EDUC 2220- Educational Technology Lesson Plan

Shapes and Measurement

Avyona Saa
Grade 3/Mathematics

Common Core Standards:

CCSS.MATH.CONTENT.3.MD. C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as
would be found by multiplying the side lengths.
CCSS.MATH.CONTENT.3.MD. C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real
world and mathematical problems and represent whole-number products as rectangular areas in mathematical
reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is
the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

Lesson Summary:

This lesson will be sure to help the students understand the characteristics of shapes and their formulas. Given
that this concept revolves around shapes there will be various visuals. Students will be learning about the
properties of addition and multiplication. The purpose of this lesson will be to show the students the
relationships between shapes and formulas.

Estimated Duration:

Everyday of the week we will be focusing on one aspect of this concept. Friday will be used as a review day
with an exit slip given at the end of class. I am anticipating the lesson take four hours to teach so each day of
the week will be an hour of lessons, except for Friday.

Commentary:

I will be enthusiastic while approaching this lesson. I will reassure the students that shapes are fun and easy
once we get the fundamentals down. One challenge that I can anticipate is that the students may not be able to
understand the distributive property of multiplication. I may have to reteach or refresh their memories on
multiplication and how it works just to gage how much they know about it. I can even give them a pop quiz to
get a better understanding of where they are. I will hook the students with a scavenger hunt on the first day of
this lesson, Monday.
Instructional Procedures:

To begin our lesson, I will give the students a pop quiz so that I can gauge their prior understanding on the
topic. This pop quiz can be found in a google document that will be due on Friday before our Monday lesson.
This will be the assigned homework prior to the lesson. Over the weekend I will review the results and tailor
the lesson to the students better.
Monday/Tuesday will be used as our recap period, depending on what data I gather from the google document
pop quizzes that will determine how long we need to spend on reteaching material. We can start the lesson on
this day with the time we have left over.
Monday/Tuesday will be the day where we focus heavily on formulas and characteristics of the various shapes.
I will be sure to demonstrate with tiles how you can use them to cover the surface of the shape and counting
those blocks will be the same as multiplying the side lengths.
Wednesday will be devoted to introducing real world problems with the shapes and the formulas. I will make a
Kahoot with five to ten relatable word problems on it, I will pull up the big screen so that the whole class can
easily see the problems. Between each problem I will give them work time then we will continue.
Thursday will be a day dedicated to familiarizing the students with the distributive property and sharing the
importance of it regarding the manipulation of variables and the relationship between them.
Friday will also be used as a review day and quiz day. We will take a google document quiz to see how well
the students understood and retained the information that was presented to them.

Day 1 Monday
-First 20 minutes:
Reteaching and refreshing period remind students of the characteristics of shapes or whatever else they need
clarification on. I will leave the floor open for questions and discussion on the topic.
-30 minutes:
I will make a PowerPoint, this will be used as a pre-assessment, with various shapes and there will be a word
bank and on a piece of paper the students will match the words/characteristics to the correct shapes. I will
review the answers with the kids on the big screen, and they can self-grade their papers.

Day 2 Tuesday
-First 20 minutes:
I will discuss one way that we can find the area of shapes, counting tiles.
-30 minutes:
I will introduce this tile website that in very interactive to tie in that the area of a shape can be found by
counting the blocks that fill in the shape. I will do the website demonstration/tutorial on the big screen as a
large group, then I will break the students to work individually for the first few minutes of the activity then I
will give them the option of working alongside a partner. The students will do this assignment on chrome
books.

Day 3 Wednesday:
-First 25 minutes:
I will first ask if any of my students have ideas for another way that we can find the area of shapes, who knows
someone may know about the formula already. I will then be introducing the students to the formula that we
use to calculate the area of shapes.
-25 minutes:
I will use the smart board or white board to draw a large square or rectangle and I will begin by labeling the
shapes sides a and b+c. I will then explain the distributive property of multiplication. I will set the equations
equal to each other and I will demonstrate on the board how the distributive property works, showing how we
can manipulate variables.

