AREA

Rationale:
#he &ur&ose o% this lesson is to re iew &erimeter, introduce area, and 'i e students multi&le o&&ortunities to &ractice calculatin' area"

Submitted by: Jenna Barron, Subi Chacko, Rachel Masserella, Gracie %urriculum Inte$ration: Ritter, Krista Newman Grade Le el ! "

Objectives:
#S$ #S$ #S$ #S$

&aterials'E(ui)ment:

Gra&h Fa&er>8 sheets &er student Maskin' #a&e>8 or ! rolls Gice>* &er student %or * 'rou& CheeH>its>8) &er student Sticky Notes>8- &er 8 students Fre>made CheeH>it worksheet Station Labels Station Girections

learn to calculate the area o% a sha&e" calculate the area and &erimeter o% di%%erent sha&es" create sha&es with a 'i en area" draw sha&es on 'ra&h &a&er with 'i en measurements"

Lesson Plan:
Introduction: Krista (about ) minutes( *" #ell the students, +#he &rinci&al ,ust told me that we are 'ettin' )-- new desks %or our classroom.... /sn0t that so e1citin'2. $here do you think we should &ut them all23 Let students answer""" ho&e%ully a student will say, +$e don0t ha e enou'h s&ace %or )-- desks.3 #hen re&ly, +4h, we don0t2 5ow do you know that23 Let students re&ly" #hen say, +$ell / 'uess you0re ri'ht. /t seems like it is im&ortant to know how much s&ace6 area we ha e be%ore we start %illin' it with thin's" #hat0s what we are 'oin' to be learnin' about today""" 7rea.3 8" State 4b,ecti e: / can %ind the area o% a sha&e or ob,ect" !" 91&lain Call and Res&onse :#: $e measure area""" S: /n s;uare units.<

TEKS Achieved:

#hird Grade Mathematics: !"**:c< use concrete and &ictorial models o% s;uare units to determine the area o% two> dimensional sur%aces

Blooms Ta onom!:
Knowled'e Com&rehension 7&&lication 7nalysis Synthesis

"i##erentiated Learnin$:
7uditory Kinesthetic Eerbal6Lin'uistic /nter&ersonal Eisual6S&atial Lo'ical6Math

%lassroom Strate$ies:

Coo&erati e Grou&s 5ands>4n #echnolo'y $hole>'rou& /nde&endent 7cti ities Lecture Froblem Sol in' Fairin'

Process: = *>?: Rachel (*-min( = )>@: Jenna A Gracie () min B C min &er station( = D: Subi ()min( *" Re iew &erimeter with class usin' the 9LM4 to dis&lay the 'ra&h &a&er" 4utline the sha&es on the 'ra&h &a&er usin' a black marker and &rom&t the students to de%ine the &erimeter" Re&eat as seen %it %or com&rehension and re iew" 8" /denti%y the de%inition o% area erbally :matchin' the de%inition on the board< and demonstrate to the class the area o% a sha&e on the 'ra&h &a&er :Start with an easy sha&e such as a s;uare<" 91tend the lesson to call students u& to the 9LM4 to determine the area o% teacher drawn sha&es :includin' irre'ular sha&es< and allow students to

shade in the area as they count the s;uares to %urther aide isual learners" !" Gemonstrate to the students an irre'ular sha&e such as a letter :i"e" M %or Massarella< and illustrate how to %ind the area" ?" /nstruct students to create sha&es on 'ra&h &a&er resemblin' the letters in their %irst names :usin' whole s;uares only< and then %ind the area o% each letter" :91tension: %ind the area o% the whole name<" )" Stations: Be%ore dismissin' students to stations, brie%ly e1&lain what will be done at each station" #a&e Sha&es>Students will work in &airs" Gi e each &air a set number o% sticky notes to create a sha&e" 4nce they %inish creatin' their sha&e they will use maskin' ta&e to create the &erimeter o% the sha&e" 5a e students calculate the &erimeter o% the sha&e they made and record on one o% their sticky notes" Gice 7cti ity I 9ach student will ha e one set o% dice and one sheet o% 'ra&h &a&er" Students will roll the dice once and use the numbers %acin' u&ward as their measurements %or the sides o% their sha&e" #hey will then draw the sha&e on their 'ra&h &a&er, label the sides and calculate the area" #he area will be in s;uare units" #hey will then calculate the &erimeter o% their sha&e" #hey can continue rollin' the dice and makin' sha&es until it is time to switch stations" CheeH>/ts 7cti ity> +#oday we will be usin' cheeH its to determine the area o% a sha&e in &re>&rinted sheets on your 'rou& tables"3 9ach student will count out 8) cheeH>its and use them to %ill in their work sheet" J" Count o%% students *, 8, !, *, 8, !K" #here will be 8 'rou&s at 8 tables %or each acti ity" C" 91&lain rotation schedule and write on board" @" 91&lain +ask ! be%ore me3>i% students ha e ;uestions they must ask ! other students in their 'rou& be%ore askin' the teacher"

D" Closin': 5a e Lutures Channel ideo :htt&:66www"the%utureschannel"com6dockets6hands> onMmath6theMartMdirector6< ready to &lay" #ell students: +So, today we learned how to %ind the area o% an ob,ect and sha&e" Now, let0s turn our attention to the screen and watch this short cli& to see an e1am&le o% how the knowled'e o% area can be a&&lied in the real world" $e see that in Ron0s career, it is im&ortant %or him to know what area is and how to a&&ly it to his ,ob" $hat are some other ty&es o% ,obs that re;uire the knowled'e o% area23K Nwait %or res&onse and then ask them why the knowled'e o% area is im&ortant to this &articular &ro%ession i"e" a &ainter, a 'ardener, a car&enter, an architect, a tailor, a &erson who lays car&etO""" +#hose are all 'reat e1am&les o% why learnin' area is so im&ortant. #hank you %or bein' such awesome !rd 'raders"3

Accommodations: 5a e written directions at each station %or students to re%erence" Enrichment'E tension: 7rea Sca en'er 5unt>Create clues that take students to di%%erent &arts o% the classroom or school" 4nce there they must measure a s&eci%ied ob,ect and calculate the area and &erimeter o% that ob,ect" 4nce they do this they can read the ne1t clue" #he last clue should direct them back to the classroom"

Assessment'Evaluation: 4bser e students throu'hout the lesson to see their understandin' o% the content and a&&lication o% the conce&t in the acti ities"