Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: Mathematics - AREA
Grade Level: 3rd Grade
1a. Brief description of the unit of study Perimeter, Area, and Related Word Problems: Students should be ready to investigate area and the formula for
the area of a rectangle.They will measure the area of a shape by finding the total number of same-size units of area
required to cover the shape without gaps or overlaps. When that shape is a rectangle with whole number side lengths,
it is easy to partition the rectangle into squares with equal areas. They should be able to distinguish between
perimeter and area and use appropriate mathematical operations to calculate both. Students will also be able to apply
their knowledge of area to complete word problems involving area concepts.
1b. Grade level standard(s) to be addressed CC.2.4.3.A.5: Determine the perimeter and area of a rectangle and apply the concept to multiplication and to
addition.
in this unit of study
CC.2.2.3.A.1: Represent and solve problems involving multiplication and division.
CC.2.2.3.A.2: Understand properties of multiplication and the relationship between multiplication and division.
CC.2.2.3.A.4: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MP# 1. Make sense of problems and persevere in solving them
MP# 2. Reason abstractly and quantitatively
MP# 3. Construct viable arguments and critique the reasoning of others
MP# 4. Model with mathematics
MP# 5. Use appropriate tools strategically
MP# 7. Look for and make use of structure (Deductive Reasoning)
MP# 8. Look for and express regularity in repeated reasoning (Inductive Reasoning)
2. Learning Targets

2a. Learning targets (concepts and 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
competencies) for all students ● Identify numbers involved in multiplication problems
● Calculate area by counting the number of square manipulatives within a rectangle.
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 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Concepts ● Calculate perimeter by counting the number of lines around the outside of a rectangle
● Demonstrate an understanding of ● Represent a math problem by counting a number of square cubes for each number in a math sentence
properties of multiplication
● Determine the area of a rectangle
as it relates to multiplication
● Determine the perimeter of a
rectangle as it relates to addition
● Distinguish between linear and
area measurements
● Developing a spatial understanding
of the structure of rectangular
arrays and of area
Competencies
● Represent and solve problems
involving area and perimeter
● Solve problems involving
measurement and estimation of
intervals of time, money, liquid
volumes, masses, and lengths of
objects.
● Calculate the length and/or width
of a missing side
2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
● Factor
● Area - the inside of a shape
● Product
● Multiple ● Perimeter- the border around a shape; the edges
● Rectangular array
● Times/Multiply - shortcut for repeated addition; taken _____ times
● Square unit
● Length
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 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

● Width ● Equals/Is - total; final answer

● Rows
● Rectangle - a shape with four side, in which top and bottom are the same length, and left and right are the
● Columns
● Dimension same length.
● Area
CORE VOCABULARY:
● Perimeter
● In/inside - contained within an area
● Out - not contained within an area
● Around - expressing edges or a border
● Over - directional; resting above something
● Problem - something that needs solved
3. Instructional Process

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Instructional Materials, Assessment
Instructional Barriers to Access Accommodations
Practices Resources and
Components and Modifications
Tools
Introduction: Explicit Perimeter and Area Song Students will be assessed Lack of communication Use of AAC or
Instruction/Errorless Video on their responses during skills communication binder
Watch an informational Teaching discussion.
video comparing area Vocabulary Cards Content too complex Preteach
and perimeter Discussion Interactive Math vocabulary/Provide
Interactive Math Notebook adapted materials
Notebooks
April 2016
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Video is uninteresting Offer video and song in

alternate format

Lack of writing Use of adapted writing

ability/fine motor skills materials

Struggles with social Peer buddy or

skills communication Binder

Provide multiple Explicit Vocabulary Cards Interactive Math Vocabulary/Content too Preteach vocabulary
opportunities throughout Instruction/Teacher Notebooks complex
the unit to see, hear, and Modeling/Errorless Pencils
use key vocabulary Teaching Informal assessment Lack of writing Have paraprofessional or
words and ideas Interactive Math during activities. ability/fine motor skills peer buddy record/draw
Think, Pair, Notebooks answers
Share/Partner Activities
Length of activity Give breaks and
Tactile Experiences refocusing of attention

Hands-On, Active
Particitpation
Provide multiple Teacher Modeling Individual bags of Review of activity Lack of writing Use of adapted writing
opportunities throughout Cheezits for each student worksheet answers ability/fine motor skills materials
the unit to understand Hands-on, Active
and employ Participation Guided worksheets Answers to practice Content too complex Have students count
mathematical formulas problems squares instead of
for area and perimeter Tactile Experiences Colored Pencils multiplying; provide
Interactive Math adapted materials

