Design for Learning

Instructor: Autumn Combs Cooperating Teacher: Jones 3

rd

Lesson Title: Count the Area Date: 4-17-14
Curriculum Area: Math Estimated Time:
Standards Connection:
CC 21.) Measure areas by counting unit squares (square cm square m square in square
!t and im"ro#ised units). $3-M%&'
Learning Objective(s:
(tudents )i** gi#e the de!inition o! area and !ind the area in a gi#en sha"e correct*y.
Learning Objective(s stated in !"id#$riendl%& language:
+oday )e are going to ta*, about area and you are going to *earn ho) to !ind the area o! an
ob-ect.
Evaluation o$ Learning Objective(s:
+he students )i** gi#e a de!inition o! area inc*uding the !act that area consists o! the amount o!
s"ace co#ered by the !igure. .nce they ha#e gi#en the de!inition they )i** decide the area o! an
ob-ect based on the number o! squares are in the !igure.
Engagement:
Today we are going to be talking about area of shapes and you guys are going to work to find the
area of some different shapes. Before we get started though, I am going to read a book to you. It
is called My Full Moon is Square. s I read it, I want you to keep an eye out for ob!ects that we
can take the area of in the story. t the end I will ask you what you found. +eacher )i** read My
Full Moon is Square to the c*ass. At the end o! the story she shou*d as, the students )hat they
!ound in the story that they cou*d ta,e the area o!. So raise your hand if you saw something that
we could take the area of in the story. /ait !or res"onses then ca** on student. That is right. The
fireflies kept making a square and the book showed us how many rows and how many columns
the square had. "e could definitely figure out their areas couldn#t we$
Learning Design:
0. +eaching1
Today we are going to re%iew area. "ho can tell me what area is$ /ait !or res"onses
and ca** on student. That#s right, the area tells us how many squares &or whate%er we#re
using to measure' are inside one main shape. t your table group I would like for you to
talk about what you may need to know the area of something for. 2i#e students time to
thin, and come u" )ith ans)ers. /a*, around to the grou"s to *isten as they discuss. Ca**
on grou" to share out. (roup one tell us what uses you came up with for area. (ood
answers. Maybe I want to put stones down in my garden as a walk path. I would need to
know the area of the stones that would fit in my space so I buy the correct stones right$
(ood. So how do I find area of a square$ )oes anyone know$ Ca** on student. That#s
right. *ou multiply length times width of the square. Is there another way that I can find
the area of a square$ Ca** on student. +,actly- *ou can !ust count all of the squares on
the inside of your shape. .et#s see if these two ways work. (ho) e3am"*e on the board.
As, students to he*".
(ho) t)o e3am"*es o! squares. Someone tell me the length of this square. Ca** on
student. /orrect. +eacher shou*d )rite do)n the !ormu*a A453/ and )rite the *ength
that )as gi#en do)n under the 5. 0ow, who can tell me what the width of this square is$
1aise your hand. +eacher )i** ca** on student and as, !or the ans)er. /hen gi#en the
teacher shou*d )rite the )idth be*o) the / in the "rob*em. 1aise your hand if you can
tell me what the answer is. Ca** on student. 2k. /rite do)n ans)er. )oes e%eryone
agree$ )oes someone ha%e a different answer$ A**o) students to share i! there are any
di!!erent ans)ers to "ro#ide. 0! not teacher shou*d mo#e to the e3"*anation o! the
ans)er. "hat does this answer tell us$ The area of our rectangle. 2k so what are we
missing$ A**o) students a chance to thin, and then ca** on one to ans)er question. "e
need units. (ood, so we will say units squared because we do not e,actly know the
measurement for these squares. "hat was the other way that we discussed that you can
find the area of a rectangle$ A**o) time !or res"onse. /ount- (ood memory. Count as
)ho*e grou" the square in the sha"e. Com"are this ans)er )ith the ans)er !rom the
