Topic,class,andlevel:

Area,Math,3rdGrade

Dateforimplementation:
February11,2015

ConceptualFramework
Icandefineareaandfindtheareaofshapesinsquareunits.Icanusemyknowledgeofarea
andsquareunitstofindtheareaofrectilinearfiguresandfiguresthatfeaturehalfunits.

Target:Icanusesquareunitstofindtheareaofplanefiguresmadeofsquaresand
halfsquares.

Standards:MA,CommonCore,WIDA,orotherstandards
3.MD.6
Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,
andimprovisedunits).
3.MD.7d
Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingthem
intononoverlappingrectanglesandaddingtheareasofthenonoverlappingparts,applying
thistechniquetosolverealworldproblems

Assessment
Warmups:didstudentscompletethemintheallocatedtime?Didtheydetermineif
anyfigureshadthesamearea?
Handsonbuilding:didstudentsbuildshapes?Weretheycomparingtheirshapesto
othergroups?Didtheycontributetothegroupdiscussion?
Partnerwork:Didstudentsusehalfunitstogeneratetheappropriateareaforaplane
figure?Didstudentsworkwiththeirpartnersorneartheirpartners?
Independentwork:Werestudentsabletosuccessfullycompareplanefigureswith
differentareas?
Extension:Didstudentsreachtheextensionwork?Whatconceptsdidtheyhave
difficultyon?(samesquareunits=samearea,area=#ofsquareunits,illustratingarea)

Instructionalapproach:

Materials,preparation,and/oronlineresourcestobeused:
Rectilinearareawarmup
WorkbookChapter19AreaandPerimeter211213(partnerwork)
Independentwork:Textbookp.353354(113)(donotcopyLetsExplore)
Independentwork(extrascaffolding)GuidedLearning350351(donotcopyHandson
Activity)
Extensionwork:FindtheArea!Challenge

Hook:
Wearegoingtothinkaboutareaandsquareunitstoday.Knowinghowtofindareais
animportanttoolinreallife.Forexample,ifyoufindtheareaofafloor,youknowhowmuch

carpetingyouneedtofillitup.Today,wewillthinkabouthowtousesquareunitstofindthe
areainfiguresthatdonotcreateperfectrectanglesandsquares.

Activities:
1. Warmup:Countthenumberoftilesineachfigure.Marktheonesthatarethesame.
Dotheylookthesame?Studentswillhave2minutesoruntilmoststudentshave
finishedtocompletethewarmup.Wewillmeetatthebluerug.1studentshould
collectthewarmupsandputthemonthebeantable.
2. Vocab(putvocabwordsonchartpaper+beveryclear,readdefinitions):
Area
:thenumberofsquareunitsneededtocoverthesurfaceofeachfigure
without
overlapping
Squareunits:
unitssuchassquarecentimeters/squareinchesusedtomeasurearea
3. Wearegoingtodoaquickturnandtalk:Whatdidyounoticeinyourwarmup?Did
anyoftheshapeshavethesamearea?
a. Shareout:(student),didanyoftheshapeshavethesamearea?(ifno
exploration)Howdidyouknowthat?
4. Great,sowereontherighttrack.Ashapeonapagewiththesamenumberofequally
sizedunitshasthesamearea,evenifthoseunitsareputinadifferentorder.The
unitsdontalwayshavetobewholesquaresthough.Wecanalsoworkwithhalf
squareunits.Howmanyhalfsquareunitsdoweneedtocreateonewholesquare
unit?(askastudent,writeonchartpaper1=__

)(answershouldbe2half
5.

6.

7.
8.

squareunits)
Exactly.Wecancombinetwohalfunitstocreateawholeunit.Whenwearefinding
area,wealwayswanttoaddupourhalfunitstoawholeunit.Halfunitsarereally
helpfulbecausetheyhelpyoutofindtheareaofthingsthatcantbedividedupinto
perfectrectangles.
Wearegoingtoworkingroupsof3(withagroupof2,unlessstudentsareabsent)
andtrysomethingtohelpusthinkaboutthis.Imgoingtogiveeveryoneasetof
halftiles.Everyonewillhavethesameamount.Yourgroupshouldusethesetilesto
makeafigure.Onceyouhavebuildyourfigure,compareyourfigurewiththosemade
byyourclassmate.Wewillhaveachancetoshareinamoment.
Letsshare.Whonoticedsomethingaboutanothergroupsfiguresthattheywouldlike
toshare?
Wewillsplituptodosomepartnerwork.Ifyouhavequestionsaboutthework,you
shouldbetalkingwithyourpartnerfirst.Yourpartnerworkispages211213inyour
newworkbook.Afteryouhavefinishedyourpartnerwork,youshouldwork
independentlyontheworksheetsIwillgiveyouwhenIcallyourpartnergroup.What
shouldthenoiselevellooklikeduringpartnerwork?Cansomeonetellme?What
shouldtheclassroomsoundlikeduringindependentwork?Thechallengeworkison
thefronttablebytheworktosortbin.Whenyouhavefinishedyourwork,pleaseturn
itintotheredbin.Wewillcometogetherattheendofmathforaquickdiscussion.

