Form A

Elementary Education Department

Student Teaching Program
Lesson Plan

Teacher Candidate: Katlyn Fake Date: 4/28/2020 Time: Student-Paced

Grade Level: 3rd Grade Subject /Topic: Mathematics-Area Personal
Project 2

Case of the Missing Side

Standard (PA Common Core):
 CC.2.4.3.A.5: Determine the area of the rectangle and apply the concept to multiplication and to
addition.

I. Performance Objectives (Learning Outcome):

 The student will calculate the missing side of a rectangle given the rectangle’s area and measure
of one side by applying the area formula.

II. Instructional Materials:

 Teacher Materials:
- Whiteboard/marker/eraser
- Multiplication flashcards
- Whiteboards/markers/erasers for students (6)
- Exercises for students to use for practicing (22)
 Student Materials:
- Whiteboard/marker/eraser
- Pencil

III. Subject Materials/Content:

A. Prerequisite Skills
i. listening skills
ii. writing skills
iii. basic multiplication skills
iv. addition skills
B. Key Vocabulary
i. Area: the amount of space taken up by a 2D shape or surface
ii. Rectangle: a plane figure with four straight sides and four right angles
iii. Width: the shortest side of a rectangle
iv. Length: the longest side of a rectangle
v. Formula: a mathematical rule written using symbols, usually as an equation
describing a certain relationship between quantities; a formula shows the
mathematical way to work something out
C. Big Idea
i. Students will calculate the area or missing side of a rectangle when given the
value of the sides of the rectangle or given the value of the area and one side.
Students will use their multiplication and division when using the area formula.
D. Additional Content
i. Formula: Rectangle Area= width x length
ii. To Self-Check students can either:
1. multiple the lengths of the side (when given area and side)
 Form A

2. Divide the area by one of the sides (when given both sides)
IV. Implementation:
A. Introduction:
1.Teacher: Practice multiplication skills using the flashcards to warm up students’
brains
2.Teacher: (Draw a large rectangle to display) Tell students that today they will be
becoming junior math detectives as they hunt down the missing side or area of a
rectangle. They will be using the area formula for rectangles to help them
discover the missing pieces. The only clues for each mission will be either the
area and the measure of one or the measure of both sides.
3.Teacher: Tell students that in order to be successful detectives they must use
their multiplication, division, and reasoning skills to solve the cases.
4. Teacher: Write the word Area underneath the rectangle and define the word
area then write and review the formula for finding the area of a rectangle (Area=
Width x Length)
B. Development:
Group A: Lowest/ Group B: Middle/ Group C: Highest
***The students will be taught the same way, but the teacher can move at the pace that
meets the students needs and do more or less modeling and together problems***
1. Teacher: Next model and walk through the steps on how to find the area of a
rectangle.
2. Teacher: Using the rectangle that is already drawn write the number 6 for the
length and 3 for the width. Walk the student on showing them what side/number
is the width and what side/number is the length. Show them how to put those
numbers into the area equation.
3.Teacher: Next explain that they need to multiple the two values together in order
to find the area. (Flashcards at the beginning help as a warm-up for students).
4. Teacher: Model 2 more and have students help you remember the steps for
solving the area.
1. W=4 & L=7
2. W=8 & L=10
5. Teacher: Have students now complete the steps to find the area on their own
boards. Draw a rectangle and label it on your board and let them do the solving
and placement in the formula on their whiteboards.
1. W=6 & L=8
2. W=2 & L=7
3. W= 1 & L=9
**Observe and decide to do more if need or to move on to the missing
side**
6. Teacher: Now tell the students that it is time to put on their detective hats
because we have some rectangles that are missing their width value or length
value.
7. Teacher: Draw a rectangle on your whiteboard and label the width 5 and put a
question mark where the length value would be. Tell the student that it is their
job to help find it the missing length. Inform them that they do know the area of
the rectangle and that is 40.
8. Teacher: Help walk the students through the thinking process and ask them
what they think they should do or how they think they can find the missing side.
9. Teacher: If the answer is not given when asked for their thoughts start by telling
them that if they use multiplication to find the area of a rectangle by multiplying
 Form A

the sides together that they will need to do the opposite to find the missing side.
What is the opposite of multiplication??? Division
10. Teacher: When we need to find the missing side, we will use division to
help us. Explain that they will be dividing the area by the side value that was
given. Complete the walk through with the example listed above (40/5)
11. Teacher: So, by dividing the area by the side length we are given, we
can find the length of the missing side. It is important to check out work though
so in order to check our work we are going to pretend that we are finding the area
of the rectangle and use the formula and multiple the value of the width and
length together and we check it with out area that was given.
12. Teacher: Practice this with you doing it 2 more times then have them do
the work on their boards at least 3 times but this can depend on how well the
concept is grasped.
1. A=20 & W=4
2. A=56 & L=8
3. A=40 & L=10
4. A= 36 & W= 4
5. A=48 & W=6
C. Closure
1. The differentiation will be more apparent in the practice that is given to the
students.
1. Group A: Will have both types of problems(1. Finding area 2. Finding
the missing side) and will have more guided support such as the formulas
where they plug in the numbers. The sides with have either the W= or L=
so they know what side is what. They will have simpler multiplication
problems.
2. Group B: Will have both types of problems and will have the formula to
plug in the values and their last problem they will make up their own
values to create their own problem for finding the area.
3. Group C: Will have both types of problems and will have a formula to
plug in the values and they will create 3 of their own problems (1. Find
area 2. Find side 3. their choice)
2. Students in the middle and higher group will be taking turns to ask the questions
that they created to their peers in their group.
D. Accommodations:
1. Students will be working in small groups and this will allow for the
individualized students needs to be met.
2. Students will be working on practice problems in groups so they can ask peers
for guidance before asking the teacher for assistance.
3. Students corresponding practice problems should allow for students to learn and
practice the new skill on their level and it not be to easy or too hard and the
middle and higher group exercise more of the thinking process and concrete
understanding by creating their own problems.
E. Assessment/Evaluation Plan
- Formative
1. Students responses from the practice sheets will be collected and
reviewed for monitoring. The teacher can use the feedback from the
practice problems to move students within groups so that the needs
of all students are being met.