a rectangle by using both centimeter and inch rulers.
o Associate that the opposite sides of a rectangle have equal side lengths.
o Determine whether it is best to use inches or centimeters to measure the sides of a
figure.
o Use a ruler to fill in the missing squares in a rectangle.
o Form rectangles by tiling with unit squares to make arrays (either both side lengths or
a single side length and the area of the figure).
o Use skip counting to find the area of a rectangle more quickly.
o Relate side lengths to the factors of a multiplication sentence and the area to the
product of a multiplication equation.
o Draw rows and columns to determine the area of a rectangle, given an incomplete
array.
o Determine the area of a rectangle even if some of the space is covered over.
o Interpret area models to form rectangular arrays.
o Determine the area of a figure by subtracting the area of the rectangle that surrounds
it.
o Identify that units are important to the actual area of a figure.
o Find the area of a rectangle through multiplication of side lengths.
o Relate the side lengths to the factors and the area to the product of a multiplication
sentence (with at least 85% accuracy).
Lesson One
Grade/Content Mathematics: Foundations of Area
Grade 3
Area
Lesson Title
From Shapes to Squares!
Standards
Math (Common Core)
Common Core CCSS.Math.Content.3.MD.C.5a
A square with side length 1 unit, called a unit square, is said to have
or GLE/GSE
one square unit of area, and can be used to measure area.
(state level)
AND
CCSS.Math.Content.3.MD.C.6
Measure area by counting unit squares.
National
Standards
CCSS.Math.Content.3.MD.C.7a
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.
Students have already been using manipulatives to determine the areas of
Context of the
different shapes. They have analyzed how shapes with different appearances
Lesson
can have the same amount of a manipulative fill them and created different
shapes with a set type and number of manipulatives.
Now that the students have had the opportunity to use manipulatives to
discover area, they will begin transferring that knowledge over to paper and
using grids to further develop their understanding of area.
This lesson should take approximately 45 minutes, however it could take
more or less time depending on how students seem to understand the lesson.
This lesson is based off of the Engage NY curriculum (which is used by
the school that I am working in).
The students will begin by using their individual whiteboards to solve a
Opportunities
problem related to what they did in the previous lesson. The students in this
to Learn
class seem to always enjoy using their whiteboards so if I can begin with this
step, students will show interest in succeeding; when they have used their
whiteboards in the past, the students have shown greater interest in the lesson
and they also seem to be more motivated to get through the problems.*
The students will be building on the knowledge that they have gained
through the earlier lessons on area. Since we will be building on and
furthering their knowledge by asking the students to work with the early
knowledge that theyve been building on, but still gradual enough that they
are able to do a lot of the work themselves with some guidance. For the
students who are a little bit more ahead, this lesson will allow them to begin
to recognize that the number of units on each side is directly linked to the
length of the side.*
Students will be doing work as a whole group, individually, and in small
Objectives
Instructional
Procedures
groups. This allows the students to work through problems alone and with
one another to help each other when a group member is struggling. In
addition, while walking around, I will be able to point out and assist students
further.*
For this lesson, I will be creating a sheet where the problems build on one
another. The students will use their whiteboards to start off the lesson, and
then we will move onto a worksheet, and finish with an exit ticket. I will
need copies of the worksheet, exit ticket and a half sheet of each centimeter
and inch grid paper (photocopied onto the same page for comparison
purposes). For my own use, I will use the SmartBoard and/or the Elmo
projector in the room to work through the problems in sequence with the
students.*
Students will be able to:
Manipulate unit squares to form different rectangles that will create a
given area.
Model tiling with centimeter and inch unit squares as a strategy to
measure area.
Count the number of squares in a rectangle to determine the area of a
rectangle.
Recreate given rectangles on inch and centimeter grid paper that have
the same side lengths.
Identify that two rectangles have the same area regardless of the size of
the unit squares.
Opening (10-15% of lesson):
To activate students prior knowledge, I will put up a problem similar to
what they did in the day before for them to do on their whiteboards.
Each is 1 square unit. Find the area of the rectangle
below (2 tall by 12 long equals 24 square units). Then draw
another rectangle with the same number of square units.
As the students solve the problem they will hold their boards up to show
that they have an accurate solution. When we regroup, the students will
share some of the solutions that they came up with. (1x24, 3x8, 4x6).
Today we will work on similar problems, but on grid paper of different
sizes. We are going to learn about the size of the squares and how to
connect them to areas.
Engagement (60-70% of lesson):
After working through each problem individually, I will have the class
discuss their answers in their math groups and talk through the
problems. This will help them verbalize why they believe their opinion
and will also allow other students to help correct one anothers
Assessment
misconceptions.
As students are discussing, I will be walking around asking students
further questions about the size of the squares and whether or not
changing the size of the squares will change the area as well.
If I see during the discussion that there are multiple students having
difficulties with a problem, I will address the specific problem as a
class and facilitate student discussion to have students solve the
problem out loud before they begin writing it down on their sheet.
After they see that they are able to answer the problem out loud, they
will be less likely to be intimidated by doing the same problem on
paper.
Throughout the lesson, I will ask students individually if the area of the
rectangles is the same, more, or less than another rectangles area. The
students will also compose rectangles of the same area on both
centimeter and inch grid paper, so I will question the students as to
whether or not they have the same area and what makes them different.
Closure (20-25% of lesson):
At the end of the lesson we will regroup and talk about whether or not
the size of the squares changes the area of a rectangle. We will also
discuss if there is only one way to make a rectangle with a specific
area. These two points will assure that the students have understood
the major points of the lesson.
To conclude, the students will complete an exit ticket to determine
their complete understanding of the lesson. The exit ticket will be
submitted at the end of the lesson and returned to them by the start of
the next lesson.
Throughout the lesson, I will be asking the students questions and
walking around the room to assure that they understand the lesson.
At the end of the lesson, students will be presented with an exit ticket
that will be graded to determine their understanding of the major points
of the lesson. The grids provided on the exit ticket will have
centimeter squares. The exit ticket will have two questions:
Each is 1 square unit. Write the area of Rectangle A (3
tall by 4 long equals 12 square units). Then draw another
rectangle with the same area in the space provided.
Underneath the question, a grid will be provided that
shows Rectangle A and empty space for students to draw
another rectangle. A blank will also be provided that says
Area = _________
Each is 1 square unit. Does this rectangle have the same area as
Rectangle A? Explain.
Underneath the question, a grid will show another rectangle.
The rectangle will be 3 long and 5 tall equaling 15 square units,
so no the rectangle does not have the same area because this
rectangle has a larger area.
This will be graded on a check system and given back to the students
by the beginning of the next days lesson.
A - will indicate that a student has no knowledge of what he/she is
being asked to do. The student will either have nothing written or
will have something written that shows no understanding of the
lesson.
A will indicate that a student appears to understand what they
have learned. The student will have two of the three pieces of the
questions on the exit ticket correct.
A + will indicate that a student has complete knowledge of what
he/she is being asked to do. The student will have all questions
answered fully and prove that they understand the lesson.
Lesson Two
Grade/Content Mathematics: Foundations of Area
Grade 3
Area
Lesson Title
How long are my sides?
Standards
Math (Common Core)
or GLE/GSE
(state level)
AND
National
Standards (in
all areas
except Math
side lengths.
and ELA-use
Common Core CCSS.Math.Content.3.MD.C.7b
Multiply side lengths to find areas of rectangles with whole-number side
for those)
lengths in the context of solving real world and mathematical problems,
and represent whole-number products as rectangular areas in
mathematical reasoning.
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.
Context of the
Lesson
shapes with a set type and number of manipulatives. In the last lesson, they
also began transferring their knowledge of area from manipulatives to grids.
This lesson should take approximately 45-60, however it could take more
or less time depending on how students seem to understand the lesson.
The students will begin by using their individual whiteboards to solve a
Opportunities
problem related to what they did in the previous lesson. The students in this
to Learn
class seem to always enjoy using their whiteboards so if I can begin with this
step, students will show interest in succeeding; when they have used their
Objectives
Instructional
Procedures
whiteboards in the past, the students have shown greater interest in the lesson
and they also seem to be more motivated to get through the problems.*
Students will be doing work as a whole group and individually. This
allows the students to work through problems alone and learn from one
another as students explain their thought processes. In addition, while
walking around, I will be able to point out and assist students further.*
then we will move onto a worksheet, and finish with an exit ticket. I will need
copies of the worksheet, exit ticket and a half sheet of each centimeter and
inch grid paper (photocopied onto the same page for comparison purposes).
For my own use, I will use the SmartBoard and/or the Elmo projector in the
room to work through the problems in sequence with the students.*
Relate side lengths with the number of tiles on a side.
Measure the length of the side of a rectangle by using both centimeter
and inch rulers.
Associate that the opposite sides of a rectangle have equal side lengths.
Determine whether it is best to use inches or centimeters to measure the
sides of a figure.
To activate students prior knowledge, I will put up a problem similar to
what they did in the day before for them to do on their whiteboards.
Cam uses 16 square-centimeter tiles to make a rectangle.
Annie uses 15 square-centimeter tiles to make a rectangle.
a) Draw what Cams and Annies rectangles might look
like. Write each students name over their rectangle.
b) Whose rectangle has a bigger area? How do you
know?
As the students solve the problem they will hold their boards up to show
that they have an accurate solution. If their solutions are accurate, I will
have them keep their solution on their board. If not, I will have them try
Assessment
10
again or offer them help if they are really struggling.

