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Age or Grade Level: 3 Number of Students Involved in Lesson: 16 Time Frame: 40 Minutes

Central Focus The central focus of this lesson is comparing and contrasting two different

Bloom’s Taxonomy (from Iowa State University Center strategies to find area.

for Excellence in Learning and Teaching --ISU-CELT)

http://www.celt.iastate.edu/teaching/effective-

teaching-practices/revised-blooms-taxonomy

learning segment?

Next Generation Standards (formerly Common Core ● NY-3.MD.7a Find the area of a rectangle with whole-number side

State Standards) or New York State Standards lengths by tiling it, and show that the area is the same as would be

http://www.nysed.gov/next-generation-learning- found by multiplying the side lengths.

standards ● NY-3.MD.7b Multiply side lengths to find areas of rectangles with

whole-number side lengths in the context of solving real world and

What standard(s) is most relevant to the learning mathematical problems, and represent whole-number products as

goals? rectangular areas in mathematical reasoning

● NY-3.MD.6 Measure areas by counting unit squares. Note: Unit squares

include square cm, square m, square in., square ft., and improvised

units

Academic Content and Language Objectives (if ● Students will be able to (SWBAT) find the area of a rectangle with a

applicable) 90% accuracy rate

● SWBAT compare and contrast strategies using sentence starters.

Skills (minimum of two)

What are the specific learning goal(s) for student in this

lesson?

thinking/strategies

What is the specific learning goal(s) for students in this

lesson?

Linking Theory to Practice The learning tasks for this lesson appropriate for my students because they

(Database: by Greg Kearsley: are based on the following education theories:

http://158.132.155.107/posh97/private/TIP/1.htm ● Multiple Intelligences (H. Gardner) According to Gardner, the

implication of the theory is that learning/teaching should focus on the

Why are the learning tasks for this lesson appropriate particular intelligences of each person. According to Gardner, the

for your students? implication of the theory is that learning/teaching should focus on the

particular intelligences of each person. Gardner also emphasizes the

cultural context of multiple intelligences. Each culture tends to

emphasize particular intelligences.

● Social Development Theory (L. Vygotsky) Cognitive development

requires social interaction. Vygotsky (1978) states: "Every function in

the child's cultural development appears twice: first, on the social level,

and later, on the individual level; first, between people

(interpsychological) and then inside the child (intrapsychological).

This applies equally to voluntary attention, to logical memory, and to

the formation of concepts. All the higher functions originate as actual

relationships between individuals."

● Conditions of Learning (R. Gagne) Different instruction is required

for different learning outcomes. Learning hierarchies define what

intellectual skills are to be learned and a sequence of instruction.

● Dual Coding Theory (A. Paivio) Recall/recognition is enhanced by

presenting information in both visual and verbal form.

Prior Academic Knowledge, Conceptions and Students will need to know the following in order to be successful for this

Requisite Skills lesson:

What knowledge, skills, and concepts must students ● Recognize area as an attribute of plane figures and understand

already know to be successful with this lesson? concepts of area measurement.

○ a. A square with side length 1 unit, called "a unit square," is said

What prior knowledge and/or gaps in knowledge do to have "one square unit" of area, and can be used to measure

these students have that are necessary to support the area.

learning of the skills and concepts for this lesson? ○ 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.

● Measure areas by counting unit squares (square cm, square m, square

in, square ft., and improvised units).

● Relate area to the operations of multiplication and addition.

○ 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.

○ 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.

○ 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 × b and a × c. Use area models to represent the

distributive property in mathematical reasoning.

Description of what teacher will be doing and what the students will be doing

● The teacher will start the lesson by telling the students that they are making some changes to their house and that they need their

help. The teacher will tell the students that they are getting a new carpet and the flooring company asked the teacher the area of the

room. The teacher will tell the students that they know the length of the room is 4 and the width of the room is 5.

● The teacher will lead the students through a think-pair-share activity by first asking them to think about the operation they’ll need to

use to find how much carpet I will need.

● The teacher will pose the question, “To figure out how much new carpet you’ll need, you need to use the operation of _______”. Then

have the students discuss their thoughts with each other.

● The teacher will review some key vocabulary terms such as: Area, Length, Width, Strategy, Compare, Contrast, Different, Similar

Instruction 35 Minutes

● The teacher will write the problem 5 x 4 = ? on the whiteboard. The teacher will tell the students that there are 2 different ways to

solve this problem to the find the area of the floor. The teacher will tell the students that they want the students to decide which

strategy they think is the best strategy to use and share that together they will be comparing and contrasting both strategies.

● Each student will receive the Math Madness: it’s the same area 2 worksheet.

● The teacher will point out the first way to approach the area problem. The teacher will model counting the unit squares to solve

the problem. The teacher will then ask the students if they think that this strategy is good for solving this problem.

● The teacher will point out the second way to approach the area problem. The teacher will tell the students that instead of counting

unit squares they could use the formula length times width to solve the area problem. The teacher will ask the students if they

think this is a good approach to solve the problem.

