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Literature and Math Lesson Plan: Lesson Title: Grade: 3 Children's Book: Authors: Brief Description of The Book

1. The lesson introduces 3rd grade students to the concept of area through reading the book "Bigger, Better, Best" and having students measure the area of objects around the classroom by taping squares to the objects. 2. During the activity, the teacher circulates to ask questions and ensure student understanding, then students present their work and discuss which objects had more or less area. 3. To conclude, students write in their math journals about what they learned about area and how it relates to the story.

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68 views4 pages

Literature and Math Lesson Plan: Lesson Title: Grade: 3 Children's Book: Authors: Brief Description of The Book

1. The lesson introduces 3rd grade students to the concept of area through reading the book "Bigger, Better, Best" and having students measure the area of objects around the classroom by taping squares to the objects. 2. During the activity, the teacher circulates to ask questions and ensure student understanding, then students present their work and discuss which objects had more or less area. 3. To conclude, students write in their math journals about what they learned about area and how it relates to the story.

Uploaded by

api-299392219
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Literature and Math Lesson Plan

Lesson title: What is Area?

Grade: 3rd grade

Childrens Book: Bigger, Better, Best!


Authors: Stuart J. Murphy
Brief Description of the Book:
Jenny and her older brother Jeff are arguing about whose got the better
backpack and books. Jill their sister cant believe they are arguing.
However, they move into a new house and have a battle over who has
the best bedroom. They then decide to measure the area of their
windows by taping sheets of paper to the windows to figure out whose
room was better. There windows end up having the same number of
sheets thus they have the same area! Moreover, they start measuring
the floor space with sheets of newsprint. However, in the end Jill is
happy that her little room is down the hall. This book introduces the
concept of area as a two-dimensional measurement of space.
Objectives:
Students will:
Develop their own definition of area.
Develop an understanding of how area changes with the size of
the shape.
Develop how the area of an objective changes as its width and
length change.
Goal of the Lesson:
The goal of the lesson is to integrate literature and math together. The
students will be introduced to the new concept through the book,
Bigger, Better, Best. The students will learn about the concept area
from the book and will construct their own knowledge of area through
an activity. Overall, the goal of the lesson is for the students to
construct their own knowledge on the concept area through literature.
KS- Kansas College and Career Ready Standards:
1. Recognize area as an attribute of plane figures and understand
concepts of area measurement.
a. 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
2. SL.3.2: Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

3. SL.3.6: Speak in complete sentences when appropriate to task


and situation in order to provide requested detail or clarification.
Materials:
1.
2.
3.
4.
5.

12 x 12 squares
Scissors
Rulers
Tape
Bigger, Better, Best by Stuart Murphy

Procedures (Three Phase Lesson Plan):


Before
I am going to introduce the concept of area through the book, Bigger,
Better, Best by Stuart Murphy. I will read this book aloud to the
students. After I have read the book, I will ask questions about
measuring space. I will ask, how the characters in the book found out
whos room is bigger(taping the squares to the windows/floor) and
what were the students trying to find?(Amount of stuff needed to
cover the window/ floor of bedroom and another name for this is area).
After we have a discussion about area I will split up the students into
four different groups. Once they are in their groups I will ask one
student from each group to come get a packet which includes: 12 x
12 squares, scissors, rulers, tape and will include their task. After
they have received their materials I will explain to them that we will be
doing a similar task to Jenny, Jill and Jeff. The students will determine
the amount of sheets of paper needed to cover the assigned objects
around the school by taping their squares to the objects surface. I will
caution the students that some squares will need to be cut to fit on
their assigned object. The students will have to illustrate how they
found the area of their objects, the students will have to explain which
object is bigger and why, and have to explain orally how they found
the area even when they had to cut the 12 x 12 squares to fit the
objects.
During
During the students task, I will walk around to each group and ask
questions about their specific objects. I will ask questions such as,
What is another way to find how many squares it takes to cover their
object without taping the whole area of the object (multiplying length
and width) , If you have to cut the squares to fit the object, what are
some strategies you will use to find the area of the object?, How will
the area be affected if the length and width get smaller or bigger? and
how do your objects compare and contrast to each other. If a group

is having trouble with their task I will help guide them to a strategy to
solve the problem. I will encourage the students to listen to every
person in the group and problem solve together. Additionally, I will
encourage the students to question each others ideas. During this
time I will walk around with a clipboard and will record strengths and
weakness on a post-it note for each student. If some groups are
whizzing through the lesson I will ask that group to create a word
problem that involved finding the area of an object and give them a
what is area activity sheet that has more challenging area problems.
I will give the students a five-minute morning before its time to come
together as a class.
After
Each group will show and explain their illustration of how they found
the area of the objects around the room. Additionally, each group will
explain how they found the area of their objects and will explain how
they solved the problem. After each group has presented their task, we
will talk about which object had the most area and which has the least.
We will then go into a discussion/summarize how length and width
affect area and that multiplying length and width can find area. After
the summarization/discussion each student will write in his or her
journal about area, what he or she learned and how the story was
related to area.
Assessment
There are two assessments in this lesson. The first assessment is
simply walking around the classroom with a clipboard that has a post-it
note for every student on it. On the post-it note, I will take notes on
each student that include their struggles, accomplishments or simple
observations. The last assessment is at the end of the lesson. The
students write an entry in their math journal about what they learned
about area and give an example of area.
Differentiated Instruction
Students that do not understand the concept:
If there are students that do not understand the concept, I will
work with that student or group to led them to strategies that will help
them understand the concept further. If by the end of the lesson these
students still do not understand the concept then I will let them listen
to a YouTube video (https://www.youtube.com/watch?v=9jcChvX4iaw).
This explains the concept in a different way and will help students that
do not understand the concept better.
Advanced Students:

If students or groups understand the concepts quickly, I will go to


those groups and give them another task. I will have them make up a
word problem that has to do with area. Additionally, I can give them a
What is area: Activity sheet. This sheet will have more challenging
problems of how to find area.
SPED students:
I will allow these students to pick what group they want to be in
because it will allow them to be comfortable and will allow them to
work with people that they get along with. I will also ask them if they
need any accommodation for this lesson and if they say yes then we
can easily make those modifications. After I read the book, I will ask
the SPED student in private if they understand the concept and if not
we can work on it together more. I will also keep a close eye on them
during the group process and will accommodate anything that they
need.
Self-Assessment
1. How long did the activity take to complete?
2. Did the lesson activities engage the students?
3. Were the accommodations successful?
4. Did the students successful understand the concept?
5. Did the lesson run smoothly or were there parts missing from the
lesson?
6. Did the three-phase lesson plan support student learning?
7. How will I develop this concept further?
8. Did the informal questioning challenge the high achievers in the
class? How?

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