UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Yashmeeta Sharma PSMT Name:

Applying Area and

Lesson Plan Perimeter to word
problem using Lesson Plan Topic: Math
Title:
CUBES

Date: 1hour and 20 minutes

Estimated Time:

Grade Level: Charlotte and Jerry Keller ES

4th grade School Site:

Key vocabulary: Equation: a statement that the values of two mathematical expressions are equal
(indicated by the sign =).

1. State Standard(s):
CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.1

CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.

2. Teaching Model(s): I do, we do, you do. Team, pair, solo.

3. Objective(s): Students can model understanding of area and perimeter formulas by solving
multi-step real-word problems.

4. Materials and Technology Resources: Whiteboards, expo markers, Module 3, Lesson 3

Eureka Problem set and homework set
5. Instructional Procedures:

a. Motivation/Engagement: TW makes connections between students understanding of

length and width multiplication by having students practice the area and perimeter. Student to
student discourse on why it is important to distinguish between area and perimeter. TW will then
model how to incorporate accountable talk and CUBES strategy . After questions are answered,
students will move on to group practice.

b. Developmental Activities or Learning Experiences: Students will then work in their teams
and apply CUBES strategy to the word problem for 15 minutes. TW bring it back to whole group
and ask students how to solve problem. Students will use accountable talk to agree/disagree with
answers given. After problem is solved, TW will ask if there were any different answers.
Different answers will be reasoned by fellow students. Groups that got the answer right will
move on to pair. Groups that did not have the right answer will stay with their teams. 15 minutes
to do problem 2, students will explain how they got their answer. If correct, teams will move on
to pairs and pairs will move on to solo. If answer if not correct, teams will stay with teams and
pairs will stay with pairs.

c. Closure: Students have 30 minutes for the independent practice. After that, they will conduct
a self assessment of themselves, exit ticket, and then receive the homework assignment

d. Extension: TW make reiterate the importance of the objective and to use the CUBES strategy
to organize their thoughts.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Students will have an anchor chart of the CUBES strategy and of the area and perimeter
formula. Other modifications involve a multiplication chart, grid paper, and sentence stems.

7. Assessment and Evaluation of Learning:

a. Formative: Student will use receive a exit ticket after the independent practice. They
utilize self-assessment tools to determine if they are experts, practitioners, apprentices, or
novices. Experts and practitioners will then solve a word problem on their own. Apprentices will
pair up with other apprentices with two different word problems for each apprentice. Novices
will work with me in the back with the same word problem.
 b. Summative After the end of the week they will have a test on area and perimeter with
word problems.

8. Homework Assignment: Expert and practioners will do all the problems from the homework
assignments. Apprentices will do two of the problems. Novices will do one. Students can choose
which problem they would like to do for homework.

9. Reflection:

a. Strengths: Once students realize what formula to use, they are able to plug in the
numbers into the variable successfully. They are also able to recall the area and perimeter
formula on their own without prompting

b. Concerns: Students are having difficulty figuring out what formula to apply, they need
prompting in order to come to that conclusion.

c. Insights: Our goal for the remainder of the week will be to practice how to look at the
situation in the word problem as opposed to key words. Students will need more practice
differentiating between area and perimeter word problems.