Today we will take what you learned the past few days a step further.
We are going to determine how to determine how long the sides are on a
rectangle.
Lets look back at the drawings we made on our whiteboards. Can
anyone tell me how we might figure out the length of each side?
(Students will give some answers, one or two will likely point out that
side length is found by counting the number of squares.) Right, so we
can count the squares to find the length of the sides, but what tool can
we use if the rectangle doesnt have squares already? (Students will
hopefully get at using a ruler.)
The students will be presented with a 6 question worksheet and we are
going to do the first one as a class. They will finish off the front side
individually and then we will go through each on the front together. If
there are no issues with the front, we will move on to the back side of
the sheet and do each problem individually.
Throughout the lesson, I will ask students individually why some
rectangles would be better to mention in centimeters or inches and what
makes them think that way. I will also ask some of the students who
appear to be grasping the lesson well if they see a similarity between the
rectangles and anything else that we have been working with (arrays)
and if they can think of a faster way to find area (length times width).
At the end of the lesson we will regroup and talk about when it is
appropriate to use centimeters and when it is appropriate to use inches,
as well as if we need to measure all four sides of the shape or if there is
a trick.
To conclude, the students will complete an exit ticket to determine their
complete understanding of the lesson. The exit ticket will be submitted
at the end of the lesson and returned to them by the start of the next
lesson.
of the lesson. The exit ticket will have three rectangles, two of which
will have inch squares and one will have centimeter squares, on the left
side of the paper and three total areas written on the right-hand side of
the paper.
11
Label the side lengths of each rectangle. Then match the

