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Arizona State University
PPE 310
Dr. Hesse
Teachers:
Subject:
Math
Standard:
Geometric measurement: understand concepts of area and relate areas to multiplication and to addition.

3.MD.C.5 Recognize area as an attribute of plane figures and understands concepts of area measurement.
a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be u
measure area.
b. A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n sq
units.

Objective (Explicit):
The students will be able to count square units to determine the area of a rectangle and compare the area of vari
rectangles
Evidence of Mastery (Measurable):
The students will be able to complete the exit ticket worksheet with an 80% score or higher.

Fall Far Below- The student is unable to calculate the area and is unable to make the rectangle comparisons. Th
would be demonstrated with a score of 0/3 or .5/3.
Approaches- The student is unable to calculate the area and is unable to make the rectangle comparisons. This w
be demonstrated with a score of 1/3 or 1.5/3.
Meets- The student is unable to calculate the area and is unable to make the rectangle comparisons. This would
demonstrated with a score of 2/3 or 2.5/3.
Exceeds-The student is able to calculate the areas of rectangles, and make area comparisons. This would be
demonstrated with a score of 3/3.

## Sub-objectives, SWBAT (knowledge, skill, purpose):

The SWBAT discuss the properties of an array
The SWBAT discuss the properties of area
The SWBAT identify the pieces needed to calculate area
The SWBAT determine the materials they will need to use in order to find the area of each rectang
without grid lines or squares
The SWBAT calcualte the areas of each rectangle in order to compare
Key vocabulary: Area, side lengths, square unit, array,
factors

## Materials: Rectangle comparison worksheet, square in

tiles, rulers, incomplete rectangles worksheet, scissors
ticket, homework

Engage - In this section you should activate prior knowledge, hook student attention, pose a question based on
lesson objective that students will seek to answer in Explore.
Teacher Will:
Students Will:
Hand out rectangle comparison worksheet
Discuss how we could compare the areas of
rectangles when the size of the shapes is not th
Ask the students to compare the area of the
same, and the side lengths are unknown
rectangles
By looking at the worksheet, predict which of
o This will prompt some of the students
two rectangles in the set has a larger area, an
to say that we cannot compare the
discuss with their partner their reasoning beh
area because the two shapes have
heir prediction
unknown side lengths, and not the
same size
Have the students predict which area will be
longer
Have the students tell their shoulder partner
their prediction, and why they think the
rectangle will have a greater area
Tell the students that we will be comparing
the areas by determinming their side lengths
Have the students cut out the rectangles from
the worsheet (4 total)
Explore - In this section students should take the lead and actively use materials to discover information that wi
them answer the question posed in Engage. Teachers may choose to give steps to follow, especially for younger
students, but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: Concept Development
Students Will:
(Quick discussion on why units are important, and
Pair up with a partner
discuss prior examples)
Discuss which strategy they want to use to f
Pose the question to the students about what
the areas of the two recatngles
materials would be needed to determine the
o They can use differerent strategies, b
number of squares and the area
they must explain why they used tha
o Answers can be based off prior
strategy to their partner

ASSIGNMENT 7:1

## knowledge of calculating area (using

rulers, inch tiles, etc)
Tell the students that they have all the
resources (on the back table) availible to
them, and with their partner, they will be
comparing the areas of the two sets of
rectangles
Allow the students to use the resources, and
different strategies to determine the areas of
the two rectangles and compare. Remind
students to use correct units, and instruct
them to put the area in the rectangle.
Walk around, and ask guiding questions to
help the students explore the issue
o What strategies do we already know
o Do you think if we use the inch side of
the inch tiles versus the inch ruler, our
area would be different.
If students are able to
grasp the activity quickly,
have those students
compare the areas of the
rectangles using different
units to measure i.e. ruler
versus inch tiles or
cutting the shape to
determine which area is
larger

## Use the resources to find the area through

different methods

Co-Teaching Strategy/Differentiation
I will make sure that as I walk by students who may be struggling, I will ask guiding questions, and be available
help during the exploration piece of the lesson. This could also look like push in supports from the special educa
department.
Explain In this section students share what they discovered, teacher connects student discoveries to correct co
terms/explanations, students articulate/demonstrate a clear and correct understanding of the lesson sub-objective
answering the question from Engage before moving on.
Teacher Will: Problem
Students Will:
Ask the students to share their strategy for
Share with class what strategy they used to
finding out which area was larger
compare the areas of the two rectangles
Have the students share which area was
Share what the area of the two rectangles w
larger
Use the vocabulary with correct units to eng
Write answers on the board, along with
in class discussion about the comparison of
explanation of why

