Miss Bryton's Classroom AREA (right one)

Monday, October 22nd, 2018

3rd Grade Mathematics

Area of a Figure

Standards
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. Idaho Common Core Math
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Idaho Common Core Math
3.MD.5.a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. Idaho Common Core
Math

Objective
Students will be able to correctly define a square unit as a measurement and recognize area can be used to determine the size of any plane figure.

Planning and Previous Lessons

1. Students will have known what a square unit is
1. CCSS.MATH.CONTENT.3.MD.C.5.A
2. What is considered a closed plane?
1. CCSS.MATH.CONTENT.3.MD.C.5.B

Materials
Sticky notes
Notebook
Pen(cil)
Whiteboard

Procedures
Introduction to new material (10 minutes)
1. In our previous lesson, we have been going over what a square unit is and how we use it.
When we use our measurements, what do we measure the area with? cubed? squared?
Square Unit
A unit square that has the lengths of 1
Square sticky note=1 Square Unit
2. A few lessons ago we went over a plane and what the definition was
A plane is a flat two dimensional surface that is considered a regular shape
What are some examples of planes that you can see right now?

1. Direct Instruction (15 minutes)

1. How many sticky notes does it take to cover the front cover of your notebook?
Any overlaps?
Any coming off the edges?
Non examples vs. Examples
2. "AREA"
What is area?
the size or the surface of an object or the total amount that a space covers with no gaps or overlap
Why the sticky notes?
What do we use area for?
2 dimensional
3. Examples of Area
1. 4x1 unit rectangle
2. 2x2 unit rectangle
3. 1x4 unit rectangle
They all have 4 sqaure units!
Guided Practice/Group Work (10 minutes)
1. Make 3 different rectangles on your desks that have an area of 6 square units.
One side of the room does 6 sq units, the other does 8 sq units
On a separate piece of paper, write down the math sentence that represents the rectangle made.
2. Board work-example.

Assessment Questions (5 minutes)

1. What is area?
2. How do we measure area?
3. Questions??

Independent Practice/Check for Understanding (10 minutes)

1. Make 3 number sentences ALONE on a piece of paper.
2. Take the sticky notes and correctly place them in a rectangular shape to find the area.
3. This is your exit slip out of class!

Homework
Counting Unit Squares Wksht
area-counting-unit-squares.pdf

Accomodations & Modifications

Enrichment: Give advanced students an extra challenge by having them work out different multiplication equations on another sheet of paper. Some
problems you can assign are: 9 x 6 = ___, 3 x 7 = ___, 5 x 12 = ___, and 8 x 4 = ___. Ask them to find and record the area of each answer by decomposing a
factor. For example, 9 x 6 = (5 x 6) + (4 x 6) = 30 + 24 = 54. Area = 54 sq. units. Students should also draw and label a visual representation for each problem.
(A 9 x 6 array would be divided into two sections: one labeled "5 x 6" and another labeled "4 x 6.")
Support: If there are only a few struggling students, give them one-on-one support. If there are multiple students in need of assistance, pull them aside
for small group instruction. Briefly review the lesson with them and, if needed, reduce their workload.

Resources
https://www.education.com/lesson-plan/finding-area/
http://www.corestandards.org/
http://www.sde.idaho.gov/academic/standards/

Reflections
How effective was this lesson?

Where does there need to be improvement?

What do I want the students to say tomorrow about this lesson?

How well did I communicate my lesson to my students?

Do my assessments really reflect learning, or merely task completion or memorization skills?