LESSON PLAN

Area Word Problems

LESSON OBJECTIVE
When given a word problem posing an area question, students will effectively solve the problem including square units using either drawing and/or multiplication. Charlevoix I Can statement: I can multiply side lengths to find areas of rectangles with whole number side lengths.

MICHIGAN GRADE LEVEL CONTENT EXPECTATIONS Or COMMON CORE STANDARD

CCSS.Math.Content.3.MD.C.7b 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.

RESOURCES/MATERIALS
SMARTboard and notebook padlet.com (twitter for the classroom) Student iPads-math assessment programs: IXL, Splash Math, ScootPad

LESSON PRESKILLS
Prior to this lesson, students have studied the differences between squares and rectangles and can identify both. Students have also learned about a square unit and how to tile a square or rectangle to find the area. Students understand that Area=length x width and can use the equation to solve for a square and rectangle.

INTRODUCTION/PRIME BACKGROUND KNOWLEDGE (5-10 minutes)

To begin the lesson, I will play a game on the SMART board to review. In this game, I will call on students to come up and pick the correct equation and answer. The introduction to the new information includes: I will begin the lesson by showing students a picture of my dog and telling the students that the following night, Holly ran around the room and spilled a cup of my coffee all over the floor and Ill need to replace the carpet before I move. I will ask students for help in figuring out just how much carpet Ill need to buy. I will tell the students that by the end of the lesson, students will be able to tell me exactly how much carpet Ill need to buy.

INSTRUCTIONAL COMPONENT (10-15 minutes)

Students will be working individually in their seats during the instructional portion of this lesson.

Initiating activity: I will then cover the slide with steps to solve a world problem. Instruction: I will begin with a field example. I will first identify and underline the units being used. I will use the picture on the slide to model drawing the labeling. I will then use Area=length x width and multiplication to solve the problem. I will then model writing out the product and units. I will use the same instructional model and steps to solve the second and third problem and this time prompting students at each step.

GUIDED PRACTICE (10 minutes)

For this portion of the lesson, students will be working in their seats and with their shoulder partner to practice the skill. I will ask students to turn to the classwork (last) page in their math packets I will ask for volunteers to come to the smart board and write each step as we come to them I will then give students time to work individually and with their shoulder partner to work on the second and third problems. We will cover them as a class, using volunteers to come and write steps on the board

LESSON SUMMARY (5 minutes)

To finish the lesson and I will pull up a final problem; the area of my room. I will ask students to solve the problem and to post their answer to a wall on padlet.com along with their initials. From there, I will get a quick read as to which students have hit the objective and who we will target for math groups.

INDEPENDENT PRACTICE
Students (time permitting before many students leave to work on Title 1 Math) will log into their IXL accounts and complete R.11, a series of area word problems students complete until mastery. Some students have had time already to work on this skill, these students will work on either Splash Math Multiplication or Scoot Pad.

ASSESSMENT
Students will have a copy of the area word problems sheet they completed in class on their weekend homework that will be turned in the following week. Students will be assessed on their work shown for length x width, correct responses and including units squared. Students will also be assessed on the level of mastery achieved on the IXL section corresponding with this standard.