UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Emily Bleyle
Area Conquest
July 7, 2016
3rd

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Sheilah Dean
Calculating Area
1 hour
Treem

1. State Standard(s):
3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition.
2. Teaching Model(s):
Cooperative
3. Objective(s):
SWBAT calculate areas of rectangles by counting unit squares.
SWBAT calculate areas of rectangles by multiplying the length and widths.
4. Materials and Technology Resources
Graph paper, Projector, SMARTBoard, dice, crayons,
5. Instructional Procedures:
a. Motivation/Engagement:
T: Who remember how we can tell the difference between area and perimeter?
S: Area is the black section on the board. Perimeter is the purple section on the board.
T: Exactly! Today were going to be playing conquer island, but this time were going to
be looking at area.
b. Developmental Activities or Learning Experiences:
T: What were some ways we could find area of a rectangle?
S: We could count the squares inside.
S: We could turn the shape into an array!
S: We could multiply the length and the width of the shape.
TW model area game for students. SW hands up pair up to get their partners. Two
students will share a graph paper sheet. SW roll two dice to get what the area of their
shape will be. SW color in the shape on the graph paper and write the area on the inside
of the shape. SW alternate coloring in rectangles until one student has the greatest total
area.
c. Closure: Class will complete exit ticket.

d. Extension: The winners of the game will flip the paper over. Those who didnt win
will rotate to the next group, and play again.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Groups will be differentiated based on multiplication fluency. Students with high fluency will get
12-sided die, students who have mastered their facts will get two sets of dice one with numbers
1-6, another with numbers 0,7-11. The group of students who have not passed all of their math
facts will get two regular six-sided dice.
7. Assessment and Evaluation of Learning:
a. Formative: SW turn in their area conqueror papers. TW circulate the room to see if
students are playing the game properly and writing the area in their rectangles. Exit
tickets will also help advise
b. Summative: n/a
8. Homework Assignment:
Area Calculating Worksheet.
9. Reflection:
a. Strengths: The students were very engaged in playing the game. Some of the students
who I generally anticipate having behavior issues were actually on-task for the majority
of the game. When I passed out the homework at the end of the day, one of the students
exclaimed Do we really have to count all these squares to find the area? Before I could
speak, another student chipped in and said, We spent all day in math learning how to
find area! You just have to multiply the sides! That was great to see that even though
some students are chronically forgetful, at least one student really understood the
objective of the lesson.
b. Concerns: There were a few students who didnt understand how to play the game.
During the game portion of the lesson, the classroom was also very loud. The transitions
from activity to activity took a while, and were often very loud.
c. Insights: I should have explained how the transitions were going to work more clearly.
I could have also timed the students during the transitions to get them to work faster.