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2a. Learning targets (concepts and 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
competencies) for all students ● Identify numbers involved in multiplication problems
● Calculate area by counting the number of square manipulatives within a rectangle.
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Project MAX: Maximizing Access and Learning
Concepts ● Calculate perimeter by counting the number of lines around the outside of a rectangle
● Demonstrate an understanding of ● Represent a math problem by counting a number of square cubes for each number in a math sentence
properties of multiplication
● Determine the area of a rectangle
as it relates to multiplication
● Determine the perimeter of a
rectangle as it relates to addition
● Distinguish between linear and
area measurements
● Developing a spatial understanding
of the structure of rectangular
arrays and of area
Competencies
● Represent and solve problems
involving area and perimeter
● Solve problems involving
measurement and estimation of
intervals of time, money, liquid
volumes, masses, and lengths of
objects.
● Calculate the length and/or width
of a missing side
2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
● Factor
● Area - the inside of a shape
● Product
● Multiple ● Perimeter- the border around a shape; the edges
● Rectangular array
● Times/Multiply - shortcut for repeated addition; taken _____ times
● Square unit
● Length
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Project MAX: Maximizing Access and Learning
Provide multiple Explicit Vocabulary Cards Interactive Math Vocabulary/Content too Preteach vocabulary
opportunities throughout Instruction/Teacher Notebooks complex
the unit to see, hear, and Modeling/Errorless Pencils
use key vocabulary Teaching Informal assessment Lack of writing Have paraprofessional or
words and ideas Interactive Math during activities. ability/fine motor skills peer buddy record/draw
Think, Pair, Notebooks answers
Share/Partner Activities
Length of activity Give breaks and
Tactile Experiences refocusing of attention
Hands-On, Active
Particitpation
Provide multiple Teacher Modeling Individual bags of Review of activity Lack of writing Use of adapted writing
opportunities throughout Cheezits for each student worksheet answers ability/fine motor skills materials
the unit to understand Hands-on, Active
and employ Participation Guided worksheets Answers to practice Content too complex Have students count
mathematical formulas problems squares instead of
for area and perimeter Tactile Experiences Colored Pencils multiplying; provide
Interactive Math adapted materials
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Project MAX: Maximizing Access and Learning
April 2016
Project MAX: Maximizing Access and Learning
multiplying
Bethany When given direct instruction and Given visual and verbal cues, Picture Schedule
different trials at school, Bethany Bethany will imitate functional
will demonstrate fluent math skills words/phrases pertinent to her Preferential Seating
during daily activities during 4/5 daily routine with 80% accuracy in
opportunities with at least 80% 4/6 trials. Paraprofessional
accuracy.
Given social opportunities with Use of Manipulatives
When presented with a number, verbal prompts and modeling as
Communication Binder or AAC
Bethany will use manipulatives to needed, Bethany will demonstrate
count out objects to identify that age appropriate social skill with her Assistive Technology
given numbers quantity peers with decreasing prompts in
4/5 opportunities throughout her Reinforcers/Motivators
When presented with a number, school day.
Bethany will identify the given Quiet Area/Breaks
number. When presented with a picture
schedule, Bethany will perform the Adapted Materials
assigned tasks that are pictured on
the schedule with decreasing Trained Peer Buddy
prompts
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Project MAX: Maximizing Access and Learning
Lesson Plan Summary 2: The big idea of this lesson is that children will learn that the area is the measurement of the surface of a figure using
square unit. First of all, I will gather children around the table for showing materials that are going to be used for the activities, which are graph
paper, yellow area material (R4), and blank tickets. Here we have rectangle board which is divided into square units. We can measure this rectangle
board by counting these square units. On one side of the rectangle, we call it the length of the rectangle (pointing the side). The other side is the
width. In a rectangle we have other names that are used for sides. This one where the rectangle seems to sleep is the base, while the other side is
perpendicular (touch) to the base is called the height. The base is the length of the sleep side and the height is the length of the standing side. I will
encourage children to find the number of the square unit of the rectangle and count them. The other way that they can do instead of counting one by
one, they can multiply the measurement of the base by the measurements of the height. For example, Base (B) = 10in and Height (H) = 5in, Area=
b.h= (bh) which refer to 10in.5in = 50in2
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Project MAX: Maximizing Access and Learning
Lesson Plan Summary 3: For this lesson, students will be calculating area and perimeter using cheez-its. They will be allowed to work in pairs or
small groups. Each child will receive a ziplock bag of cheezits (or an allergen free option, here). They will have a worksheet that guides them through
the creation of various area practice problems. The students will be asked to create different sized rectangles and squares using the cheezits or
crackers. After the students will need to calculate the area and perimeter of each figure. The final problem will require students to create their own
figure and calculate its area.