rectangle to its total area.
This will be graded on a check system and given back to the students by
the beginning of the next days lesson.
lesson.
12
Lesson Three
Grade/Content Mathematics: Concepts of Area Measurement
Grade 3
Area
Lesson Title
Label the sides and fill in the blanks!
Standards
Common Core
or GLE/GSE
(state level)
AND
National
Standards (in
all areas
except Math
and ELA-use
Common Core
for those)
Math (Common Core)

side lengths.
CCSS.Math.Content.3.MD.C.7b
and represent whole-number products as rectangular areas in mathematical
reasoning.
problems.
Context of the
Lesson

shapes with a set type and number of manipulatives and began transferring
their knowledge of area from manipulatives to grids. In the past lesson, they
related the grids on a square to the length of a side.
This lesson should take approximately 60 minutes.
the Orlo Avenue Elementary School).
Opportunities
The students will begin by using their math notebooks to solve a problem
13
to Learn
related to what they did in the previous lesson. A sheet with a problem
building on what they learned in yesterdays lesson will be glued into their
notebook prior to the lesson. On the bottom half of the sheet, there will be a
problem related to the lesson we will be doing during the day.*
through the earlier lessons on area. For the students who are a little bit more
ahead, this lesson will allow them to begin to recognize that the number of
units on each side is directly linked to the length of the side and each side is a
factor of a multiplication sentence whereas the total area is directly related to
the product of the equation.*
addition, there will be two opportunities to work with one of the instructors in
the room so, if a group is struggling we can pinpoint where and when this is
happening.*
another. The students will use their math notebooks to start off the lesson, and
then we will move into math groups for the centers, and finish with an exit
ticket. I will need copies of the opening worksheet, center worksheet, and exit
ticket as well as SmartBoard problems for the center using the SmartBoard. I
will use the SmartBoard and/or the Elmo projector in the room to work
through the problems in sequence with the students.*
Objectives

