Performance Assessment Inquiry Lesson Plan

Teachers:
Subject:
Grade:
Hannah Smith-Madeya
Math
3rd Grade
Standard:
Geometric measurement: understand concepts of area and relate areas to
multiplication and to addition.
3.MD.C.5 Recognize area as an attribute of plane figures and understand
concepts of area measurement.
a. A square with side length 1 unit, called a unit square, is said to have
one square unit of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
Objective (Explicit):
The students will be able to count square units to determine the area of a
rectangle and compare the area of various rectangles
Evidence of Mastery (Measurable):
The students will be able to complete the exit ticket worksheet with an 80%
score or higher.
Fall Far Below- The student is unable to calculate the area and is unable to
make the rectangle comparisons. This would be demostrated with a score of
0/3 or .5/3.
Approaches- The student is unable to calculate the area and is unable to
make the rectangle comparisons. This would be demostrated with a score of
1/3 or 1.5/3.
Meets- The student is unable to calculate the area and is unable to make the
rectangle comparisons. This would be demostrated with a score of 2/3 or
2.5/3.
Exceeds-The student is able to calculate the areas of rectangles, and make
area comparisons. This would be demonstrated with a score of 3/3.
Sub-objectives, SWBAT (knowledge, skill, purpose):
The SWBAT discuss the properties of an array
The SWBAT discuss the properties of area
The SWBAT identify the pieces needed to calculate area
The SWBAT determine the materials they will need to use in order to
find the area of each rectangle without grid lines or squares
The SWBAT calcualte the areas of each rectangle in order to compare
Key vocabulary: Area, side lengths,
square unit, array, factors

Materials: Rectangle comparison

worsheet, square inch tiles, rulers,
incomplete rectangles worksheet,
scissors, exit ticket, homework

Engage - In this section you should activate prior knowledge, hook student
attention, pose a question based on your lesson objective that students will
seek to answer in Explore.
Teacher Will:
Students Will:
Hand out rectangle comparison
Discuss how we could compare

worksheet
the areas of rectangles when
the size of the shapes is not the
Ask the students to compare the
same, and the side lengths are
area of the rectangles
unknown
o This will prompt some of the

By looking at the worksheet,

students to say that we
predict which of the two
cannot compare the area
rectangles in the set has a
because the two shapes
larger area, and talk discuss
have unknown side lengths,
with their partner their
and not the same size
reasoning behind heir
Have the students predict which
prediction
area will be longer
Have the students tell their
shoulder partner their prediction,
and why they think the rectangle
will have a greater area
Tell the students that we will be
comparing the areas by
determinming their side lengths
Have the students cut out the
rectangles from the worsheet (4
total)
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: Concept Development
Students Will:
(quick disucssion on why units are
Pair up with a partner
important, and discuss prior examples)
Discuss which strategy they
Pose the question to the students
want to use to find the areas
about what materials would be
of the two recatngles
needed to determine the number
o They can use differerent
of squares and the area
strategies, but they must
o Answers can be based off
explain why they used
prior knowledge of
that strategy to their
calculating area (using
partner
rulers, inch tiles, etc)
Use the resources to find the
Tell the students that they have
area through different
all the resources (on the back
methods
table) availible to them, and with
Ask questions as needed
their partner, they will be
comparing the areas of the two
sets of rectangles
Allow the students to use the
resources, and different
strategies to determine the areas
of the two rectangles and
compare. Remind students to use
correct units, and instruct them
to put the area in the rectangle.
Walk around, and ask guiding
questions to help the students
explore the issue

o What strategies do we
already know about finding
area?
o Do you think if we use the
inch side of the inch tiles
versus the inch ruler, our
area would be different.
If students are able
to grasp the activity
quickly, have those
students compare
the areas of the
rectangles using
different units to
measure i.e. ruler
versus inch tiles or
cutting the shape to
determine which
area is larger
Answer questions as needed

Co-Teaching Strategy/Differentiation
I will make sure that as I walk by students who may be struggling, I will ask
guiding questions, and be available to help during the exploration piece of
the lesson. This could also look like push in supports from the special
education department.
Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on.
Teacher Will: Problem
Students Will:
Ask the students to share their
Share with class what strategy
strategy for finding out which
they used to compare the
area was larger
areas of the two rectangles
Have the students share which
Share what the area of the
area was larger
two rectangles was
Write answers on the board,
Use the vocabulary with
along with explanation of why
correct units to engage in
class discussion about the
Discuss with the students the
comparison of areas
multiple different strategies for
figuring out the area
o This will allow students
(who still need to make the
grid lines on their paper to
find area) to see the
connection between the
area of an array, and
Discuss the importance of units
Co-Teaching Strategy/Differentiation
If needed (depending on if the insructor feels it is necessary) have the
students share with their table before the group share out, and work with
students to formulate their solution to finding the area

Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question.
Teacher Will: Student Debrief
Students Will:
The students will now use their
Predict the area of a rectangle
knowledge of units and area to
on the problem set, without
predict which area will be larger
counting the units
on their incomplete rectangles
Complete the problem set with
worksheet
their table partners
Pass out problem set
Ask questions as needed
Tell the students to look at the
number and predict (guess) how
many square units it would take
to cover the rectangles
o Stress to the students that a
prediction is not based on
how right or wrong it is, so
there is no reason to count
the block to try to be
right
Allow the students to work with
their table to complete the
problem set
Answer questions as needed
Co-Teaching Strategy/Differentiation
The teacher will pull the students to a side table as needed while the rest of
the class works with their table to complete the problem set. The may also
look like push in services from special education department.
Evaluate In this section every student demonstrates mastery of the lesson
objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
Ask the students to read the
Read the objective
objective
Discuss the activity, and its
Have a volunteer tell us how
relevaence to the objective
they met that objective
Discuss alternative strategy
o Ideal Answer-The larger
Complete homework
the shape, the larger the
area if the units are the
same and that to compare
rectangles, you need to be
able to calculate the area
first.
Have the students tell their
shoulder partner a different way
(other than the way they used)
to find the area of of the
rectangles
Hand out exit ticket

Hand out homework as the

students leave