Wrapup:
Pleasejoinmeontheredrugforaquickdiscussion.Ivenoticedalotofgreatwork
regardingareatoday.Inoticedsomeofusstillneedmoreworkin(ifstudentsneedmorework
inasection,nameit)andthatwewerereallystrongin(areaofperceivedstrength).One
strategyInoticedastudentusingwas(...).Didanyoneusethisstrategy?Didanyonetrya
differentstrategythattheywouldliketoshare?

Welllearnmoreaboutdifferentwaystofindanduseareatomorrow.Ifyouhavefinishedyour
work,pleaseturnitintotheredbinnow.Ifyouhavenotfinishedyourindependentwork,
pleasebringithomewithyouforextrapractice.Afteryouhaveturnedinyourwork,pleasego
to(bluerug/redrug)forreading.

DifferentiationincludingSEIconsiderations:
Twodifferentvariationsofindependentwork(oneissignificantlymorescaffolded,
includingthedefinitionsoftermsanddiagrams)
Partnerworktosupportallstudentsintheinitialstagesofunderstanding
Handsonexplorationofarea
Bothverbalandwrittenpresentationsofvocabulary

Grouping:
Studentswillworkwiththeirdesignatedmathpartnersandthenindependently.

SpongeActivity:
Studentshaveextensionworktoexploretheconceptfurther.

Homeworkwhenappropriate:
Ifstudentswerenotabletofinishtheindependentwork,they
shouldtakethishomewiththemtocomplete.

PotentialPitfallsandReflection:
Areaisatrickyconcept,andsomestudentsmaybeverystronginconceptualizingareawhile
otherstudentsmaystruggle.Thedifferentiatedworkwillhelpwithportionsofthis,but
studentsalsoneedregularcheckins.Thereisalotofworktopracticetheconcepts,and
somestudentswillmostlikelynotbeabletocompleteallofthework.ThisisOKaslongas
theyareworkingtowardsanunderstandingoftheconceptandthisisvisibleintheworkthat
theywereabletocomplete.

Name:_______________________

Date:________________________

WarmUp
Countthesquareunitsineachfigure.Markhowmanysquaresthereare,andcirclethe
figuresthatarethesame.Iftheyhavethesamenumberoftiles,dotheyhavethesamearea?

1.
2.
3.

Tiles____
Tiles____
Tiles____

Doanyofthefigureshavethesamearea?________________________________________

__________________________________________________________________________

Name:_______________________

Date:________________________

WarmUp
Countthesquareunitsineachfigure.Markhowmanysquaresthereare,andcirclethe
figuresthatarethesame.Iftheyhavethesamenumberoftiles,dotheyhavethesamearea?

1.
2.
3.

Tiles____
Tiles____
Tiles____

Doanyofthefigureshavethesamearea?________________________________________

__________________________________________________________________________

Name:_______________________

Date:________________________

FindtheArea!
Challenge

1.

Whatisthearea?________squareunits

2. A3rdgradeclassroomboughtanewrugfortheirclass.Therugissixsquareunits
longandfivesquareunitswide.Showhowmanysquareunitsareintherug.

Whatistheareaofthenewclassroomrug?

3. Theschoolfoundanewroomthattheywanttodecorate.Thewalltheyaregoingto
paintisfoursquareunitstallandfivesquareunitswide.Howcanyoufindtheareaof
thewall?Youcanuseequations,diagrams,andcompletesentencestoexplain.

4. Youhave8

halfsquareunitsandtensquareunits.Showthreedifferentshapes
thatyoucouldcreateusingtheseunits.Wouldtheyallhavethesamearea?Whyor
whynot?

Shape1:

Shape2:

Shape3: