Worksheet ISU Doner/Zirngibl 1

Rectangles:

Example:

0.8 Units

2.4 Units

1) 2)

0.8 Units 2.3 Units

2.4 Units 4 Units

Squares:

Example:

1
2 2 units

1
2 2 Units

Practice: 3) 4)

2 1
3 5 Units 4 4 Units

2 1
3 5 Units 4 4 Units
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Exit Slip:

1) 2)

0.3 Units 1.2 Units

2.1 Units 1.2 Units

3) 4)

3 1
2 4 Units 2 4 Units

1 1
3 2 Units 2 4 Units

Exit Slip:

1) 2)

0.3 Units 1.2 Units

2.1 Units 1.2 Units

3) 4)

3 1
2 4 Units 2 4 Units

1 1
3 2 Units 2 4 Units
ML Lesson Plan Instructions

Middle Level Lesson Plan (based on Danielson Framework)

Instructions and Guiding Questions
Purpose/ Students will review finding the area of squares and rectangles using
Rationale rational numbers for dimensions.

Objectives Students will be able to find the area of rectangles and squares with
rational number dimensions given to them in the form of practice
problems 70% of the time after similar problems are modeled for review
as a whole group.

Academic Area- measurement of a surface. A=BxH

Language Rational Number- any number that can be expressed as the
quotient or fraction p/q of two integers, a numerator p and a non-
zero denominator q.
Dimensions- a measurable extent of some kind, such as length
or height.
Units Cubed- a cube whose sides are 1 unit long.
Perimeter- The length around a geometric figure.
Square- A shape with 4 equal length sides and 4 right angles.
Rectangle- A shape with four straight sides and 4 right
angles, especially one with unequal adjacent sides, in contrast to
a square.
Formula- a relationship or rule, expressed with symbols.
Base- The lowest part or edge of a shape, the part on which it
rests.
Height- The measurement from base to top.

Standards Lesson objective alignment to one or more standard sets (e.g., ILS,
CCSS, NGSS).

Assessments Formative:
All students will be given an exit slip. Before we leave class they will be given a problem to work
in on their own and turn in. This will tell us if they understood what they were taught by showing
us their work and their answer. If the answer is incorrect we can still look at their work and see if
they missed a number or if they didnt understand the problem at all. We can also look at correct
answers and their work to see if they guessed correctly or did the work in a way that wasnt
taught to them.

Summative: N/A

Resources Copies of the guided notes style worksheet/ exit slip for each
student (x15)
Pencils for each student
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Answer key/ teacher copy of problems

Whiteboard w/ 4 markers to go over problems/allow students to write their
work on board

Opening - We will be reviewing something these students have learned before.

Engagement We will also be using the whiteboard to keep the students engaged. The students will be
given a problem to complete and will have to go up to the board and show their work.

Instructional The lesson will be a mini lesson based guided practice

Strategies worksheet/project that will be put at the bottom of the lesson plan.
(Procedures)
The first mini-lesson review will be on finding the area of rectangles
using decimals as the dimensions. The example problem will have the
length at 2.4 units and the width 0.8 units.
This problem will be done as a model, but since it is a review we will ask
students to help complete the problem.

Then students will try two similar problems on their own at their table
groups. The dimension of these problems will be:
1. Length 0.4 units x Width 0.9 units
2. Length 2.3 units x 4 units
Students will work through their problems at their tables as teachers
walk around helping and checking work as needed. Two students for
each problem will put their work on the board.
Teachers will walk through problems done on board with students.

The next mini lesson will be on finding the area of squares using mixed
numbers
The example problem will have sides equaling 2 units per side.
This problem will be done as a model, but since it is a review we will ask
students to help complete the problem.

Then students will try two similar problems on their own at their table
groups. The dimension of these problems will be:
3. Length 3
3. Length 4
Students will work through their problems at their tables as teachers
walk around helping and checking work as needed. Two students for
each problem will put their work on the board.
Teachers will walk through problems done on board with students.

There will be one of each type of problem (one rectangle and one
square with each having a mixed number problem and a decimal
problem.
ML Lesson Plan Instructions

With extra time we will go over new problems on their whiteboards.

Using problems they struggled with in the practice times, or using
questions written on the back of their exit slips (explained in the closure
section).

Closure Because we will have gone through problems on the board with
students and worked with them, we will be able to assess any areas of
confusion to address and go over again.
Before they leave they will be given an exit slip, one last set of
problems to complete, this will show us how well they understood the
lesson when working on it alone. Students will also be instructed to
write any other questions they have on the exit slip so we can not only
assess their work but additionally, be able to address any questions
they have for the next class.

Modifications/ Students will have the material modeled for them before attempting any
Differentiatio problem.
n Students will have all problems on paper, and done on the board in front
of them.
Table groups allow students to work with their peers, and the small
group size in total allows for a near 1:7 teacher student ratio.