Jennifer

Oh

Lesson Plan

14-4 Areas of Squares and Rectangles

Objective: Students will be able to find the area of a square and a rectangle by using a formula
and scoring 80% or higher on the exit ticket.

Standard: 3.MD.C.7 Relate area to the operations of multiplication and division.

Direct Instruction/ Guided Practice (40 minutes)
• Students will be directed to the learning objective that is written on the board.
• Students will be asked to choral read the learning objective
• Teacher will ask if any of the students have prior knowledge to the learning objective.
• Teacher will present two questions and have students try to figure out the question.
Students will have 3 minutes to solve the questions. Teacher will say that “these
questions represent the content that they will be learning in class today.”
o A rectangle has a length of 7cm and a height of 9 cm what is the area?
o A square has a length of 4 cm, what is the area?
• Teacher will refer back to the previous lesson “using square units to find the area” and
show the class a connection between the previous math lesson and today’s lesson.
• Teacher will show how to draw a rectangle with a length of 7cm and a height of 9cm on
a graph paper (using square units). Teacher will draw another rectangle on a blank piece
of paper (without the square units). Teacher will say “now that we have mastered how
to use square units to find the area, today we are going to learn how to find the area if
we don’t have the square units drawn for us.”
• Teacher will model how you can find the area of a rectangle just by multiplying the
length and the base. (by referring to the previous opener question)
o Students will take their whiteboards and practice solving the question
o Teacher will show a couple more examples of finding the area of a rectangle.
o Teacher will project a math textbook page (14-4 practice page) on the ELMO
projector and ask students to solve specific problems on their whiteboards.
o Teacher will give students 2 minutes to solve a problem and say “1, 2, 3
showdown”
o A student will be asked to explain what he/she wrote on his/her whiteboard and
other students will say if they agree/disagree by giving a thumbs up/down.
• Teacher will recall students’ memory on quadrilaterals by asking “How is a square and
rectangle similar? What are some characteristics of a square that make a square
special?”
o Teacher will project examples of questions that have students find the area of a
square. Teacher will model one example and have students take out their
whiteboard to practice solving several questions (same strategy as mentioned
above in previous bullet).

 Jennifer Oh

Independent Practice (15 minutes)
• Students will receive an exit ticket with five questions. (Exit ticket will consist of five
questions that are on the independent practice page on the students’ math textbook)
• These five questions will consist of practice questions on finding the area of a square
and a rectangle.
• Students will be told that passing would be 80% but I would like for them to try to
achieve a 100% on the exit ticket.
• Students will be told to use a lined piece of paper to write their answers down and to
show their work.
• Students will be asked to turn in their completed exit ticket as they line up for lunch.

Differentiation

• While the class is working independently, I will snake through the room and see which
students are struggling.
• I will work 1-1 with a struggling student or pull a small group and provide support to
several students.
• I will use visuals such as drawings and draw a rectangle and a square when explaining
the content for the math lesson.
• I will provide the students with an anchor chart so that students can constantly refer
and see the drawings and statements that explain what the difference between a
rectangle and square is.
• I will display the key vocabulary words (“area”) on the board and create 
an anchor chart
on the strategy that we are learning in today’s math lesson. 

o I will also provide an anchor chart of what a perimeter is (previous lesson) so
that students can always be reminded of the difference between a perimeter
and an area.