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Provide students with
opportunities to see, feel,
and understand the
spatial relationships
involved in area and
perimeter calculations.
Provide students with
opportunies to read,
solve, and practice
word problems
involving area and
perimeter calculations.
April 2016
Project MAX: Maximizing Access and Learning
Pennsylvania Department of Education
Partner/Group Activities Pencils Notebooks
Struggles with social Place with a trained/pre-
Word problem cards & skills coached partner
accompanying answer
grid Offer breaks and
Length of activity refocusing of attention
Interactive Math
Notebooks Offer an alternative,
Food Allergies to Cheez- allergen-free square
its cracker
Teacher Modeling Graph paper Turn in guided Struggles with social Place with a trained/pre-
worksheets from skills coached partner
Hands-on, Active Dice activities
Participation Use of adapted writing
Colored pencils Interactive Math Lack of writing materials
Tactile Experiences Notebooks ability/fine motor skills
Interactive Math Have Bethany count
Partner/Group Activities Notebooks Content too complex squares instead of
multiplying
Teacher Modeling Footloose grid Review of Footloose Struggles with social Place with a trained/pre-
grid answers skills coached partner
Hands-on, Active Laminated cards
Participation Interactive Math Use of adapted writing
Pencil Notebooks Lack of writing materials
Tactile Experiences ability/fine motor skills
Interactive Math Provide adapted
Partner Activity Notebooks Content too complex materials; have students
count instead of
 Project MAX: Maximizing Access and Learning
Pennsylvania Department of Education
4. Individualized Student Planning
Student Standards-Aligned IEP Goals
Bethany When given direct instruction and
different trials at school, Bethany
will demonstrate fluent math skills
during daily activities during 4/5
opportunities with at least 80%
accuracy.
When presented with a number,
Bethany will use manipulatives to
count out objects to identify that
given numbers quantity
When presented with a number,
Bethany will identify the given
number.
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multiplying
Student-Specific IEP Goals Individualized Student Supports
Given visual and verbal cues, Picture Schedule
Bethany will imitate functional
words/phrases pertinent to her Preferential Seating
daily routine with 80% accuracy in
4/6 trials. Paraprofessional
Given social opportunities with Use of Manipulatives
verbal prompts and modeling as
Communication Binder or AAC
needed, Bethany will demonstrate
age appropriate social skill with her Assistive Technology
peers with decreasing prompts in
4/5 opportunities throughout her Reinforcers/Motivators
school day.
Quiet Area/Breaks
When presented with a picture
schedule, Bethany will perform the Adapted Materials
assigned tasks that are pictured on
the schedule with decreasing Trained Peer Buddy
prompts
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Lesson Plan Summaries

Lesson Plan Summary 1: This lesson plan will be a brief introduction to the concept of area, focusing on squares and rectangles. The teacher will
begin by discussing the math concept previously learned (perimeter) and explain how this is different from area. The class will go over important
vocabulary, concepts, and formulas. The lesson will begin with an introductory video that distinguishes perimeter and area. From there, the teacher
will go over important vocabulary (Length, width, square units, area, etc.) and the formula for area of a rectangle or square.

Lesson Plan Summary 2: The big idea of this lesson is that children will learn that the area is the measurement of the surface of a figure using
square unit. First of all, I will gather children around the table for showing materials that are going to be used for the activities, which are graph
paper, yellow area material (R4), and blank tickets. Here we have rectangle board which is divided into square units. We can measure this rectangle
board by counting these square units. On one side of the rectangle, we call it the length of the rectangle (pointing the side). The other side is the
width. In a rectangle we have other names that are used for sides. This one where the rectangle seems to sleep is the base, while the other side is
perpendicular (touch) to the base is called the height. The base is the length of the sleep side and the height is the length of the standing side. I will
encourage children to find the number of the square unit of the rectangle and count them. The other way that they can do instead of counting one by
one, they can multiply the measurement of the base by the measurements of the height. For example, Base (B) = 10in and Height (H) = 5in, Area=
b.h= (bh) which refer to 10in.5in = 50in2

April 2016
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Lesson Plan Summary 3: For this lesson, students will be calculating area and perimeter using cheez-its. They will be allowed to work in pairs or
small groups. Each child will receive a ziplock bag of cheezits (or an allergen free option, here). They will have a worksheet that guides them through
the creation of various area practice problems. The students will be asked to create different sized rectangles and squares using the cheezits or
crackers. After the students will need to calculate the area and perimeter of each figure. The final problem will require students to create their own
figure and calculate its area.

