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Hannah Smith-Madeya

Arizona State University

PPE 310

Dr. Hesse

Teachers:

Subject:

Grade:

Hannah Smith-Madeya

Math

3rd Grade

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.

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

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

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

about finding area?

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

Answer questions as needed

different methods

Ask questions as needed

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

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.

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

Ask questions as needed

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

Answer questions as needed

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:

Ask the students to read the objective

Read the objective

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

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.

Video: https://www.youtube.com/watch?v=C0vulBZoWNU

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)

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

academic content

Teacher regularly implements a variety

of subject-specific instructional

strategies to enhance student content

knowledge. (TCK-TAP)

Activities and materials include:

(A&M-TAP)

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

academic content

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

visuals that establish: purpose of the

lesson, preview the organization of the

lesson, and include internal lesson

summaries

submitted to YouTube Unlisted or

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.

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)

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

submitted to YouTube Unlisted or

another secure option agreed upon and

shared with your instructor

logical sequencing and segmenting

Video p

ASSIGNMENT 7:1

Self-reflection

all essential information

no irrelevant, confusing, or nonessential information

no irrelevant, confusing, or non-essential

information

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

your mentor teacher; (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 (1-2 pages), in APA and in third

person

Rubric was attached at the end

Title page was used

Appropriate highlighting was used

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

you received from your mentor teacher;

(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

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