● The teacher will tell the students that they will be working together on the bottom portion of the worksheet. Partner A will solve

the problem by counting unit squares and partner B will solve the problem by using multiplication.

● The teacher will give the students time to complete the worksheet with their designated strategies and then have the students

share their work with each other.

● The teacher will give the students sentence starters such as The biggest difference between the two strategies is ____.) and

Sentence starter: I think the strategy of ____ is better because ____.)

Closure 15 Minutes

● The teacher will ask the students to share their responses from their index card.

● Together the teacher and the students will discuss the similarities and differences between the two strategies and which strategy

makes the most sense to use when solving the area of a rectangle.

Assessments -- Evaluation

What will teacher collect as evidence of student learning (of meeting lesson objectives)?

How will teacher collect the evidence?

Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s)

Attach a copy of the assessment and the evaluation criteria/rubric in the Resources section at the end of the lesson plan

Add as many assessments/rubrics as needed

Type of Assessment Description of Assessment Modifications to the Evaluation Criteria

(Formative/ Summative or – progress monitoring Assessment What evidence of student

Informal/ Formal) so that all students could learning (related to the

demonstrate their learning learning objectives and central

focus) does the assessment

provide?

Formative Assessment ● The teacher and The following are some of the

1.) Ask students to think about students could use responses teachers should be

the word, area. square tiles to provide looking for with respect to

2.) Ask students to write on a concrete example. area:

their index cards “The ● Students could refer to “The biggest difference

biggest difference between a multiplication chart. between the two strategies is

the two strategies is ____.” ● Students who ____.”

and “I think the strategy of encounter unfamiliar ● One strategy uses

____ is better because ____.” vocabulary words multiplication and the

3.) Tell students that they may should be given other uses

use examples, drawings, readily available addition/counting

and/or words. definitions, ● L x W x H is faster

translations, and/or ● Counting unit squares

examples. takes more time

● The teacher could “I think the strategy of ____ is

form a small group of better because ____.”

struggling students to ● I think the strategy of

receive additional multiplying L x W x H is

instruction. better because it is a

● Struggling students quicker method

could be given ● I think the strategy of

problems with smaller multiplying L x W x H is

numbers. better because it’s more

accurate than counting

unit squares

Collect their work and note

students who did not

demonstrate an understanding

of area. Use of a checklist with

each student's name and space

for anecdotal records.

Discipline-Specific Language (i.e., Math, ELA, Vocabulary for Early Childhood)

do students need to understand that will

support their learning in order to meet

the learning objectives of this lesson?

do students need to understand that will

support their learning in order to meet

the learning objectives of this lesson?

Materials What materials does the teacher need for this lesson?

● Math Madness: It’s the Same Area 2 worksheet

What materials does the teacher need for ● Vocabulary Cards

this lesson? ● Index Cards

What materials do the students need for this lesson?

What materials do the students need for ● Whiteboards

this lesson? ● Whiteboard markers

● Pen or pencil

Plans to address and accommodate the student diversity in the class

What are the teacher’s plans for providing students with access to learning based on diversity and individual needs?

Provide the Rationale / Justification for instructional choices.

For my IEP student, I will need to make sure that they can see the board, the notes, the worksheets, and I will give them more time

to process the answer to a problem that I want them to answer aloud, to account for their IEP. For my struggling students, I will have them

partnered with another student that is more proficient in the materials. For the students that are English language learners, I will have a

worksheets that is translated for them in Spanish, they will have access to both the English and Spanish versions. For my students that

struggling readers, I will have a non-struggling reader to help the struggling reader, or I will have the struggling readers work together

and I will read and explain the materials for them. For the students who are gifted or advanced in their mathematics skills, I will partner

them up with a lower skilled mathematics partner so that they can help the lower student without doing all the work for the lower skilled

mathematics student.

For Individual ELL students needs I would allow learners to utilize glossaries and dictionaries for unfamiliar words in story

problems. I would have EL’s repeat instructions and key vocabulary, summarizing important information for the class. I would also choose

advanced ELs to share their ideas first in group and class discussions.

Resources

Copies of Actual Materials/Activities and Their Sources

Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.

Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston.

Gardner, H. (1982). Art, Mind and Brain. New York: Basic Books.

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Course Materials and Student Activities (a copy or description and the sources in APA citation format)

Education.com. (2019, January 11). Math Madness: It's the Same Area 2 | Worksheet. Retrieved from

https://www.education.com/worksheet/article/math-madness-its-the-same-are-2/

Assessments (a copy or description of each assessment and associated evaluation criteria plus the sources in APA citation format)

Ask students to write on their index cards “The biggest difference between the two strategies is ____.” and “I think the strategy of ____ is

better because ____.” The following are some of the responses teachers should be looking for with respect to area:

“The biggest difference between the two strategies is ____.”

● One strategy uses multiplication and the other uses addition/counting

● L x W x H is faster

● Counting unit squares takes more time

“I think the strategy of ____ is better because ____.”

● I think the strategy of multiplying L x W x H is better because it is a quicker method

● I think the strategy of multiplying L x W x H is better because it’s more accurate than counting unit squares

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