Use a ruler to fill in the missing squares in a rectangle.
Form rectangles by tiling with unit squares to make arrays (either both
side lengths or a single side length and the area of the figure).
Use skip counting to find the area of a rectangle more quickly.
Relate side lengths to the factors of a multiplication sentence and the
area to the product of a multiplication equation.
Instructional
Procedures

To activate students prior knowledge, I will have a problem similar to
what was done in the previous days lesson glued into their notebook.
Below the related problem, the same rectangle will be present, but
flipped on its side, with only a few squares visible students will be
instructed to not yet do anything with this rectangle.
Phillip uses square-centimeter tiles to find the side lengths of the
rectangle below. Label each side length, and then find the total
14
area. (The rectangle will be 8 long by 4 tall)

Today we will work on similar problems, but the rectangles might not
be completely filled in. You can see an example of this rectangle under
the problem you already solved. How can we fill in the missing inside
of the rectangle below? (Students should suggest using their rulers)
Good now lets fill in the missing squares using our rulers. Make sure
that you follow the lines that are already there.
For this lesson we will be working in math groups. There will be four
centers:
Center 1: Students will fill in the missing piece of the grid in a
rectangle and label the sides. They will then skip count to find the
total area. (Group work on the SmartBoard; the rectangles will be
missing part of the grid and students will go through a set of slides)
Center 2: Students will be given a problem to solve. Trevor makes
a rectangle with 45 square-inch tiles. He arranges the tiles in 5
equal rows. What are the side lengths of the rectangle? Use words,
pictures, and numbers to support your answer. (Individual;
students will complete the problem in their math notebook)
Center 3: Two-step problem with multiple rectangles from one area.
Frankie has a total of 36 square-inch tiles. He uses 28 square-inch
tiles to build one rectangular array. He uses the remaining squareinch tiles to build a second rectangular array. Draw two arrays that
Frankie might have made. Then write multiplication sentences for
each. (Group work with teacher; this is a two-step problem and
students may need some guidance)
Center 4: Leftover area problem, students must rework the square
created in part one to determine if it works with another particular
length side. Kim makes a rectangle with 42 square-centimeter
tiles. There are 6 equal rows of tiles. a) How many tiles are in each
row? Use words, pictures, and numbers to support your answer. b)
Can Kim arrange all of her 42 square-centimeter tiles into 8 equal
rows? Explain your answer. (Group work with teacher; because of
the second part of this problem, students may need some extra help)
At the end of the lesson we will regroup and talk about how to fill in
missing parts of a square and how to use skip counting as a strategy to
find area quickly. We will also discuss how to find a missing side
length if an area is provided.
Assessment
15
To conclude, the students will complete an exit ticket to determine

