Areas the Whole Inside Name: Jenni Dyke Time Allotted: 40 minutes Grade Level: 4th Subject: Math

Materials Required: Areas the whole inside song (Teaching Area and Perimeter n.p.) Rulers Whiteboards and markers Michigan Content Expectations CCSS 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Objectives: The student will apply mathematical problems using the area formula so that they demonstrate proficiency by correctly listing 6 areas of rectangles in independent practice. (Application) The student will apply real world problems using the area formula so that they demonstrate proficiency by correctly identifying the area of at least 4 out of 5 rectangles around the room. (Application) Student Friendly Objectives: The student will apply mathematical problems using the area formula when given the length and width. (Application) The student will apply real world problems using the area formula by finding and measuring rectangles around the room and calculating the area. (Application) Assessment: Informal Formative This is given during from the beginning of the class through modeling as the teacher asks questions about what the students know as has the class help answer questions. It is also given during the beginning of independent practice as the teacher models what they will be doing. This is given when the students are using the whiteboards to find the area and the teacher checks their work.

Formal Formative This is given when the students are using the whiteboards to find the area and they give themselves a tally. They can check to see how well they understand it by seeing how many they scored write. The tallies are there for them to be self-regulated in their learning process. The teacher will write the number of tallies each student received as a note of their progress

Formal summative This is finding the 5 objects around the room and their area. The teacher will collect the papers to make sure they found the correct area using the measurements they found.

Instructional Procedure: 1. Anticipatory Set: Remind students of the Perimeter is around song and explain that you are moving from perimeter to area. Introduce the topic of finding area of rectangles and explain it should be familiar from last year. Sing song about area (have words posted for students to read) o Have students sing it with you the second time Ask about how they find area (song explains it) o Explain how it is measured (units, centimeters, inches, yards, meters, miles) Today we are going to be talking about the area of rectangles. This is different than perimeter, but hopefully you remember the difference from last year. I have a new song t teach you today to remember the difference: (sung to Hes got the whole world in his hands) Length times width is area. Length times width is area. Length times width is area. Area's the whole inside. Use square units to measure it. Use square units to measure it. Use square units to measure it. Area uses square units. I want you all to sing it with me this time. (Sing song again with students) What can you tell me about area? How do you find it? Area is the whole inside of a rectangle. It is everything that is inside the perimeter. When you find the area you need to measure it in square units. When we looked at the perimeter we measure in inches, yards or feet, but now the area would be square inches, square yards, or squared feet. 2. State Purpose and Objective of Lesson: Go over objectives Explain how it is connected to real world (fence around yard) Will someone read the objective posted on the board? Today you are going to use the area formula of finding length times width to figure our real world and mathematical

problems. Sounds similar to yesterday doesnt it? Yesterday we mentioned that a fence tells us the perimeter, but what about the rest of the yard? That would be the area. 3. Instructional Input/Direct Instruction: The teacher will lead an inquiry-based activity, interview groups during the guided practice cube measuring activity, ask a series of questions leading the independent practice, explain the blueprint homework project and worksheets, will explain the differentiation options, and will reinforce the objectives during the closure through rereading the objectives and chorally reciting the area formula. The student will answer questions, participate in activities, and will apply the area formula of a rectangle to real world and mathematical problems. 4. Modeling: Find area table by first finding perimeter. Alright class, now lets find the perimeter of this table in units of construction paper. [Students will either quickly collaborate or invent a method for measuring, or the teacher will guide them along by demonstrating, on one edge, how to lay out the constructions paper.] So what are your length, width and perimeter? Now I want to know what the area of this desk is. Remember, we defined area earlier as the amount of space something takes up. [Point to the whiteboard]. How can we find the area? [Lead students to covering the whole desk with construction paper.] How many pieces of construction paper are required to cover this desk? [Work together to spread this construction paper out to find out how many units big it is. Allow time for students to carry out this task]. Each piece of paper is one square unit. The area of the table can be counted up by counting the number of pieces of paper. We can say that the area of the table is [blank] units." So, how did we find the perimeter again? We added the lengths and the widths together. Is there a way we can use the parts of a perimeter to compute the area? [Students may not be able to answer this question, which leaves them curious, eager for discovery.] What was the area of our table again? What is the length of our table? What is the width? What happens when we multiply the length and the width together? They are the same arent they? How can we prove this is true? When we multiply, for example 3 x 6, we are really adding three rows of six together. So for our table, you can see that there are [blank] rows of [blank] many pieces of paper. Therefore all we need to do is multiply to find the total. This is what we found to be true earlier when we multiplied the length by the width of the table. Thus, the formula for area is length times width. [Write the formula on the board. Proceed to illustrate how multiplying is really adding rows by columns.] If I wanted to multiply 3 x 6 I would add these 6 rows of 3 Xs. See how that counts up all of the Xs for me? A simpler way to do this is to multiply the number of Xs on the edges because they represent the number of Xs in that particular row or column. Lets check our answer.