Lesson Plan Summary 4: For this lesson, students will work in groups of 2 or 3. Each player will pick a different color colored pencil to use
throughout the game. Students will take turns rolling the dice, using the numbers that they rolled to draw the perimeter of a rectangle or square and
write the area in the middle of the shape. This game ends when the players run out of room to draw. The winner is the player who has used the largest
area (most squares). To make finding the winner easier and faster, the students will add up their areas as they go.
Lesson Plan Summary 5: Each student will receive one Footloose grid. There will be 30 laminated cards in plain sight around the room. Students
will work in pairs to go around the room and solve each word problem on the card, putting their work and answer on the Footloose grid that
corresponds with the number on the card. Students will start at one card, answer the question, put the card back, and move on to the next card
repeating the process until the students fill in the Footloose grid. Once everyone is finished, students will return to their seats, switch their Footloose
grid with a classmate, and as a class, go over how to solve each problem and the correct answer.
The one area of peer feedback we chose not to address was the suggestion of incorporating accommodations for students with complex instructional
needs in our lesson plan summaries. We felt our unit plan adequately addressed this in previous sections. We have various barriers and possible
accommodations for all in the instructional process section. Additionally, there are supports for Bethany specifically under section four. Overall, with
all of the changes we made, we felt it wasn’t necessary to include this at this point in time.
We did also receive some constructive criticism in regards to a few areas where we missed the mark. First, our peers wanted our learning targets to be
separated into concepts and compentencies, rather that simply listed. This was an easy fix, as we merely categorized our existing learning targets into
concepts and competencies. Another recurring comment we saw was to ensure that there was an allergen-free option during the cheez-it activity. In
the lesson plan summary, we have provided a link to an allergen free cracker option. For Bethany specifically, we would likely have her use these
crackers during the activity, but also provide her with a more tasty snack for after, such as Lay’s potato chips. The final piece of feedback we
addressed was the repetitive comment that we needed to focus on accommodating all students, instead of simply accommodating for Bethany. With
this feedback, we mainly addressed it by reprashing some of the components in the Barriers and Accommodations Section. For example, instead of
saying “Bethany can count squares instead of multiplying”, we now say “have students count squares instead of multiplying”. We found it difficult to
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Project MAX: Maximizing Access and Learning
modify the content without a specific student in mind, so we felt giving students access to the different supports for Bethany, when necessary, would
be an appropriate way to include all students.
The final portion of feedback we received surrounded the Footloose word problems. Some of our peers felt the color coding and the confined space
of the answer sheet may have been too much for Bethany. We chose not to alter this component of our unit plan because Bethany will be working
with a trained peer buddy during this activity. We wanted Bethany’s (and other students’) answer sheet to closely resemble her peer’s, so that the
students may be better able to work together. Additionally, we have provided the additional support of large sqaure graph paper for Bethany to show
her work/count the squares on. Although at first glance the activity may seem difficult for Bethany, we feel we have provided ample accommodations
already that will enable to participate in the learning. We may not have adequately explained this during our presentation, but feel confident in this
lesson and accompanying modifications.
Accompanying Materials
Interactive Notebook - Adapted Link: https://www.educreations.com/lesson/view/bethany-perimeter-and-area/38862858/?s=t2t10f&ref=app
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Project MAX: Maximizing Access and Learning
April 2016