Area Unit Lesson Plans for Lincoln Portfolio

1st Lesson Plan

Date Taught: November 29th 2017

Topic: Concepts of Area Measurement

Standard(s):
CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.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.
CCSS.MATH.CONTENT.3.MD.C.5.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.
CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).

Objectives:
SWBAT verbally define the area of a shape and a square unit of measurement.
SWBAT to answer the following question: What is the area of a shape and how do we measure
it.

Student-Friendly Objective: I will be able to use square units to measure the area of a rectangle
or square.

Assessment Plan: I will go around the room and make sure that students are first, exploring and
practicing creating areas using manipulatives and then recording their work by drawing the
rectangles and squares on graph paper.

Materials Needed:
Graph paper, sticky-notes.

Key Vocabulary:
Square Unit- The measurement we use to describe area. A square unit can be in centimeters,
inches, meters, feet, or just general square units.
Area- Is the space inside of shape.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

 I will draw three shapes on the white board (A triangle, a rectangle, and a squiggly
shape).
  I will ask the children what they think the area of a shape is? (the inside of a shape) I will
then ask then what shape they think would be the easiest shape to find the area of and
why? (rectangle, because it has straight edges).
 “A way that we can find the area of a shape is by using smaller squares to cover the
inside of the shape. We call these smaller squares square units

Instructional Inputs:
 “Today you will be working either alone if you choose or in partnerships to find how
many different shapes you can make that have the same area.”
 “A way that we can find the area of a shape is by using smaller squares to cover the
inside of the shape. We call these smaller squares square units. Square units can be
measured in cm, inch, m, and ft.

Modeling:
 I will stick sticky notes on the board to create a rectangle. I will ask the students how
many sticky notes I put on the board. After they answer I will draw an outline around
the sticky notes and ask them how many square units are inside the rectangle? I will
explain that the students just found the area of the rectangle using square units.

Guided Practice:
 “Who would like to come to the board and do a problem with me? Make a rectangle
that has an area of 10 square units. Is there another way you can make a rectangle that
has an area of 10 square units? Why do these two rectangles have the same area?”

 “I will say different area measurements that I want you to create using the sticky notes
like we did on the board. I want you to do these on your desks. We will do this for
around 6 minutes.” I will give the students different numbers such as 15, 24, 9, etc.

 I will walk around the class and look at how the students are making their shapes and if
they understand the application of square units.

Closure:
 “I explained that square units can be measured using different units of measurement.
What kinds of units did I talk about before? (cm, inches, meters, feet). What
measurements would we use to measure a door? Why? (meters or feet because the
door is bigger). We use bigger units to measure bigger things. It makes sense to do that,
doesn’t it? What unit of measurement would we use to measure one of our sticky
notes? Why? (inches or cm because it is smaller). We can use different tools to help us
when we are finding area such as graph paper.
Independent practice/application:
 Students can work in pairs or alone as they explore and practice creating areas using
manipulatives and recording their work by drawing the rectangles and squares they
create on graph paper.

Differentiation:
Mike: I will explain to him how I want him to use graph paper.
Andy: Has a hard time with multiplying double-digit numbers. I will help him by telling him to
create two rectangles with the same double-digit-area and then asking him to add the areas
together. I will explain to her how I want her to use graph paper.
Darla: I will explain to her how I want her to use graph paper.
Gary: Has a hard time with multiplying double-digit numbers. I will help him by telling him to
create two rectangles with the same double-digit-area and then asking him to add the areas
together. I will explain to her how I want her to use graph paper.
Brock: I will explain to her how I want her to use graph paper.
Carly: Was absent day of assessment.
Jordan: Has a hard time with multiplying double-digit numbers. I will help her by telling her to
create two rectangles with the same double-digit-area and then asking her to add the areas
together. I will explain to her how I want her to use graph paper.
Martha: I will explain to her how I want her to use graph paper. Has a hard time with
multiplying double-digit numbers. I will help her by telling her to create two rectangles with the
same double-digit-area and then asking her to add the areas together. I will explain to her how
I want her to use graph paper.
 2nd Lesson Plan

Date Taught: December 1, 2017

Topic: Finding area by tiling and multiplying.

Standard:
CCSS.MATH.CONTENT.3.MD.C.7- Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A- 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.
CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to find areas of rectangles with whole-
number side lengths in the context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in mathematical reasoning.