their complete understanding of the lesson. The exit ticket will be
submitted at the end of the lesson and returned to them by the start of
the next lesson.
Throughout the lesson, both instructors in the room will be meeting with
groups of students. While we are
of the lesson. The exit ticket will have one question with a couple extra
parts:
Darren has a total of 28 square-centimeter tiles. He arranges them
into 7 equal rows. Draw Darrens rectangle. Label the side lengths,
and write a multiplication equation to find the total area.
A - (approaching proficiency or lower) will indicate that a student
has no knowledge of what he/she is being asked to do. The student
will either have nothing written or will have something written that
shows no understanding of the lesson.
A (proficient) will indicate that a student appears to understand
what they have learned. The student will have two of the three
pieces of the questions on the exit ticket correct.
A + (exceeds proficiency) will indicate that a student has complete
knowledge of what he/she is being asked to do. The student will
have all questions answered fully and prove that they understand the
lesson.
16
Lesson Four
Grade 3
Area
Lesson Title
What if part of the rectangle is covered up?
Standards
Math (Common Core)
or GLE/GSE
(state level)
AND
National
Standards (in
all areas
except Math
side lengths.
and ELA-use
for those)
problems.
Context of the
Lesson
their knowledge of area from manipulatives to grids. The students have been
connecting the number of units in an object to the length of the side of a
figure. In the previous lesson, the students formed their own rectangles and
connecting it to the use of arrays that they used in earlier lessons on
multiplication.
Opportunities
to Learn
Objectives
Instructional
Procedures
17
notebook prior to the lesson.*
further.*
Draw rows and columns to determine the area of a rectangle, given an
incomplete array.
Determine the area of a rectangle, even if some of the space is covered
over.
To activate students prior knowledge, I will have a problem
similar to what was done in the previous days lesson glued into
their notebook.
Gabi makes a rectangle with 16 square-centimeter tiles.
There are 4 equal rows of tiles.
How many tiles are in each row? Use words, pictures,
and numbers to support your answer.
Can Gabi arrange all of her 16 square-centimeter tiles
into 6 equal rows? Explain your answer.
As the students solve the problem and I will be walking around to make
Assessment
18
sure that they are on the right track, especially with the second part.
Today we will work on similar problems, but some of the tiles will be
completely covered.
centers:
Center 1: Matching incomplete arrays to their complete arrays and
writing a multiplication sentences. (Partner Work; students will be
provided with a folder with 6 incomplete arrays and their complete
matches, they will draw the complete array in their math notebooks
and write the multiplication sentence to explain the area)
Center 2: Explain whether or not an incomplete array has a certain
area. Students will need to state if the area is correct or not and if
wrong, state the correct answer. (Individual; students will be
provided with a worksheet with three problems, this will be the first
problem that has two incomplete arrays for the students to determine
if the area is correct or incorrect)
Center 3: Students will need to state the area of the entire grid with a
rug covering a portion of the grid. (Individual; students will be
provided with a worksheet with three problems, this will be the
second problem that has one array with a rug covering over a portion
of the grid)
Center 4: Determine the area of a portion of a rectangle. (Group
work with teacher; this can a two-step problem so students may need
extra guidance to determine the area of the blank rectangle,
otherwise it is a one-step problem but students will need to
determine the side lengths)
At the end of the lesson we will regroup and talk about whether or not
the size of the squares changes the area of a rectangle. We will also
discuss how to determine the area of a rectangle if a piece of it is
covered over.
lesson.
19
of the lesson. The exit ticket will have one question:

The tiled floor in Mickeys diner has a rug on it as shown.
How many square tiles are on the floor, including the tiles
under the rug?
shows a rug covering over a part of the grid.
lesson.
20
Lesson Five
Grade 3
Area
Lesson Title
What about the size of the squares?
Standards
Math (Common Core)
or GLE/GSE
(state level)
AND
National
Standards (in
all areas
except Math
side lengths.
and ELA-use
for those)
problems.
Context of the
Lesson
figure. Students have formed their own rectangles and connected them to the
use of arrays that they used in earlier lessons on multiplication. The students
have recently been connecting rows and columns to the length and width of a
figure, even if the rectangle is not completely filled with a grid; they have
been able to fill in the missing boxes when necessary to display the area of a
rectangle.
Opportunities
to Learn
Objectives
Instructional
Procedures
21
further.*
Interpret area models to form rectangular arrays.
Determine the area of a figure by subtracting the area of the rectangle
that surrounds it.
Identify that units are important to the actual area of a figure.
their notebook.
The tub in Mackenzies bathroom covers the tile floor as
shown below. How many square tiles are on the floor,
including the tiles under the tub?
We will then go over the problem on the SmartBoard as a class; students
Assessment
22
will contribute by raising their hand and coming up to the board to show
how they solved the problem.
Today we will work on similar problems to what we did in class
yesterday, but we will talk about what the measurement of each square
means related to the area of the shape.
After working through each problem on the days worksheet
individually. When students finish each problem, they will put their
pencil down on their desk and after all students have finished each
problem, the class will discuss their answers as a whole. We will be
working as an entire class and doing the problem out loud after working
through it on paper by themselves.
As students are discussing, I will be walking around asking students
further questions about the size of the squares and whether or not
changing the size of the squares will change the area as well.
At the end of the lesson we will regroup and talk about what the size of
the squares means and whether bigger squares or smaller squares have
more area.
lesson.
of the lesson. The exit ticket will have two questions:
Label the side lengths of Rectangle A on the grid below.
Use a straight edge to draw a grid of equal size squares
within Rectangle A. Find the total area of Rectangle A.
shows Rectangle A. Students will be expected to fill in
the grid within the rectangle and label the side lengths. A
blank will also be provided that says Area =
_________
Olivia makes a rectangle with 16 square-inch tiles. Elliott makes a
rectangle with 16 square-centimeter tiles. Whose rectangle has a
bigger area? Explain your answer.
Under this question, a large blank space will be available and
23
students may use pictures and/or words to explain their