ASSIGNMENT 7:1

## Discuss with the students the multiple

different strategies for figuring out the area
o This will allow students (who still
need to make the grid lines on their
paper to find area) to see the
connection between the area of an
array, and
Discuss the importance of units
Co-Teaching Strategy/Differentiation
If needed (depending on if the instructor feels it is necessary) have the students share with their table before the
share out, and work with students to formulate their solution to finding the area.
Elaborate In this section students take the basic learning gained from Explore and clarified in Explain and app
a new circumstance or explore a particular aspect of this learning at a deeper level. Students should be using hig
order thinking in this stage. A common practice in this section is to ask a What If? Question.

## Teacher Will: Student Debrief

Students Will:
The students will now use their knowledge of
Predict the area of a rectangle on the proble
units and area to predict which area will be
without counting the units
larger on their incomplete rectangles
Complete the problem set with their table
worksheet
partners
Pass out problem set
Tell the students to look at the number and
predict (guess) how many square units it
would take to cover the rectangles
o Stress to the students that a
prediction is not based on how right
or wrong it is, so there is no reason to
count the block to try to be right
Allow the students to work with their table to
complete the problem set
Co-Teaching Strategy/Differentiation
The teacher will pull the students to a side table as needed while the rest of the class works with their table to
complete the problem set. The may also look like push in services from special education department.
Evaluate In this section every student demonstrates mastery of the lesson objective (though perhaps not maste
the elaborate content). Because this also serves as a closing, students should also have a chance to summarize th
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
Have a volunteer tell us how they met that
Discuss the activity, and its relevaence to the
objective
objective
o Ideal Answer-The larger the shape,
Discuss alternative strategy
the larger the area if the units are
Complete homework
the same and that to compare
rectangles, you need to be able to

ASSIGNMENT 7:1

## calculate the area first.

Have the students tell their shoulder
partner a different way (other than the
way they used) to find the area of of the
rectangles
Hand out exit ticket
Hand out homework as the students leave

Reflection
This was a fun activity that was focused on getting the students to remember their units
when calculating the area of an equation. The activity it self was simple and fun, yet there were
many positive results when completed. The students were able to start seeing a fun and active
way of remembering to add their units, and enhancing the lesson with physical movement had a
fun, and memorable effect. The most important highlight was the direct effect of adding a small
movement, and seeing how much memory went along with it. Having the students do a fun arm
movement, incorporated both physical activity, and enhanced the lesson. Because the students
had fun when incorporating the physical movement, the students began to remember and where
to put their units in their equations, which was the main idea in adding the arm movement. The
second benefit was seeing the active participation among all students. When teaching, the

ASSIGNMENT 7:1

students were actively paying attention to the material, because they waned to be involved in the
physical movement.
The only drawback to this activity was the students started doing the movement when it
was not applicable to the lesson. This could have been prevented if the students had a more clear
expectation for the physical movement, and consequences for not participating at the correct
time. Because it is a 3rd grade class, some silliness was expected of the students. Setting more
clear expectations, and a model of the expectation could have made the lesson go a little bit
smoother. Managing student behavior was done by implementing the current reward system
within the class, and proved to have positive and negative effects. The students use a monetary
system, known as Viper Cash, and throughout the lesson, the students were rewarded more than a
typical lesson. This was done to help set expectations when physical activity is incorporated into
future lessons.
The mentor teacher involved liked the physical activity, and the positive reactions to the
lesson. She was surprised with the level of engagement from all students, and commented on
how some students who didn't typically participate in the math lesson, were also doing the
physical movement. She did comment on how quickly the students were able to pick up the
movement, and how easy it was to add physical activity into the classroom. There was also an
increase on the students unit test because they remembered to add units. The mentor commented
the she could see the students mouthing the words square units when engaging in the lessons
that happened after.
There could have been more movement on the teachers part, when instructing the
students. By moving around the classroom, it could have helped engage all the students, and not
just focus on the students at the front of the class. Along with this, using the students names

ASSIGNMENT 7:1

would have also helped the level of engagement among the students. The students were actively
participating, but by using their names, and maybe allowing them to lead the movement, more
engagement would have transpired.
Reflecting on this activity, compared to the lesson break in activity 6, there were more
positive effects. This helped with the students memory, and allowed for physical movement,
rather than taking a break from the lesson to complete a physical activity break. Because the
physical movement was directly implemented into the lesson, the students were unaware they
were participating in a physical activity break. Overall, this was a fun, and engaging activity for
all students, and proved that adding physical activity to the classroom can enhance a lesson. By
continuing to add physical movement into lessons, the students will hopefully remain as engaged
as they were during this lesson.