Objectives:
 The students will be able to find area by tiling squares and rectangles with unit squares.
 The students will be able to find area by multiplying side lengths.
 Students will be able to find area by solving word problems.

Student-Friendly Objective: I will learn how to find the area of a square or rectangle by tiling it
and by multiplying the sides.

Differentiation:
Mike- To help Mike learn how to master multiplying double digit numbers we will make sure to
model and explain how to do this during modeling and the guided practice. We will break this
process into steps so that he can see the process as a whole.
Andy- To help Andy learn how to master multiplying double digit numbers we will make sure to
model and explain how to do this during modeling and the guided practice. We will break this
process into steps so that he can see the process as a whole.
Darla- To help Darla learn how to master multiplying double digit numbers we will make sure to
model and explain how to do this during modeling and the guided practice. We will break this
process into steps so that she can see the process as a whole.
Gary- To help Gary learn how to master multiplying double digit numbers we will make sure to
model and explain how to do this during modeling and the guided practice. We will break this
process into steps so that he can see the process as a whole.
Brock- To help him learn how to master multiplying double digit numbers we will make sure to
model and explain how to do this during modeling and the guided practice. We will break this
process into steps so that he can see the process as a whole.
Carla- We are not sure what she needs differentiation for since she was absent on Monday.
Jordan- Since she shows the ability to multiply simple double digit numbers, we will deepen
learning for her by giving her more complex multiplication problems (slightly bigger numbers).
Martha- To help her learn how to master multiplying double digit numbers we will make sure
to model and explain how to do this during modeling and the guided practice. We will break
this process into steps so that she can see the process as a whole.

Assessment Plan: Each student will measure the side lengths of a piece of paper and a sticky
note and multiply the side lengths to find the area. They will also use the side lengths to tile the
paper and sticky note, and answer word problems.

Materials Needed: paper, sticky notes, rulers, paper, pencil, whiteboards, whiteboard markers

Key Vocabulary:
Square Unit- A unit of measurement is a standard by which measurements can be compared.
Different types of measurements use different units.
Area- Length x Width. Area is also the space inside of a flat 2 dimensional object.
Length - A measurement of distance. It is usually the longer of two distances of an object, the
other being the width.
Width - The measurement of the distance of a side of an object. Usually this is the shorter side
while the length is the longer side.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

· 3-5 minutes
The teacher will have a bag with all the materials in it. The teacher will say “All right boys and
girls today we are going to be learning more about area!” (Pull out bag). “This bag has different
things that were going to use to find area. Who remembers what we learned about area?” (Let
students respond to question. If they don’t respond briefly go over the previous lesson). Next
say, “What do you think could be in the bag?” (Let students raise their hands to guess.)

Instructional Inputs:
· Set expectations as part of inputs. Let students know and understand what is expected
· The critical inputs necessary for students to understand the lesson concepts or prepare
them for modeling
· Plan questions to insure higher order thinking

“Boys and girls today we are going to be learning more about area. I need everyone to listen
quietly so that you can all learn what I am teaching. If you ever have any questions do not
hesitate to raise your hands and ask! We want to make sure that you understand. After I teach
you the content, we are going to practice it together as a group. When we are done practicing
you will all do it on your own.”

“What do you think we will be learning about today?”

“How can we find the area of a rectangle?”
“How many ways are there to find the area of a rectangle?”
Modeling:
· Show students what is to be done and expectations for the process
1. “Okay boys and girls now that we understand how we can find area by counting unit
squares in a shape, we are going to learn how to put unit squares in a shape, and an
even faster way to find area! “First, we are going to learn how to find area by putting
unit squares inside a rectangle.”
2. Model and explain how to tile a rectangle on your whiteboard
3. Model and explain how to multiply the length and width of the rectangle on your
whiteboard.

Guided Practice:
· Take students through the process step-by-step
· Components to help students successfully master or take steps towards mastery of the
objective
· Include checking for understanding during guided practice; how will you check for
understanding?

After each step I will check for understanding by having them show me what they did on their
white boards. If they did it right we will move on. If they do not all have it right I will explain the
right way one more time so that they understand what they did wrong.

Pull out whiteboards and markers from bag. Hand each child a board and marker.

