Name: Taylor Wallisch

Math Lesson Plan Template

Course & topic addressed: Geometry Date: 4/17/17 Grade: 4

Learning objective/s associated with the content standard for this lesson
Specific learning objectives for Students will be able to understand that the area of a two-dimensional figure can be found by counting
this lesson. the total number of same size square units that cover a shape.
Students will be able to justify why length and width are multiplied to find the area of a rectangle.
Students will be able to find areas of geometric figures and real world objects.
Describe the connection to How this lesson connects to previous lessons is that I previously taught the students how to use
previous lessons. (Prior knowledge benchmarks and students will be required to make estimations of area and perimeter. Therefore, I have
of students this builds upon)
provided the students with a foundation to solve other types of problems using benchmarks.

State-adopted Academic Content Standards/Benchmarks

List the state academic content 4.3.2.3 Understand that the area of a two-dimensional figure can be found by counting the total
standards/benchmarks with which number of same size square units that cover a shape without gaps or overlaps. Justify why length
this lesson is aligned (the overall and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by
target of student learning). Include one unit squares and viewing these as grouped into rows or columns.
state abbreviation and number & text 4.3.2.4 Find the areas of geometric figures and real-world objects that can be divided into
of the benchmarks. If only a portion
rectangular shapes. Use square units to label area measurements.
of a benchmark is addressed, then list
only that portion.

Academic Language Support and Objectives

What planned instructional supports might you use to
assist students to understand key academic language to
express and develop their content learning?
Write your academic language objectives here. Be sure to
include the function and specific vocabulary that you
want the students to learn AND use.
(Function word choice: Categorize, Compare/contrast,
describe, interpret or justify)
Instructional Supports:
Provide the students with a vocabulary poster of what area and perimeter are. I
will also have a conversation with the students about the differences between
area and perimeter.
Academic Language Objectives:
Students will be able to describe how they found the area of a two-dimensional
figure by speaking to the group about how they counted their squares to get
their answer by using the terms square, number, and area.
Students will be able to justify why length and width are multiplied to find the
area of a rectangle by speaking to the group about their explanation as to why
 this is using words such as sides, rectangle, and length.
Students will be able to describe how they found the areas of geometric figures
and real world objects by speaking to the group about how they found their
answer using words such as formula, multiply, and area.

Vocabulary Terms:
Area
Perimeter
Square
Count
Figure
Shape
Rectangle
Square
Two-Dimensional
Square Units
Formula
Multiply
Square
Number
Sides
Length
Width

Materials
Materials needed by teacher 1 Area and perimeter sheet from Pinterest
for this lesson. Perimeter Worksheets https://www.tes.com/teaching-resource/perimeter-of-squares-and-
rectangles-sheet-6151439
Counting Area Worksheets from https://www.education.com/worksheet/article/geometry-
counting-area/
Area of Rectangles Worksheets from Pinterest
Area and Perimeter of Paths Worksheet from Pinterest

Materials needed by students Pencil

for this lesson.
Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED).You may not
do 3 different activities which is fine or if you do more than 3 please add that space into your plan.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
Orientation/Engagement/Motivation The teacher will provide the students with the area and perimeter sheet. The teacher
5 minutes : will then discuss with the students the differences between area and perimeter. Each
Discussion about area and perimeter student will be asked what the formula for area and perimeter are without looking at
the sheet. Then students will be asked to find the perimeter of the squares given on
the perimeter worksheet the teacher will give to them. After everyone has finished,
students will share their answers to everyone in the group.
Exploration #1 The students will be given a counting area worksheet. Students will be asked to
10 Counting Area count up all of the squares to get their answer for the area. The teacher will also
minutes remind the students to label their answers. The teacher will explain to the students
to put square units as their label. The students will then fill out their answers to the
worksheet. Once all the students are done, students will be asked to show how they
counted their squares to get their answers.
Exploration #2 The students will be given the area of rectangles worksheet. The teacher will
10 Area of Rectangles explain to the students the directions at the top of the page on how to properly
minutes figure out the area of a rectangle. The teacher will also explain that the units should
be squared such as centimeters squared and meters squared. The students will then
fill out the area of rectangles worksheet. Once everyone is done, students will be
asked to share their answers and explain how they got their answers.
15 Exploration #3 The teacher for this worksheet will show students how to break up the shapes into
minutes Area and Perimeter of Paths rectangles to get the area for the whole entire shape. The students will then fill out
the area of these shapes by showing their work and breaking the shapes apart. Once
the students have finished answering the questions students will be required to
explain the steps they took to get their answers. The teacher will help the students if
they struggle with this worksheet due to how difficult it is. If the students are not
understanding how to break the shapes up, the teacher will have the whole group do
it together.

Closure: The closing activity will consist of having students explain why length and width
5 minutes Discussion about area are multiplied to find the area of a triangle.
Amount Teaching & Learning Activities
of Time
Accommodations and Modifications
How might I differentiate instruction for
the range of learners?
Extensions and enrichment:
Additional supports:
Assessments: Informal and/or Formal used for this lesson.
Describe the tools/procedures that
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
Research/Theories Applied
(Identify theories or research that
supports the approach you used.
Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
during this part of the lesson.
Exploration #1:
Extensions & Enrichment: Provide students with larger numbers.
Accommodations: Number the squares for the students.
Exploration #2:
Extensions & Enrichment: Provide students with larger numbers.
Accommodations: Have the equation set up for the students.
Exploration #3:
Extensions & Enrichment: Provide students with larger numbers.
Accommodations: Have the rectangles already split up for the students.
Informal / Formal Exploration #1: Students will be asked how they counted their
squares to get their answers.
Informal / Formal Exploration #2: Students will be asked what strategies they used
to find the area of rectangles.
Informal / Formal Exploration #3: Students will be asked how they knew to break
up the rectangles to get the area and the strategies they used to do
so.
The research that supports the approach I used comes from the Effective
Mathematics Teaching Practices. From these teaching practices the two main
practices focused on in this lesson are facilitating meaningful mathematical
discourse and supporting productive struggle in learning mathematics. My lesson
has a huge emphasis on mathematical discourse because in my lessons, the
students are sharing strategies on how the came up with their answers. This
shows students different ways on how to approach a math problem and it also

Lesson Reflection/Evaluation
Analyze the lesson for:
What went well and why:
What changes could or should be
made?
How will I use assessment data for next
steps?
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using
as part of your lesson.
allows them to compare how they approached the problem as well. This helps
students in furthering their learning in mathematics. The second focus of my
lesson is supporting struggling students in learning mathematics. I understand
that not every student is at the same level, to some math comes easy and to
others it is very difficult. This is why for every activity I have in my lesson I
have planned accommodations to help simplify math problems that may propose
a challenge to them.
What went well during the lesson was that the students had no trouble with finding
the perimeter of a rectangle. The students also understood how to count squares in
order to get the area. The changes that could have been made to this lesson would
be to explicitly teach to the students how to write units such as centimeters squared.
The students seemed to have issues in remembering to write units. Another thing
that I would change about this lesson is explaining more clearly how to find the
area and perimeter of irregular shapes. The students did not completely grasp this
concept during the lesson. How I will use my assessment data for my next steps is
to continue working on area and perimeter of irregular shapes with the students.