Criteria

Exemplary (5)

Proficient (3)

Integration of
physical activity
Standards and
Objectives (S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials (A&M)
Teacher Content
Knowledge
(TCK)

## Instructional plans include:

All learning objectives and state
content standards are explicitly
communicated and not altered with the
integration of physical activity. (S&OTAP)
Lesson activities include integration of
physical activity component in at least
two parts of the lesson plan
Integration of the physical activity
component does not detract from the
Teacher regularly implements a variety
of subject-specific instructional
strategies to enhance student content
knowledge. (TCK-TAP)
Activities and materials include:
(A&M-TAP)

## Instructional plans include:

Most learning objectives and state
content standards are communicated and
are only slightly altered with the
integration of physical activity. (S&OTAP)
Lesson activities include integration of a
physical activity component in at least
one part of the lesson plan
Integration of the physical activity
component slightly detracts from the
Teacher sometimes implements subjectspecific instructional strategies to
enhance student content knowledge.
(TCK-TAP)
Presentation of content most of the time
includes (In Video as well): (PIC-TAP)

Score: x1

Instruct

ASSIGNMENT 7:1

8
Sometimes activities are gamelike, involve simulations, require
creating products, and demand
self-direction and self-monitoring.
Presentation of content always includes
(In Video as well): (PIC-TAP)
o Concise communication of
expectations for student
performance of the physical
activity.
o Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating physical
activity are well thought out and
described in the lesson as well as
demonstrated in the Video
Classroom management techniques are
clearly defined and demonstrated in the
Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of all
learners and;
o Evidence that the plan
provides regular opportunities
to accommodate individual
student needs...to include one
modification to accommodate
students with cognitive
disabilities and one for
students with physical
disabilities
Teacher creates learning opportunities
where all students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (EnvTAP)
o

Modifications
for safety &
classroom
management and
for children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

Video of
Presenting
Instructional
Content
SCORE: x1

## Video presentation of content includes:

visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal lesson
summaries
another secure option agreed with your
instructor
examples, illustrations, analogies, and
labels for new concepts
modeling by the teacher to demonstrate
his/her performance expectations
concise communication

o
o

Concise communication of
expectations for student performance
of the physical activity component.
Modeling by the teacher to
demonstrate his or her performance
expectations.

## Safety issues for integrating physical

activity are somewhat thought out and
described in the lesson as well as
demonstrated in the Video
Classroom management techniques are
somewhat defined and demonstrated in
the Video
Instructional plan include: (IP)
o Evidence that plan is appropriate
for the age, knowledge, and
interests of most learners and;
o Evidence that the plan provides
some opportunities to
accommodate individual student
needs, to include one
modification to accommodate
students with cognitive
disabilities or one for students
with physical disabilities
Teacher creates learning opportunities
where most students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (Env-TAP)

## Video presentation most of the time includes:

visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal summaries of
the lesson
examples, illustrations, analogies, and
labels for new concepts and ideas
modeling by the teacher to demonstrate
his/her performance expectations
another secure option agreed upon and
logical sequencing and segmenting

Video p

ASSIGNMENT 7:1

Self-reflection

## logical sequencing and segmenting

all essential information
no irrelevant, confusing, or nonessential information

## all essential information

no irrelevant, confusing, or non-essential
information

## Self-reflection was well thought out

and included at least 6 specific
examples from the teaching experience
on: (a) what went particularly well, (b)
what you will change next time, and
(c) the feedback you received from
classroom behavior, (e) teacher
movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate
length (1-2 pages), in APA and in third
person
Rubric was attached at the end
Title page was used
Appropriate highlighting was used

## Self-reflection was somewhat thought out

and included 4-5 specific examples from
the teaching experience on: (a) what went
particularly well, (b) what you will
change next time, and (c) the feedback
(d) managing classroom behavior, (e)
teacher movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate length
for the assignment (1-2 pages)
Not in third person
Rubric was attached but not at end
Highlighting was not correct

SCORE: x1