1. Topic-
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Area-
Which design contains the given area? |
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2. Content-
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Common Core Standards:
Measurement and Data 3.MD
Geometric measurement:understand concepts of area and relate area
to multiplication and to addition.
CC.3.MD.5: Recognize area as an attribute of plane figures and understand
concepts of area measurement.
CC.3.MD.6: Measure areas by counting unit squares (square cm, square
m, square in, square ft, and improvised units).
Delaware Prioritized Curriculum (DPC):
Standard 3 (K"�4) "� Geometric Reasoning
Find the area of a design by counting the number of units used to
cover or fill it (e.g., pattern blocks, color tiles)
Standard 6 (K-4) "� Reasoning and Proof:
Students will develop their reasoning and proof abilities by solving
problems in which there is a need to investigate significant mathematical
ideas and to to justify their thinking. |
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3. Goals: Aims/Outcomes-
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Students will learn:
1. The area of two different figures can contain the same amount of
units.
2. The area of two different figures can contain a different amount
of units.
3. The area of a shape is expressed in square units.
4. The area of a shape can be found by counting the total amount of
squares enclosed within the figure. |
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4. Objectives-
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Students will:
1. Analyze two different figures by counting the number of units used
to cover or fill the space to determine a specific given area.
2. Use their knowledge about area to produce written and verbal responses
that justifies and proves their thinking.
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5. Materials and Aids-
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-Area Worksheets
-Pencils
-Overhead projector
-Overhead markers
-Transparencies of area worksheets |
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6. Procedures/Methods-
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A. Introduction-
Teacher will:
-Review key vocabulary words
-Review the essential. question(s).
-Ask the students to explain how to find the area of a shape.
-Ask the students why knowing the area of a shape is important. |
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B. Development-
1. Teacher will explain the activity to the students.
2. Students will be placed in groups of 4 and will rotate around the
classroom to 5 different stations.
3. Teacher will describe the expectations for working at each station
and with a partner.
4. Teacher will model how to complete the work at each station. |
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C. Practice-
1. Students will work together to complete the area worksheet.
2. The worksheet will contain two different figures and one given
area.
3. The students will have to identify the area of both figures to
determine which figure matches the given area.
4. The students will have to develop a written explanation that explains
why their answer is correct.
5. The students must take turns finding the correct figure at each
station.
6. The students will spend 5-7 minutes at each station. |
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D. Independent Practice-
| Does not apply to this lesson. |
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E. Accommodations (Differentiated Instruction)-
1. Students groups will created to best match the learning needs
for all students.
2. Some of the figures will contain simple shapes, which will make
it easier to determine the area.
3. Some of the figures will contain partial squares and curves, which
will make finding the area more challening. |
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F. Checking for understanding-
During station rotations:
1. Teachers will observe students while they complete the worksheet
to determine mastery of concepts.
After station rotations:
1. Teacher will display overhead transparencies of each worksheet.
2. Students will use a overhead marker to explain their answers to
the class.
3. Teacher will observe the students while they verbally prove their
answers.
4. Teacher will collect completed area worksheets to assess written
mathematical explanations. |
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G. Closure-
1. Teacher will ask the students to think-pair-share about what
they have learned about area.
2. Students will be given the opportunity to share their thoughts
about area. |
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7. Evaluation-
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| Students will have additional opportunities to practice finding
the area of figures during center time or seat work. |
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