reasoning.
lesson.
24
Lesson Six
Grade 3
Area
Lesson Title
But wait, you can make it easier! Multiply!
Standards
Math (Common Core)
or GLE/GSE
(state level)
AND
National
Standards (in
all areas
except Math
side lengths.
and ELA-use
for those)
problems.
Context of the
Lesson
figure. Students have formed their own rectangles and connected them to the
use of arrays that they used in earlier lessons on multiplication. The students
have recently been connecting rows and columns to the length and width of a
figure, even if the rectangle is not completely filled with a grid; they have
been able to fill in the missing boxes when necessary to display the area of a
rectangle.
Opportunities
to Learn
Objectives
Instructional
Procedures
25
further.*
Find the area of a rectangle through multiplication of side lengths.
Relate the side lengths to the factors and the area to the product of a
multiplication sentence.
their notebook.
The tub in Mackenzies bathroom covers the tile floor as
shown below. How many square tiles are on the floor,
including the tiles under the tub?
We will then go over the problem on the SmartBoard as a class; students
will contribute by raising their hand and coming up to the board to show
Assessment
26
how they solved the problem.

Today we will work on similar problems to what we did in class
yesterday, but we will talk about what the measurement of each square
means related to the area of the shape.
centers:
Center 1: Writing multiplication sentences for rectangles given.
(Group work on the SmartBoard; some of the rectangles will be
missing the area and others will be missing one of the sides)
Center 2: Students will be given a centimeter grid and be asked to
create at least one rectangle for each of these three areas: 32, 48, and
27. They must also label the side lengths of each rectangle. While
working with partners, students should also be aware of the
commutative property and check each other if they make the same
rectangle two different ways. (Partner work; students will be
provided with a centimeter grid and colored pencils/crayons, each
area should be done in a different color)
Center 3: Students will solve two problems. One problem will list
side lengths; students must find the area and explain their answer.
The second problem will give a side length and the area; students
must find the missing side length and explain their answer.
(Individual; will be done in math notebooks)
Center 4: Compare the areas of two bedrooms. Matts bedroom
measures 6 feet by 8 feet. His brothers bedroom measures 7 feet by
9 feet. Matt says their rooms have the same exact floor area. Is he
right? Why or why not? (Group work with teacher; this problem
involves comparing the areas of two rectangles but only provides
side lengths so the group work will allow for conversation and
teacher assistance)
At the end of the lesson we will regroup and discuss how multiplying
the sides of rectangle to find the area directly relates to something we
have done in the past. (Multiplying the rows and columns in to find the
total contents in an array.)
lesson.
27
of the lesson. The exit ticket will have two questions:
Write a multiplication sentence to find the area of the
rectangle below.
Underneath the question, a rectangle will be provided
with the two side lengths labeled. A blank multiplication
sentence will be provided for the students to fill in their
answer.
lesson.
28
Assessment 1:
At the end of the Foundations of Area portion of the unit, students will be asked to complete an
area project. The Foundations of Area portion of the unit is composed of interacting with shapes
prior to actually beginning to work with the concept of area and the first two lessons in this unit.
This project will be to create a robot on centimeter grid paper and to correctly give the area of
each part of the robot. The instructions will be:
Create and color in a robot on the grid paper provided. You may decide how big each
shape is, but the neck must have an area of 1 square centimeter. You must color full
squares. It must have the following body parts:
o Head
o Neck (1 square centimeter)
o Body
o Two arms
o Two legs
You must make a key that tells me the area of each body part.
o In this key, you should also have the rectangles drawn and label each side of the
rectangle.
You must also tell me the total area of your robot (add all of the body parts together).
If you decide to add any extra pieces to your robot or create a robot pet, you must also
give those areas and add it to the total area of your robot.
The project will allow the students to be creative and enjoy the early concepts of area. Students
will demonstrate their understanding of the first couple lessons in the unit before we move on to
working more with the more difficult aspects of area.
Students will be creating this robot almost entirely on their own. Except for the neck, they will
be responsible for creating rectangles for each body part on the robot and then they will be
required to give the area and the side lengths of each body part they created. They must also add
up all of the areas of the different parts of the robot to determine the total area of the robot. They
will also be responsible for using the proper units when they give the area.
This assessment will be graded on a 1-4 scale. A 1 will indicate that the student does not meet
the standard/has no understanding of the concept. A 2 will indicate that the student is in progress
to meet the standard/ cannot completely apply the skill or concept on his own, but has some
understanding. A 3 will indicate that the student is meeting the standard/ understands the skill or
concept and shows a clear thought process. And a 4 will indicate that the student has mastered
the standard/can apply a certain skill or concept independently and correctly, showing a higher
level of thinking.
29
Assessment 2:
The second assessment will be given after the students have completed this unit: both the
Foundations of Area and the Concepts of Area Measurement. They will take a test that covers
the most important points of the unit. The test will have problems that are set up similarly to the
exit tickets and cover the same aspects. The exit tickets that students completed at the end of
each lesson tie back to the objectives, so by setting up the test with questions similarly to the
questions on the exit tickets, I will ensure that the unit objectives have been met.
Some of the questions on the test will be:
Each is 1 square-centimeter. What is the area of Rectangle A (6 centimeters tall by 4