Lesson Plan Summary 4: For this lesson, students will work in groups of 2 or 3. Each player will pick a different color colored pencil to use
throughout the game. Students will take turns rolling the dice, using the numbers that they rolled to draw the perimeter of a rectangle or square and
write the area in the middle of the shape. This game ends when the players run out of room to draw. The winner is the player who has used the largest
area (most squares). To make finding the winner easier and faster, the students will add up their areas as they go.

Lesson Plan Summary 5: Each student will receive one Footloose grid. There will be 30 laminated cards in plain sight around the room. Students
will work in pairs to go around the room and solve each word problem on the card, putting their work and answer on the Footloose grid that
corresponds with the number on the card. Students will start at one card, answer the question, put the card back, and move on to the next card
repeating the process until the students fill in the Footloose grid. Once everyone is finished, students will return to their seats, switch their Footloose
grid with a classmate, and as a class, go over how to solve each problem and the correct answer.

Adjustments from Peer Feedback for Part II

Based on our peer feedback, most of our major adjustments occured in the Instructional Process section. Originally, we organized this section as
lesson plans, as opposed to individual componenets that should be taught. We addressed these concerns by adjusting these and re-writing them to
highlight vocabulary, formulas, and other mathematical components. In addition to these major adjustments, we made some minor grammatical
corrections and altered our sections I, II, and III to reflect our shift from overall geometry to the simpler topic of area and perimeter.
April 2016
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

The one area of peer feedback we chose not to address was the suggestion of incorporating accommodations for students with complex instructional
needs in our lesson plan summaries. We felt our unit plan adequately addressed this in previous sections. We have various barriers and possible
accommodations for all in the instructional process section. Additionally, there are supports for Bethany specifically under section four. Overall, with
all of the changes we made, we felt it wasn’t necessary to include this at this point in time.

Presentation Video Link

https://youtu.be/bLzKEsoWn1Q

Adjustments from Peer Feedback for Part III

Much of our peer feedback from this section was very positive. Students loved the manner in which we presented, by not reading from our slides but
by knowing the information by heart. They really loved all of the various adaptations we made for Bethany and the other students in our classroom.
The interactive journal and Educreations accomodation option were a hit! They loved the activeness of the footloose problems. Our peers were
extremely happy that we passed around nearly all of our materials for them to see and touch and look through. We also received positive feedback
about how many of our lessons were tailored to meet Bethany’s IEP goals, both functional and academic.

We did also receive some constructive criticism in regards to a few areas where we missed the mark. First, our peers wanted our learning targets to be
separated into concepts and compentencies, rather that simply listed. This was an easy fix, as we merely categorized our existing learning targets into
concepts and competencies. Another recurring comment we saw was to ensure that there was an allergen-free option during the cheez-it activity. In
the lesson plan summary, we have provided a link to an allergen free cracker option. For Bethany specifically, we would likely have her use these
crackers during the activity, but also provide her with a more tasty snack for after, such as Lay’s potato chips. The final piece of feedback we
addressed was the repetitive comment that we needed to focus on accommodating all students, instead of simply accommodating for Bethany. With
this feedback, we mainly addressed it by reprashing some of the components in the Barriers and Accommodations Section. For example, instead of
saying “Bethany can count squares instead of multiplying”, we now say “have students count squares instead of multiplying”. We found it difficult to
April 2016
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

modify the content without a specific student in mind, so we felt giving students access to the different supports for Bethany, when necessary, would
be an appropriate way to include all students.

The final portion of feedback we received surrounded the Footloose word problems. Some of our peers felt the color coding and the confined space
of the answer sheet may have been too much for Bethany. We chose not to alter this component of our unit plan because Bethany will be working
with a trained peer buddy during this activity. We wanted Bethany’s (and other students’) answer sheet to closely resemble her peer’s, so that the
students may be better able to work together. Additionally, we have provided the additional support of large sqaure graph paper for Bethany to show
her work/count the squares on. Although at first glance the activity may seem difficult for Bethany, we feel we have provided ample accommodations
already that will enable to participate in the learning. We may not have adequately explained this during our presentation, but feel confident in this
lesson and accompanying modifications.

Accompanying Materials
Interactive Notebook - Adapted Link: https://www.educreations.com/lesson/view/bethany-perimeter-and-area/38862858/?s=t2t10f&ref=app

April 2016
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Vocabulary Cards Supplemental App

Adapted Footloose Sheet Dice Game Visual Cheez-It Grid Adaptation

April 2016