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Jamie Cirlincione and Lynne Hurley

1. Area: Mrs. Vasquezs 3rd Grade Class


2. Lesson Essential Question(s): What is area and how can it be measured? How is area useful in our
everyday lives?
3. Standards:
CCSS.MATH.CONTENT.3.MD.C.5: Recognize area as an attribute of plane figures and understand
concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised
units).
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
4. Learning Objectives and Assessments:
Learning Objectives
Students will be able to find the area of
shapes.

Assessments
We will be walking around and watching
as the students find and calculate the
area. We will also be collecting this
graph paper where students find the area
of their shoe.
Students will be able to solve real life word We will be doing a problem as a class
problems regarding area. They will
where students will be asked where area
understand that area and perimeter are in
can be applied in their everyday life. We
their everyday lives.
will ask each group to share their ideas
and gage how the students are thinking.
5. Materials:
Spaghetti and Meatballs for All! A Mathematical Story by Marilyn Burns
Graph paper (and model) for shoe activity (1 for each student)
Cheese-Itz Area activity sheet (1 for each student)
1 inch graph paper (enough for each student at center)
Colored 1 inch square tiles
Ipads for math games during centers
6. Pre-lesson assignments and/or prior knowledge:
Students may have some prior knowledge of what area and perimeter are and how to find them. They
will need to be reminded of the formula (A= l X w) and of the definitions.
7. Lesson Beginning:
The lesson will begin with a reading of the math-based book Spaghetti and Meatballs for All! A
Mathematical Story by Marilyn Burns. Lynne and I will call students to the rug by table and they will
sit quietly as the story is being read. The book deals with problems concerning area and perimeter and

gives students a means of seeing area in an every day life setting. We will stop to have students make
comments/ask questions at a few points during the reading if need be.
8. Instructional Plan:
After reading the story, students will return to their seats and we will go over what happened in
the story. Why did Mrs. Comfort want to have 8 tables of four people each?
We will then go over what area and perimeter are and how to find them. Lynne and I will use
drawings on the board as needed to further student understanding. A=l X w
Next, we will introduce the area foot drawing activity. Showing the students with a premade
model, we will explain that they will trace their shoe onto a piece of graph paper. Then, by
counting the squares and half-squares that make up their shoe, they will find the area of their
foot. They can color the half squares one color and count those, and color the full squares
another color and count those.
After students have finished their shoes and found the area, we will have them line up
according to shoe size (smallest shoe area to largest shoe area).
We will ask students to return to their seats and ask them how they think finding the area of
things is useful in every day life situations.
Next, students will go to 10 minute stations. One station will have students playing math games
together on iPads that have to do with area and perimeter. At another station, students will make
shapes out of 1-inch square tiles on 1-inch graph paper and then find the area of the shapes they
created. At the third station, students will complete a cheese-itz area activity in which they will
use cheese-itz to find the areas of various squares and rectangles.
o Differentiation:
This lesson offers many different learning experiences to accommodate the different
learners in the classroom.
Reading a book at the beginning of the lesson benefits students who learn well
through literacy as well as pictures/images
Moving students to the rug to read gives them a chance to get out of their seats
The foot tracing area activity is a teacher led but more independent activity that
allows students to be creative. They can draw and color as well as calculate the
area of their own foot. This shows that everyone is unique and special.
The activities at the three different stations allow students who work well in
groups to talk to their peers and share ideas with them. Students are able to work
on their own in their groups at the iPads station or with each other and with
teacher support at the 1-inch tiles and the cheese-itz activity stations.
o Questions:
What is area? What is perimeter? (Area: the size of a surface, Perimeter: the
distance around a 2 dimensional shape)
Why did Mrs. Comfort plan to have 8 tables with four people at each?
How do we use area/perimeter in our everyday lives?
o Classroom Management: Consider strategies such as grouping, distributing materials,
and identify potential behavioral problems.
The students are placed in groups where the teacher feels they work best and
stay on task. When the students work in stations they will remain in these groups

and if there are any problems within the groups we will alter them. Students will
be told exactly what is expected of them and shown an example before we
distribute materials for the group activity.
o Transitions: Describe how you will transition and make connections between activities.
We will start with the book that helps capture the attention of students and get
them thinking about area and perimeter. We will then do an activity as a whole
that relates to area. We will show an example and explain how area is useful in
life and then ask the students to think of a few ideas. To reinforce the group
activity we will break into stations, which will reinforce the previous lesson.
9. Closure:
We will close the lesson by asking one student to give a definition (in their own words) of area and
another to give the definition of perimeter. We will ask students which area activity they enjoyed most
during the lesson and why. We will then ask a few students to give an example of how they might use
area in their own lives.

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