1. “Okay boys and girls I need everyone to draw a rectangle on their board.” After they
all have drawn a rectangle say, “We are going to assume that the length of the
rectangle is 5 inches.” (Point to length on your board). “Everyone write 5 inches above
the line.” (Wait until they have al done this.) “Great. Now we are going to assume that
the width of the rectangle is 2 inches” (Point to width on your board and write 2
inches). “Write 2 inches beside the line.”
2. When they finish say “Alright boys and girls now we are going to learn how to find the
area of the rectangle by tiling it. This means that we are going to make our own unit
squares inside the rectangle. First, what we are going to do is draw 5 vertical lines
(from top to bottom) inside of our rectangles.” Model how to do this.
3. Then when all the students are done say “These lines represent the 5 inches that make
up the length of the rectangle.”
4. “Now we are going to make lines to represent the width of the rectangle, which is 2
inches.” (Point to width.) “To represent 2 inches we are going to make 2 horizontal
lines across the rectangle.” Model how to do this.
5. After they all have their lines drawn say “Look boys and girls now we have made unit
squares inside of our rectangle! How can we find the area of the rectangle now?” Let
them respond or explain that you can find the area by counting the unit squares inside
the rectangle.
 6. “The area of our rectangle is 10 square inches. We say that it is square inches instead
of square units because it is measured in inches. Each square inside our rectangle is 1
square inch.”
7. “Now who would like to learn a faster way that we can find area? I know I would!
Alright another way that we can find area is by multiplying the length and width of a
shape.”
8. Point out length and width to make sure they understand which is which. “The length is
usually the longer side, and the width is usually the shorter side. So our length would
be 5 inches and our width would be 2 inches.
9. Now to find the area of the rectangle we are going to take the length which is 5 and
multiply it by the width which is 2. Write down on whiteboard as you say it.
10. “Who can tell me what 5 x 2 is?” Let students respond then say “Great! Now we know
the area of the rectangle equals 10 square inches by multiplying 5 and 2. Is that the
same answer we got when we found area by tiling it with square inch units? Which
way do you think is easier?
11. Does anyone have any questions? Let students respond and answer any questions that
students may have.

Repeat this process with different (and bigger double digit) numbers one more time.

1. Verbally tell the students a word problem where they find the area by multiplying. We
will use real world scenarios that they can relate to so that the word problem seems
more fun to them.

Closure:
· Review or summary of critical objectives

“Boys and girls who would like to explain what they learned today?” Let 2 or 3 students
respond. If students did not hit all the main objectives I will go over the main points to make
sure that they know what they need to know and remember.

Independent practice/application:
· The specific assignment, project or activity as outlined in the assessment plan

The students will measure the sides of a piece of paper and a sticky note in inches by using a
ruler. The students will label how many inches the length and width are on the worksheet. They
will then use those numbers and rulers to tile on the paper. After they tile the papers they will
write the multiplication problem on the paper and solve. The students will also answer a word
problem on the worksheet.
 3rd Lesson Plan

Date Taught: December 4th 2017

Topic: Area Model and Distributive Property

Standard:
3.MD.C.7- Relate Area to the operations of multiplication and addition.
C.) Use tiling to show in a concrete case that the area of a rectangle with whole number side
lengths a and b +c is the sum of a x b and a x c. Use area models to represent the distributive
property in mathematical reasoning.
D.) 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.

Objectives:
 SWBAT find area of rectangles by tiling them and using the distributive property to
solve.
 SWBAT decompose rectangles into non-overlapping pieces in order to solve real-world
problems.

Student-Friendly Objective:
 I will learn how to find the area of a rectangle by tiling it and by breaking it up into two
smaller rectangles.
 I will learn how to find the area of one large rectangle by breaking it into two smaller
parts and then adding the areas of each rectangle together.

Assessment Plan:
Worksheet. The students will complete a worksheet that assesses their abilities to decompose
rectangles into different parts to find the area of the shape.

Materials Needed:
Rulers, graph paper, masking tape, worksheet.

Key Vocabulary:

Distributive Property- This lets you find a sum by multiplying each addend separately and then
adding the products. The Distributive Law says that multiplying a number by a group of
numbers added together is the same as doing each multiplication separately
Anticipatory Set
Kylie:
We will draw a rectangle on the board with a length of 7 and a width of 5. We will ask the
students “What are two ways that we can find the area of the rectangle?” They should answer
by explaining that you could find the area by multiplying 5 and 7, or by tiling the rectangle.
After they tell you the two ways that area can be found ask them “What is 5 x 7?”. Also let one
student come up to the whiteboard to demonstrate how you can find the area of 35 by tiling it.
“Today we will be learning how to find the area of a rectangle by using the distributive
property.”

Instructional Inputs:
 The students have to understand how to use distributive properties.
 The students have to understand how to tile a shape into square units.
 The students understand how to multiply.

Modeling:
Hattie:

 We will explain what the distributive property is.

 Show how to find the area of a big rectangle by tiling it and then breaking it apart into
two smaller rectangles. (Use the distributive property to show how to add together the
two areas of the rectangles.)
 We will show how to decompose rectangles while solving real world problems.
 “Who here has a dog? Let’s say that you want to make a fenced in space for your dog in
your backyard. Your backyard has a width of 5 meters and length of 13 meters and you
want your dog’s space to have an area of 15 square meters. What should the length of
your dog’s kennel be? What is the whole area of your backyard? (length of 3 width of 5)
( 65 square meters).

Guided Practice:
Kylie:
 We will have students measure length and width with rulers (in inches) on the floor and
then have them make Rectangles on the floor with Masking Tape.

“Let’s make a rectangle with a length of 11 inches and a width of 9 inches. Now you split up the
rectangle into two parts. Make sure that both parts measure whole numbers and that you split
it up either vertically or horizontally. When you are done making it with tape draw the
rectangle on graph paper and label each part. Find the area of each part, and then find the area
of the whole rectangle.”

Do this one more time with 12 inches and 10 inches. (or smaller numbers depending on how
fast they pick it up.)

 Give students word problem to make area of rectangles on floor with tape.
Word Problem (will be written on the white-board):

Katie’s wants to make a vegetable garden that has a length of 9 yards and a width of 3 yards.
Her garden will be shaped like a rectangle. She wants to grow tomatoes in one part, and corn in
the other part. How big could the tomatoes part be, and how big could the corn part be? Find
the area of each part and then find the total area of the garden.

 After each step we will ask if they understand. If they do not understand we will explain
in more detail.

Closure:

“Boys and girls who would like to explain what we learned today? What can we do to make
finding area of big shapes easier?”

If the students do not accurately answer the questions we will go over the details so that we
are sure all the objectives and standards have been met.

Independent practice/application:

The students will complete a worksheet that assesses their abilities to decompose rectangles
into different parts to find the area of the shape.

Differentiation:

Mike: For Mike, we will make sure that he is understanding by going to his desk and helping
him where help is needed. We will also make sure that he understands the directions on the
worksheet so that he knows what he is expected to do. We will also partner him with Darla so
that they can work on multiplying bigger numbers together.

Andy: For Andy, we will make sure that he is understanding by going to his desk and helping
him where help is needed. From what I have seen, he usually just needs one more explanation
and then he is able to catch on quickly. We will make sure that he understands what the
questions are asking by going to him individually to make sure he knows what to do. We will
partner Andy with Brock so that he can receive help and guidance from him if he needs it.

Darla: For Darla, we will expand and deepen learning when it is needed by giving her more
complex numbers to multiply with to find area. We will also partner her with Mike so that they
can work on multiplying bigger numbers together.

Gary: For Gary, we will expand and deepen his learning by giving him more complex numbers to
multiply with when finding area. We will also encourage him to do things a different way if he
wants to. He seems to understand most of what is taught, but often demonstrates abilities
differently than what we teach. We will partner him with Jordan so that they can work together
to multiply bigger double digit numbers.

Brock: For him, we will expand and deepen his learning by giving him more complex numbers to
multiply with when finding area. We will also partner him with Brock during guided practice so
that he can have the opportunity to help and teach him.

Carla: For Carla, we’ll make sure that she is understanding by going to her desk and helping her
where help is needed. We will model how to multiply simple double digit numbers individually
with her. We will also give her time warnings so that she knows how much longer she has to
work on things. This will help ensure that she finishes her work before the time is up. She will
be partnered with Martha during guided practice so that she can help her when she is not
understanding what to do.

Jordan: For Jordan, we’ll make sure that she is understanding by going to her desk and helping
her where help is needed. We will also give her more complex numbers to multiply with to find
area. We will partner her with Gary so that they can work together to multiply bigger double
digit numbers.

Martha: For her, we will expand and deepen her learning by giving her more complex numbers
to multiply with when finding area. If she finishes the independent practice early we will ask her
to do another problem on the back using double digit numbers to challenge her a little
more. We will also partner her with Carla during guided practice so that she can have the
opportunity to help and teach her.