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Hannah Smith-Madeya
Arizona State University
PPE 310
Dr. Hesse
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 understands 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 u
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 sq
units.
Objective (Explicit):
The students will be able to count square units to determine the area of a rectangle and compare the area of vari
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. Th
would be demonstrated 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 w
be demonstrated 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
demonstrated 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.
Engage - In this section you should activate prior knowledge, hook student attention, pose a question based on
lesson objective that students will seek to answer in Explore.
Teacher Will:
Students Will:
Hand out rectangle comparison worksheet
Discuss how we could compare the areas of
rectangles when the size of the shapes is not th
Ask the students to compare the area of the
same, and the side lengths are unknown
rectangles
By looking at the worksheet, predict which of
o This will prompt some of the students
two rectangles in the set has a larger area, an
to say that we cannot compare the
discuss with their partner their reasoning beh
area because the two shapes have
heir prediction
unknown side lengths, and not the
same size
Have the students predict which 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 wi
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 discussion on why units are important, and
Pair up with a partner
discuss prior examples)
Discuss which strategy they want to use to f
Pose the question to the students about what
the areas of the two recatngles
materials would be needed to determine the
o They can use differerent strategies, b
number of squares and the area
they must explain why they used tha
o Answers can be based off prior
strategy to their partner
ASSIGNMENT 7:1
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
help during the exploration piece of the lesson. This could also look like push in supports from the special educa
department.
Explain In this section students share what they discovered, teacher connects student discoveries to correct co
terms/explanations, students articulate/demonstrate a clear and correct understanding of the lesson sub-objective
answering the question from Engage before moving on.
Teacher Will: Problem
Students Will:
Ask the students to share their strategy for
Share with class what strategy they used to
finding out which area was larger
compare the areas of the two rectangles
Have the students share which area was
Share what the area of the two rectangles w
larger
Use the vocabulary with correct units to eng
Write answers on the board, along with
in class discussion about the comparison of
explanation of why
ASSIGNMENT 7:1
ASSIGNMENT 7:1
Reflection
This was a fun activity that was focused on getting the students to remember their units
when calculating the area of an equation. The activity it self was simple and fun, yet there were
many positive results when completed. The students were able to start seeing a fun and active
way of remembering to add their units, and enhancing the lesson with physical movement had a
fun, and memorable effect. The most important highlight was the direct effect of adding a small
movement, and seeing how much memory went along with it. Having the students do a fun arm
movement, incorporated both physical activity, and enhanced the lesson. Because the students
had fun when incorporating the physical movement, the students began to remember and where
to put their units in their equations, which was the main idea in adding the arm movement. The
second benefit was seeing the active participation among all students. When teaching, the
ASSIGNMENT 7:1
students were actively paying attention to the material, because they waned to be involved in the
physical movement.
The only drawback to this activity was the students started doing the movement when it
was not applicable to the lesson. This could have been prevented if the students had a more clear
expectation for the physical movement, and consequences for not participating at the correct
time. Because it is a 3rd grade class, some silliness was expected of the students. Setting more
clear expectations, and a model of the expectation could have made the lesson go a little bit
smoother. Managing student behavior was done by implementing the current reward system
within the class, and proved to have positive and negative effects. The students use a monetary
system, known as Viper Cash, and throughout the lesson, the students were rewarded more than a
typical lesson. This was done to help set expectations when physical activity is incorporated into
future lessons.
The mentor teacher involved liked the physical activity, and the positive reactions to the
lesson. She was surprised with the level of engagement from all students, and commented on
how some students who didn't typically participate in the math lesson, were also doing the
physical movement. She did comment on how quickly the students were able to pick up the
movement, and how easy it was to add physical activity into the classroom. There was also an
increase on the students unit test because they remembered to add units. The mentor commented
the she could see the students mouthing the words square units when engaging in the lessons
that happened after.
There could have been more movement on the teachers part, when instructing the
students. By moving around the classroom, it could have helped engage all the students, and not
just focus on the students at the front of the class. Along with this, using the students names
ASSIGNMENT 7:1
would have also helped the level of engagement among the students. The students were actively
participating, but by using their names, and maybe allowing them to lead the movement, more
engagement would have transpired.
Reflecting on this activity, compared to the lesson break in activity 6, there were more
positive effects. This helped with the students memory, and allowed for physical movement,
rather than taking a break from the lesson to complete a physical activity break. Because the
physical movement was directly implemented into the lesson, the students were unaware they
were participating in a physical activity break. Overall, this was a fun, and engaging activity for
all students, and proved that adding physical activity to the classroom can enhance a lesson. By
continuing to add physical movement into lessons, the students will hopefully remain as engaged
as they were during this lesson.
Video: https://www.youtube.com/watch?v=C0vulBZoWNU
Criteria
Exemplary (5)
Proficient (3)
Integration of
physical activity
Standards and
Objectives (S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials (A&M)
Teacher Content
Knowledge
(TCK)
Score: x1
Instruct
ASSIGNMENT 7:1
8
Sometimes activities are gamelike, involve simulations, require
creating products, and demand
self-direction and self-monitoring.
Presentation of content always includes
(In Video as well): (PIC-TAP)
o Concise communication of
expectations for student
performance of the physical
activity.
o Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating physical
activity are well thought out and
described in the lesson as well as
demonstrated in the Video
Classroom management techniques are
clearly defined and demonstrated in the
Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of all
learners and;
o Evidence that the plan
provides regular opportunities
to accommodate individual
student needs...to include one
modification to accommodate
students with cognitive
disabilities and one for
students with physical
disabilities
Teacher creates learning opportunities
where all students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (EnvTAP)
o
Modifications
for safety &
classroom
management and
for children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)
SCORE: x1
Video of
Presenting
Instructional
Content
SCORE: x1
o
o
Concise communication of
expectations for student performance
of the physical activity component.
Modeling by the teacher to
demonstrate his or her performance
expectations.
Video p
ASSIGNMENT 7:1
Self-reflection
SCORE: x1