centimeters long for an area of 24 square-centimeters)?
o Does Rectangle A have the same area as Rectangle B (3 centimeters tall by 7
centimeters long for an area of 21 square-centimeters) below?
o On the grid provided, draw another rectangle with the same area as Rectangle A.
Stan has 18 square-centimeter tiles. He arranges the tiles into 6 equal rows. Draw Stans
rectangle and label the side lengths.
o Can Stan arrange his 18 square-centimeter tiles into 4 equal rows? Explain your
answer.
The tiled floor in Mrs. Simmss bathroom has a rug on it as shown below. How many
square-inch tiles are on the floor, including the tiles under the rug? (On the 5 inches tall
by 8 inches long for an area of 40 square-inch grid).
Amanda makes a square with 9 square-inch tiles. John makes a square with 9 squarecentimeter tiles. Whose rectangle has a bigger area? Explain your answer.
Measure the sides of the rectangle (4 centimeters tall by 9 centimeters long for an area of
36 square-centimeters) below with the centimeter side of your ruler and label the sides.
o Next, fill in the multiplication sentence below to find the area of the rectangle.
o Be sure to write the area with proper units.
This assessment will be graded on a 1-4 scale. A 1 will indicate that the student does not meet
the standard/has no understanding of the concept. A 2 will indicate that the student is in progress
to meet the standard/ cannot completely apply the skill or concept on his own, but has some
understanding. A 3 will indicate that the student is meeting the standard/ understands the skill or
concept and shows a clear thought process. And a 4 will indicate that the student has mastered
the standard/can apply a certain skill or concept independently and correctly, showing a higher
level of thinking.
30
References
Connell, G. (2012). 10 hands-on strategies for teaching area and perimeter. Retrieved from
https://www.scholastic.com/teachers/top-teaching/2012/12/10-hands-strategies-teachingarea-and-perimeter
Engage NY. Engage NY, (2013). Grade 3 mathematics module 4. Retrieved from website:
http://www.engageny.org/resource/grade-3-mathematics-module-4
National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common core state standards for mathematics. Retrieved from
National Governors Association Center for Best Practices, Council of Chief State School
Officers, Washington D.C. website: http://www.corestandards.org/Math
Van De Walle, J., Karp, K., & Bay-Williams, J. (2013). Elementary and middle school
mathematics teaching developmentally. (8th ed., pp. 384-391). Boston: Pearson
Education.

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Running head: Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

After Lesson 1, students will be able to:

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

again or offer them help if they are really struggling.

Curriculum Planning: Area

Label the side lengths of each rectangle. Then match the

Curriculum Planning: Area

Label the sides and fill in the blanks!

Math (Common Core)

Students have already been using manipulatives to determine the areas of

Curriculum Planning: Area

Students will be able to:

Opening (10-15% of lesson):

Curriculum Planning: Area

area. (The rectangle will be 8 long by 4 tall)

Curriculum Planning: Area

To conclude, the students will complete an exit ticket to determine

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

of the lesson. The exit ticket will have one question:

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

students may use pictures and/or words to explain their

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

how they solved the problem.

Curriculum Planning: Area

Curriculum Planning: Area

Curriculum Planning: Area

Each is 1 square-centimeter. What is the area of Rectangle A (6 centimeters tall by 4

Curriculum Planning: Area

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