equation. "ere we correct about the area$ *es- 6e"eat this "rocess !or another square to
"ro#ide e3tra "ractice !or the students. 7e3t sho) an irregu*ar sha"e. 0ow we want to
find the area of this shape. Talk to your group about how you would find the area. A**o)
the students time to ta*, to their grou". (roup three, how do you think that we should
find the area of this shape$ /ounting, ok. So let#s count the squares in this shape. Count
together as a c*ass to determine the area. )o not forget that we ha%e to put our units on
the answer so that people know what we are talking about. 8ractice again )ith a di!!erent
irregu*ar sha"e so that students rea*i9e the di!!erence bet)een !inding the area o! the t)o
ty"es o! sha"es. (reat work. "ho feels like they know what they are doing$ That#s good
to know- 0ow you all will get a chance to practice in your groups. 5et students create
their o)n square at their des, using square mani"u*ati#es )ith a "artner to !ind the area
o! their o)n square. 2i#e the o"tion o! regu*ar or irregu*ar. 0ow I want you to take the
squares at your table and you and your partner decide if you want to create a regular or
irregular shape. I want you to create it and then work together to find the area. 3se the
two methods that we used earlier to find the area both ways. This will make sure that you
check your answer. A**o) students time to )or, together in grou"s. Choose a grou" to
share their !indings. 7e3t !i** out the !o*dab*e on area using the e3am"*e. (tudents )i**
use "re-made !o*dab*es. As a c*ass they shou*d com"*ete the !o*dab*e *abe*ing area and
ho) to !ind area !or regu*ar and irregu*ar sha"es.
00. .""ortunity !or 8ractice1
(tudents )i** use gra"h "a"er to create their o)n dra)ing using )ho*e squares o! the
gra"h "a"er. I want you to take the colored pencils and color in squares to make a
picture. This picture can be of anything that you want it to be but you can only color in
whole squares. .nce they are !inished )ith their "icture they )i** decide that counting
the squares on the inside is the on*y )ay !or them to !ind the area since the sha"e is
irregu*ar. 0ow that you ha%e your pictures, I want you to find the area of your picture.
2i#e students time to !igure out the area. 0ow we are going to share with the class some
of the pictures. Ca** some students u" to share their "ictures and ho) they !ound their
area.
000. Assessment
+he students )i** de!ine area and then !ind the area o! a gi#en sha"e. I am going to pass
out this e,it slip for you to fill out before we finish with the lesson. I want you to gi%e me
the definition of area. Then, draw a shape and find the area of it.
0:. C*osure1
A!ter the students com"*ete their e3it s*i" ta*, about and re#ie) area. "hat are the two
ways that we can find area$ Ca** on student to ans)er. 2k, we can count or we can use
the formula 4.,". Should both of these answers be the same$ *+S- (reat work
e%eryone.
'aterials and (esources:
- My ;u** Moon is (quare
- ;o*dab*e ("remade)
- 8romethean board
- %ocument camera
- (quare mani"u*ati#es
- Assessment
- 2ra"h "a"er
- Co*ored 8enci*s
Di$$erentiation Strategies (including plans $or individual learners:
<1 A**o) students to ma,e *arger "ictures to !ind the area o!.
51 2i#e the students a "remade "icture that they can count and !ind the area o!.
Data Anal%sis:
0 )as not ab*e to gi#e the assessment at the end o! the *esson.
(e$lection:
+his *esson )ent better than ho"ed. .ne o! my chi*dren !ound that on irregu*ar sha"es you can
sti** use the 53/ equation and then add in the remaining squares. +his )as a "oint that 0 had not
"*anned !or but that )e too, o!! on once they brought it u". +his *ed the *esson a)ay !rom the
!o*dab*e too. 0! 0 had to do this *esson o#er 0 )ou*d not do the !o*dab*e but instead go o!! on the
tangent that the chi*dren too, during c*ass.
Samford University
Design for Learning
7ame1 =====================
;inding Area
%irections1 Ans)er the !o**o)ing questions.
Area is1
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+he area o! this sha"e is1 ==================