LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number: 603.2.3-04, 602.3.22-08
GENERAL INFORMATION
Lesson Title & Subject(s): Math Area
Topic or Unit of Study: Measurement
Grade/Level: 3rd grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a third grade classroom. The classroom looks like any typical
elementary classroom. The whiteboard is located at the front of the room with a projector screen that
pulls down over the whiteboard. The student desks are in clusters to accommodate cooperative
learning. There are three clusters of five desks and one cluster of six desks. The teacher workstation
includes a computer, a VCR and a hover cam. The workstation is located adjacent to the front wall
placed beside the end of the whiteboard.
The students are currently studying measurement in math. The students have previously learned how
to estimate and measure in U.S. Customary and Metric terms and are now moving on to area.
Perimeter and area have been taught in the previous unit; so, this will be used as a refresher.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
3.10 The student will
b) count the number of square units needed to cover a given surface in order to determine area

Lesson Objective(s):
(e.g., what students will accomplish by the end of a single lesson; needs to align with core
curriculum/student achievement standard)
After a lesson on area, the student will be able to count squares to determine area with at least 80%
accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-iXL website (R.10 Area of figures made of square units)
-Pentominoes
-Copies of worksheet
-Hovercam
-Projector
-Dry erase boards
-Markers

Resources:
Supplementary information and/or places where you found information for the lesson
iXL Website:
http://www.ixl.com/math/grade-3/area-of-figures-made-of-unit-squares
Worksheet:
http://www.superteacherworksheets.com/geometry/area-1_TWBDW.pdf

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
The students will be told that we will be practicing with area today. The students have already
learned about area in the the geometry unit that preceded the measurement unit.
The students will be asked what is the area?
-what is inside the shape
Right! The area is what is inside the shape. The area is the space that the shape takes up.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5-7 minutes
The teacher will use the pentominoes to create a shape that has an area of 12 square units.
The teacher will show students the shape. The teacher will tell the students that the area of the

square is the inside of the shape. The area is how much space the shape takes up.
The teacher will model for students how to find the area. The teacher will write a number in
each box inside the square using a dry erase marker (1, 2, 3, 4, 5, 6...). The teacher will write
below the shape 12 square units.
The teacher will state that the shape is 12 square units since there are twelve squares inside it.
The teacher will create another shape and model the process once more.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 35-40 minutes
The teacher will distribute dry erase markers to the students.
The teacher will tell the students that she will show them a figure on the screen. They are going
to write their answer on their dry erase boards and hold it up when she says to.
The teacher will begin to show students questions using the iXL website by projecting the
website onto the projector screen.
As a question is shown, the students will write their answers on their dry erase boards. When
the teacher tells the students to hold up their boards, they will do so and she will observe the
answers.
If the students answers do not match, she will announce it to the class (some of you are saying
6 and some of you are saying 8). The teacher will ask the students to look at the figure again
and discuss at their teams for about 1 minute.
The teacher will call upon a student and ask him or her for the area and how they figured it out.
The students will signal that they agree of disagree. The teacher will then plug in the number to
iXL to see if it is right.
If the students answers do match, the teacher will plug the number in to iXL to see if it is right.
This procedure will be repeated for each question. The teacher will go through about 10
questions or until students seem confident with area.
Next, the teacher will pass out pentominoes. The students will be given a number and asked to
create a shape with an area that matches that number just as she did in modeling. The
students will work in teams to create one shape for their team.
The teacher will call out 10 square units. She will walk around and observe the students
creating shapes with pentominoes. The teacher will ask the students to tell her the area and
observe how they count the squares.
The students will be asked to create 3 to 5 shapes.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)

Time: 10-15 minutes

The students will work on a worksheet where they must count the square units of a shape to
determine area. This worksheet will be turned in and graded.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 5 minutes
As the students turn in the worksheets, the teacher will grade it. When they are all graded, the
teacher will hand back the worksheet and go over the answers using the hovercam.
Students who turn in the paper early will be given pentominoes to use to create shapes with to
practice area with a partner.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Direct instruction, cooperative learning, partner work, independent work

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with ADHD will be given redirection as needed and preferential seating. They will be
grouped with a student who will help ensure that they are on task.
Higher ability students will be given an extension activity (building with pentominoes).
Lower ability students will be paired/placed in a team with higher ability students.
Longer wait time will be given to students as needed.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The students will be observed for their answers during guided practice (writing on whiteboards) and
building with pentominoes. The teacher will use this observation as a formative assessment.
The students will complete a worksheet independently at the end of the lesson. The students will be
expected to answer the worksheet with 80% accuracy.