Six rows times 3 columns is 18; now lets count the Xs up. There are also 18, it worked! Again, that is why the area formula for the rectangle is length times width. [Repeat illustrating the this concept with the table if necessary. Informally gage students understanding level before repeating.] 5. Guided Practice: Use white boards for practice problems They are allowed to use calculators to find their answers. Class, now we are going to do a series of practice problems where we will apply the area formula to real world and mathematical problems. I want you to write on your individual whiteboards three things for each problem. The first is the area formula. The second is correctly plugging in the length and width to the formula. Third, write your answer and draw a big box around it. When you are done with your problem, hold it up so that I can see it. If you get the answer correct write a tally on the bottom of your white board. You may use a calculator and remember to include the squared units in your answer. Sample problems: Our classroom: 20ft x 30 ft = 600 Ford Field: 120 m x 53 m = 6,360 iPhone: 5 in x 3 in = 15 Ice Cream Sandwich: 2 in x 6 in = 12 Mall of America: 400 ft x 90 ft = 36,000 States: o Colorado: 380 miles x 280 miles = 106,400 o North Dakota: 340 miles x 200 miles = 68,000 o Wyoming: 360 miles x 280 miles = 100,800

(At the end of the practice problems the teacher will record the number of tallies to have formal formative assessment). 6. Independent Practice: Find area of object as a class Find area of 5 objects I want you all to help me find the area of the white board. What do I need to do? I need to find the length and width. We are going to use this ruler. [Find length and width] What do I do now? I have to multiply them. [Find answer] This gives us the area of the whiteboard, which tells me how much space I have to write on. Now, with your shoulder buddy, I want you to go around the room and find the area of 5 rectangular objects. You will use these blocks to calculate the length and width in terms of these blocks. I will give you 10-12 minutes to do this. When you have your first answer written down clap your hands three times and I will come check your work

and discuss how you got to your answer. Then, you can find your other 4. [Model how to lay out the blocks on the object and how to multiply them.] At the end I will collect the papers you wrote the 5 objects measurements, area, and how you found the area. 7. Differentiated Consideration Finish quickly o The student can make a blueprint of the room using find the area and perimeter of the room to practice both and including the area of objects in the room. Struggling to complete o They can come back to the desks and work with the teacher to go over area while the other students are walking around the room finding their objects. Interpersonal o They are finding objects with a partner and making sure they both get the correct area. Intrapersonal o They can find objects and by themselves. Visual learner o They are using real objects in the room to find the area and they can picture the other objects when finding the area. Bodily-Kinesthetic o Students will be walking around to find their 5 objects and measure them.

8. Closure: Go over objectives again o What is the formula for the area of a rectangle [length x width] Will someone read our objective again for us today? What is our formula to find the area? Length times width is area (Sung like the song at the beginning). Can you all do it with me? Length times width is area. Thank you for your effort today.

9. References: Area of a Rectangle Worksheet. (n.d.). In Math Worksheets 4 Kids. Retrieved from lolololhttp://www.mathworksheets4kids.com/area.html Area of a Rectangle Worksheet #2. (n.d.). In Math Worksheets 4 Kids. Retrieved from lolololhttp://www.mathworksheets4kids.com/area.html Length/Width of a Rectangle. (n.d.). In Math Worksheets 4 Kids. Retrieved from lolololhttp://www.mathworksheets4kids.com/area.html Cathcart, G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2005). Learning Mathematics in lolololElementary and Middle Schools: A Learner-Centered Approach (5th ed., pp. 347-350). lolololBoston, MA: Pearson.