College of Education Lesson Plan Template Teacher Candidate: Breanna Cook School: Merrywood Date and Time of Lesson:

4-4-14 at 8:30am Subject/Grade Level: Math/ 4th grade

Description of Lesson: Fourth grade students will use the area formula to find the area of rectangles. Lesson Title or Essential Question that guides the lesson: How do we use the area formula to find the area of rectangles? Curriculum Standards Addressed: SC Curriculum Standard(s): CCSS 4.MD.3- Apply the area formula for rectangles in real world and mathematical problems. Lesson Objective(s): Fourth grade students will use the area formula to find the area of rectangles in real world and mathematical problems. Assessment(s) of the Objectives: Pre: A six-question pre-assessment was administered to students on Monday as morning work for me to gain a better understanding of what students already know about area. This pre-assessment showed me that the majority of students used the idea of perimeter to solve for the area of rectangles; therefore, this lesson will clarify these misconceptions of area. During: I will listen and observe students during whole group discussion and individual work to check for appropriate conversations about area. Post: I will go over the students workbook page to check for comprehension of area. Then, I will collect their work to make sure all students completed the assignment.

Materials/Resources: Pencils, math textbooks, Smartboard

Prerequisites (Prior Knowledge): Cognitively, students will need to remember that area is the inside of a figure and is determined by multiplying the length and width of a rectangle. Physically, students need to be able to sit still and show that they are actively engaged with their heads up and eyes on the teacher. Emotionally, students need to have the courage to speak during class discussion about area. Socially, students need to listen to the ideas of others and be able to agree and disagree with those ideas.

Procedures: 1. Move to the carpet with a pencil and math textbook. 2. Can anyone tell me something they know about finding area for rectangles? (NCTM 3) a. Make a list on the Smartboard of a few things students say. 3. Does anyone know the formula for area of rectangles? (NCTM 2) a. A= L x W b. Write this on the chart we started yesterday. 4. Lets use the carpet again today to find its area. (NCTM 1 and 4) a. Someone in the first row count the squares. i. Draw the rectangle on the board. ii. Write the number for this row across the top. b. Libby, tell me the number on that side. i. Write the number for this column down the side. c. So class, what is 6 times 5? 30 d. Since this carpet is broken into smaller squares, there is another way we can find its area. e. Does anybody have an idea for how we could find the area using the smaller squares? Count all of the squares on the inside. f. Someone in the first row count the squares. g. Someone in the second row continue counting the squares. h. Third row continue counting the squares. i. Fourth row. j. Fifth row. k. What number did we count? 30 units squared. i. We use units squared with area because we are multiplying the length by the width and are using a two dimensional or flat figure. l. Does it match what we drew on the board? Yes 5. Draw a rectangle and write the formula on the board. a. Length 1= 8 Length 2=8 Width 1= 3 Width 2= 3 i. Using the formula for area, work with your partner to determine the area for this rectangle. ii. 8 x 3= 24 units squared b. Complete Math in My World word problem on page 845. i. Students will tell me the answer after counting the unit squares. ii. Then, students will solve the same problem using the area formula. 6. Now, students will find the missing side of a rectangle, then solve for the area. a. Draw rectangle while saying, if a rectangle has one known length of 4 and an area of 20 units squared, what would the missing side be? 5 b. Now that we have the missing side, what would the formula look like? 20=4xW I will use W for width, but you can use any letter. (NCTM 4) 7. Turn and talk with your partner to solve Example 2 on page 846. a. 8 meters x W= 64 square meters b. Have one student explain what they did to find the missing side. i. You knew one side was 8m and that the area was 64, so you had to say, what number times 8 will give me 64? ii. Make sure you pay attention to whether the units are given to you or not. In this example it was right? What was the unit used in this example? meters And what do we use if units are not given to us? If it is area it

will be units squared. 8. Next, draw an odd shaped rectangle on the board. a. Draw this on the board: 5 x 2 rectangle with a 2 x 2 rectangle attached below 9. Ask students what they think we need to do to find the area for this rectangle. a. Find the area of one and add it to the other. b. What is the area of the top rectangle? 10 units squared. c. What is the area of the bottom rectangle? 4 units squared. d. Add them and you get 14 units squared. 10. Draw another rectangle that is 6 x 2 and 2 x 3. 11. With your partner, find the area of this rectangle. a. Rectangle one is 12 units squared. b. Rectangle two is 6 units squared. c. Add the two rectangles and you get 18 units squared. 12. Last, write: a. Area = 30 on the board. b. What are the different possible dimensions of this rectangle? c. What would we need to do to figure out what numbers can make up this rectangles sides? i. Write the formula ii. A= L x W iii. Plug in the numbers iv. 30= L x W v. What two numbers can I multiply together to give me thirty? 10 and 3 vi. What other numbers? 5 and 6 vii. Anything else? 2 x 15 viii. So those would be all of the possibilities for a rectangle with an area of 30 units squared. d. Now, turn and talk with your partner about all the possible dimensions for a rectangle with an area of 12. (NCTM 1 and 3) e. It is important that you draw and label the rectangle and use a guess and check model to find all of the possibilities. (NCTM 5) f. How many different possibilities did you and your partner discover? 12 x 1 1 x 12 4x3 3x4 ii. Draw this rectangle on the chart. iii. Make sure students tell you where to put the measurements. (NCTM 3) 13. Turn to page 841. a. Lets complete the first part, number 4 together. b. Look at the rectangle, how many unit squares do you see? 3, which is our length. It gives us our width, which is 1; so what is the area of this rectangle? 3 x 1 = 3 units squared. 14. You do the second one with a partner. a. L=4 units W= 5 units A= 20 units squared 15. For number 6 we have to draw the rectangle and find its area when given the length and width. a. If our length is 6 and our width is 3 what is the area? Tell me using the formula. A= 6 x 3 A= 18 units squared b. What would our rectangle look like?

c. 3 rows of 6 unit squares in each row. 16. Now you do number 7 and 8 with your partner. a. 7: Length=6 Width= 5 Area= 6 x 5 = 30 square units b. 8: Area = 7 x 6= 42 square units. i. The rectangle would be 6 rows with 7 unit squares in each row. 17. So class, what is area, what does it measure? The inside of a figure. 18. What is the formula for area? L x W 19. When might we use area in our own lives? (NCTM 4) a. Painting the walls of our rooms and the size of this classroom or your room at your house, your desks. Differentiation/Accommodations/Modifications/Increases in Rigor: Students who need or want to draw all of the rectangles as I draw them on the board may do so, so that they can later refer to the rectangles as an aid. Students who finish their independent work early may read or do something quietly. Students who need more explanation will receive it accordingly throughout the lesson with more examples. Activity Analysis: One activity used in this lesson is a class discussion for me to get students talking about what they know pertaining to area. I chose this as an activity to start putting students brain in the math frame of mind. Another activity involves students actively engaging by using the squares on the carpet in the classroom to find its area. This activity will be meaningful to the students and will provide students with a hands-on opportunity to practice area. I will use the Smartboard during this lesson to draw and label rectangles for students to see and use to determine the area for each example. This will help all students because they can see what I am asking them to do rather than just hearing the mathematical problems. References: All ideas were generated by Breanna Cook