Envisions Math Topic 14, Lesson 14-2

Area and Units

Goal/Objective
Students will be able to create shapes with given areas, using their knowledge of square units.

Common Core Learning Standards

CCSS.MATH.CONTENT.3.MD.C.5: Recognize area as an attribute of plane figures and
understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.6: Measure areas by counting unit squares (square cm,

square m, square in, square ft, and improvised units).

CCSS.MATH.CONTENT.3.MD.C.7: Relate area to the operations of multiplication and

addition.

Mathematical Practices
Make sense of problems ad persevere in solving them
Construct viable arguments and critique reasoning of others
Use appropriate tools strategically

Key Vocabulary
Area, Square units

Focus Questions
What types of units describe area?
How can the area of a surface be measured?
Why do you use square instead of some other shape to measure area?

Materials

Pearson Realize video (Lesson 14-2 opener)

Math notebooks
Pencils
Grid paper post-its
Workbook (Reteaching and Practice sides)
Smartboard

Teaching Point/Connection
Yesterday, we learned that the area of a figure is the amount of surface that is covered. Today,
we are going to talk about that the amount of surface can be measured by square units. Square
units can also be used to create shapes with given areas. We are going to try this today! Do you
remember when we studied perimeter, we were given the perimeter and had to draw a shape that
matched? Well, now we are going to do the same thing but using area.
Instructional Activities
1. Team Teaching: As a whole class, we will review the key concept of area together. Students
will be able to define what area means and apply it. We will then watch the video that
corresponds with Lesson 14-2. The video provides entry points for student interaction.

2. Parallel Teaching: After introducing todays topic, the class will split up into their parallel
teaching groups (heterogeneous groups A and B). These groups rotate each day between
working with Mrs. Reilly and Ms. Sheridan, utilizing both classrooms. These small groups allow
us more opportunity to assess student understanding and cater to their individual needs.
Together, in these groups, we will take notes about the key vocabulary and practice a few
examples together. Each student will be given a grid-paper post-it to stick inside their notebook
to help them accurately draw shapes based on the given area.

3. Independent Practice: Students will then try this skill on their own, completing the practice
side of the workbook page, lesson 14-2. Typically, when two or three students finish, they check
in with the teacher, discussing their work. Then, these students turn-key this information to their
classmates and play the role of checkers.

4. Wrap-Up: To wrap up the small group instruction, students are asked questions relating to the
concept taught in class. As they answer these questions correctly, they line up quietly at the
door. They will complete a Ticket to the Door reviewing the area and the perimeter of taped-
off shapes found on the classroom floor. This allows for movement and peer interaction.

5. Chromebook Exit Slip: To assess student performance on this topic, students will log onto
their chromebooks and complete an exit slip which is sent to them via Google Classroom. They
must demonstrate an understanding for todays objective and be able to identify a shape when
given the area. They will complete a five question exit slip using Google Forms, that way I can
properly collect and assess the data.

Differentiation
Process: The process of learning this content is differentiated. Due to our co-teaching inclusion
model, we have the opportunity to split into smaller parallel teaching groups. Although the
groups are heterogeneous, this allows us to cater more directly to students abilities and needs.
This lesson is taught using a few modalities-- auditory, visual, and kinesthetic.

Assessment: Students will be assessed on their ability to meet the learning objective. However,
students will be given different levels of support and scaffolded assignments, based on student
needs.

Assessment
This lesson allows for many assessment opportunities. During the introduction and the Pearson
video, students will have a few entry points to ask and answer questions, which gives the teacher
an opportunity to assess their knowledge about area.
Throughout the lesson, due to the small groups, teachers will be able to informally assess how
students are doing based on their interactions and performance on the practice problems. Built
into their line up routine, the teacher will ask each student one question about the lesson to
check-in. Lastly, the exit slip allows for students to show their knowledge of area. They will
demonstrate their ability to draw a shape using square units based on the given area.

Independent Practice
For homework, students will complete Lesson 14-2 Reteaching side, which consists of 4 applied
problems-- two problems provide a shape with grid lines and ask for the area, where the other
two problems are more extensive, critical thinking word problems.

Lesson Follow-Up
Intervention: For students who do not meet the objective, they will be pulled into a small re-
teaching group for further review. We will work on finding the area using multiplication facts.
We will use manipulatives to model what a square unit really is-- we can put the blocks together
to create shapes and describe the area.

Enrichment: For the students who meet the objective with ease, they will further their practice
by creating their own word problem and illustrating how to model the problem by drawing a
picture with square units. They will also be responsible for more of a real-world application,
brainstorming ways that people use area to help them solve problems.