ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date:4/11/2017 Subject/ Topic:

Area
Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Area of squares and rectangles
Brief Context:
Students have learned about perimeter and will move on
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes; apply these techniques in the context of solving real-world and
mathematical problems.

Students will be able to use formulas to find the area of rectangles, parallelograms,
or trapezoids.
Students will be able to explain the formulas for rectangles, parallelograms, and
trapezoids.
Students will practice finding area on figures with and without units represented in
columns and rows.

I can find the area of rectangles, parallelograms, or trapezoids.

I can explain the area formula for rectangles, parallelograms, and trapezoids.

Assessment: [Formative and Summative]

Exit ticket
Thumbscale
Group responses
Prerequisite Knowledge/Skills:
We use multiplication of base and height to find area
Technology:
Document camera
Materials:
Document Camera
Interactive Notebooks
Plickers
Area guide
Picture frame
Globe
Glasses

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Group talk and checking answers interest
Class pet

Options for Language/Symbols Options for Expression Options for Sustaining

formula Effort & Persistence

Options for Comprehension Options for Executive Options for Self-Regulation

Space for animal to run Function

Motivation/Opening/Intro: [Think creatively about how to engage your students

into the content.]
M-Step Practice

Teacher brings picture frame, glasses, and globe to class

Why did I bring these things? What do they have to do with math?
They all represent perimeter in some way (borderlines on a globe, frame
around glasses, and frame around picture)
What about the inside? How do we find that?

Naming our class bunny (ask student before class/they submitted ideas yesterday
about what we should name our bunny)

Lets talk about how much space we need it to have.

Online, it said that rabbits need 32 ft2 of space for exercise. Talk in your groups, what
does that mean?
Thats the amount of space on the inside of the fence for the rabbit to run
around
How could we find that space? Talk in your groups and then raise your hands to give an answer
(If a group catches on, explain their answer, If not, explain using grid on notes page.)

Development: [It may help to number your steps with corresponding times.]
Pass out area page, cut it out, title page 20, write it in our table of contents
Write objectives: I can find the area of a figure, I can explain the area formula.

Start finding area of the figures by counting the number of square units that make up
the figure. This is one way to do it. But also count the side lengths of these figures.
Whats the relationship between their length and their width and their area?
A=lw

Move on to next page, what would be our formula we would use here? How could we
find the area of this figure.

Complete first page of interactive notebook then parallelogram video.

https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-
perimeter/parallelogram-area/v/intuition-for-area-of-a-parallelogram
Stop at 1:00 and check-in: Does what he just did make sense?
Work through the problem about area of a parallelogram together.
If we pushed the top length left, it could line up with the lower length (teacher
mentioned they had discussed/explained it like this before)
Area of a trapezoid
https://www.youtube.com/watch?v=yTnYRpcZA9c
Work through area of trapezoid together.

Check in with a thumb scale about these two formulas. Do they make sense? What questions do you have
for me?

Worldview Integration:
What words might we hear when we questions are asking for area? What might we
say when we want to find the amount of space inside something? What might a word
problem ask for if they wanted us to find area? Turn and talk to the person next to
you.
Ask about examples from groups. Write words alongside foldable so we can notice
them in the future.
Examples of Words used: carpeting, inside, tiling, interior, fill, whole, cover

Closure:
Coming back to our bunny, talk in your group, what could be the dimensions of our
bunny fence if it had an area of 32ft2? What could the perimeter be?
Exit ticket check in on how students are doing with area and perimeter for exit
ticket (See below)

Day 2: Pass out and perimeter homework. Perimeter Maze.

TEACHER INTERN POST OBSERVATION REFLECTIONS-

Your reflection on the lesson including ideas for improvement for next time.
Teacher feedback:
Be explicit in expectations
Bring them back to objective
Tie in objective and what we did before

My own reflection:
I gave students many opportunities to talk about things in their groups for 10
seconds and then brought them back together. This didnt go well with the first two
classes but in the third class I clearly laid out my expectations for what this should
look like. It went much more smoothly.

In group C it was difficult with students because students began talking and being
offtask during MStep practice. It was hard to get them back on task.

We got to watch the area of a parallelogram video and I think this was helpful for
student to see how the figure could be transformed but still have the same area.

With the exit ticket, put a line for each desired answer. Otherwise students will leave
sections blank

Class A Exit Ticket Results:

Secure: 6
Developing: 10
Beginning: 5

Class B Exit Ticket Results:

Secure: 6
 Developing: 5
Beginning: 9

Class C Exit Ticket Results:

Secure: 6
Developing: 9
Beginning: 5

Homework:
Class A: Missing Xavier, Estefan, Michelle, Ashley (4 no-names), Juan
All students got at least 15/16
Class B:
Only concerns Natice, missed the first few but got all of the 2 nd half right
Didnt turn in: Ivan, Dana (abs), Jonathan, Johany (one no-name)
Class C
All turned in, most students got all answers correct, a handful missed one or
two due to evident computation errors

Conclusions:
Most students didnt write formula - Maybe its still unclear what a formula is?
On the rectangles and square without inside units shown many students drew
in their own gridlines and then found a formula.
Thinking perimeter is just one side plus the other side
Not specifying what their calculations meant and then I didnt know what
answers referred to

*as a result ask. What if there arent gridlines? Whats our more efficient way of
finding the area? Using the formula.

Working through the videos was helpful in the beginning (parallelogram) but much
more challenging for the trapezoid video. The first class was very confused after we
watched it. With the second class, I introduced the area formula of a trapezoid first
and then we watched the video together. The second class said that the video made
much more sense. I mentioned that they did not have to double the trapezoid every
time they wanted to find its area, but this video was more to show how the formula
works.

With the MStep practice and checking the HRP, we had about half an hour to work
through the lesson. I thought we may get to the next lesson today, but we didnt.
 Name_________________

1. Find the area and perimeter of the rectangle below.

2. Find the area and perimeter of the rectangle below. Make sure
to show the formula you used!
2 in

1 in

3. Find the area and perimeter of the square below. Make sure to
show the formula you used!

6cm

6cm