Day 4 Thursday
-First 45 minutes:
On this day I will introduce a variety of real-world word problems, that revolve around solving for the area of
shapes. The students will be assigned to answer the first three-word problems using both methods of finding
the area, block counting and formulas. For the remaining two-word problems the students will have the option
to use either method. These word questions will be presented to the class on the big screen on kahoot. After
each student works out the problem, I will take their answers and we will see if majority was right. Then I will
go through each problem and solve it alongside the class, giving the opportunity for questions.
-5 minutes:
Answer any individual questions.

Day 5 Friday:
-First 30 minutes:
To start class today we will do a worksheet with ten-word problems, the first five will be completed
individually, the last five can be done with a partner. We will go over the answers in class.
-20 minutes:
The students will have an exit slip/review quiz on a google document that I will post on the board and that they
will complete on chrome books to end the class. I will see how well the students understood the material and I
will dedicate the last few minutes of class as a question session.

Pre-Assessment:

I will assign a pre and a post assessment. As I mentioned above on Monday I will pre assess the students to see
how much they know about area with previous knowledge.

Scoring Guidelines:
Given that this pre assessment is a summative test I will not have a rubric for it. I will simply ask
questions specific to this topic to see how well the students remember this from previous classes, and
so that I can gauge how much reteaching I need to do
Post-Assessment:
I will also have an exit slip at the end of the lesson as a post lesson assessment. Throughout the lesson I will be
asking questions and answering questions that the students may have to further gauge their understanding of
the concept.

Scoring Guidelines:
The students will be given an exit slip at the end of the lesson on Friday for me to see how well they
retained the lesson. This will be an electronic quiz through google docs. My grading goes as follows:
the student would get a 10/10 if they completed the quiz with their work shown and the correct areas
and units. Students will begin to lose points if there isn’t any work shown or if the units are missing or
if the students don’t know how to find the area, this will be the worst case scenario because my lesson
is very through.

Differentiated Instructional Support

The nature of this topic is very visual and straightforward, in the occasion that a student does not understand
the concepts I will be sure to use more descriptive language and to use more visuals. If a student is completely
stuck, I will then ask another student to try and explain the topic to the struggling student. Sometimes a student
might have an easier explanation for the student to understand.
My accelerated students can be the ones to help explain the material as well for a student who needs further
clarification. They can be given work from a grade level up from theirs so that they are being challenged.

Extension
https://technology.cpm.org/general/tiles/
This is the website that we will be working with in class on Tuesday. Refer to Day 2 Tuesday to see how the
students will use this website in class to go along with the lesson plan I have.

Homework Options and Home Connections

I don’t plan to give out homework for my students, the reason I say this is because I feel that outside of school
students won’t be as motivated to complete their work and they will either not do it or do a crappy job filling it
out. So to avoid those things I planned many practice problems and word problems that we will be doing in
class together so that way they are still getting practice by themselves and they are motivated to do it in class
while I am there to make sure that they are all on track and they are being focused.

These word problems are already on technologies like kahoot and google docs for the quizzes. I can involve
the student’s parents by sending out weekly newsletters and sending home updates of extra practice each
individual student could use.
Interdisciplinary Connections

For this specific subject along with math concepts in general it is crucial to show the students that they will use
math outside of the classroom. Because the big question for students in math class is, “are we ever going to use
this in the real world?” and the answer for the most part it yes. So I will make sure that I am constantly
connecting the math concepts to the real world so that the students see math in places outside of the classroom.
I will take this into consideration when I am creating the word problems that we will be solving in class, to
make real world connections to the problems and math in general.

Materials and Resources:

For teachers Smart Board or White Boards

For students Pencil and paper

Key Vocabulary

Square: A one dimensional shape whose four sides are equal in length, whose sides meet to form four right
angles.
Rectangle: A one dimensional shape who has two pairs of parallel lines, two pairs of sides with equal lengths,
whose sides meet to form four right angles.
Area: The amount of space inside of a closed object, the number of cubes/tiles that will completely cover the
shape without gaps or overlapping tiles.

Additional Notes

The only other time that I made a lesson plan from scratch was two years ago in my Teacher Academy course
my senior year in high school, that being said I hope this is what you are looking for! I hope this is detailed
enough; I tried my best!
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