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Lesson Five

This lesson teaches 3rd grade students about area measurement using grids. Students will build on prior knowledge of using manipulatives to determine area. They will practice finding the area of rectangles by counting unit squares on a grid. The lesson begins with reviewing a problem from the previous day. Then students will independently complete an area worksheet and discuss their answers as a class. Finally, they will reflect on how the size of squares relates to area. Students will complete an exit ticket to assess their understanding of relating side lengths to area and comparing areas using different units.

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Alexandra Keresztes
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83 views

Lesson Five

This lesson teaches 3rd grade students about area measurement using grids. Students will build on prior knowledge of using manipulatives to determine area. They will practice finding the area of rectangles by counting unit squares on a grid. The lesson begins with reviewing a problem from the previous day. Then students will independently complete an area worksheet and discuss their answers as a class. Finally, they will reflect on how the size of squares relates to area. Students will complete an exit ticket to assess their understanding of relating side lengths to area and comparing areas using different units.

Uploaded by

Alexandra Keresztes
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Five

Grade/Content Mathematics: Concepts of Area Measurement


Area
Grade 3
Lesson Title
What about the size of the squares?
Standards
Math (Common Core)
Common Core CCSS.Math.Content.3.MD.C.5a
or GLE/GSE
A square with side length 1 unit, called a unit square, is said to
(state level)
have one square unit of area, and can be used to measure area.
AND
CCSS.Math.Content.3.MD.C.6
National
Measure area by counting unit squares.
Standards (in
CCSS.Math.Content.3.MD.C.7a
all areas
Find the area of a rectangle with whole-number side lengths by
except Math
tiling it, and show that the area is the same as would be found by
and ELA-use
multiplying the side lengths.
Common Core CCSS.Math.Content.3.MD.C.7b
for those)
Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and
mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.
CCSS.Math.Content.3.MD.C.7d
Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the
areas of the non-overlapping parts, applying this technique to solve
real world problems.
Context of the
Students have already been using manipulatives to determine the
Lesson
areas of different shapes. They have analyzed how shapes with
different appearances can have the same amount of a manipulative fill
them and created different shapes with a set type and number of
manipulatives and began transferring their knowledge of area from
manipulatives to grids. The students have been connecting the number
of units in an object to the length of the side of a figure. Students have
formed their own rectangles and connected them to the use of arrays
that they used in earlier lessons on multiplication. The students have
recently been connecting rows and columns to the length and width of
a figure, even if the rectangle is not completely filled with a grid; they
have been able to fill in the missing boxes when necessary to display
the area of a rectangle.
Now that the students have had the opportunity to use
manipulatives to discover area, they will begin transferring that
knowledge over to paper and using grids to further develop their

Opportunities
to Learn

Objectives

Instructional
Procedures

understanding of area.
This lesson should take approximately 45 minutes, however it
could take more or less time depending on how students seem to
understand the lesson.
This lesson is based off of the Engage NY curriculum (which is
used by the school that I am working in).
The students will begin by using their math notebooks to solve a
problem related to what they did in the previous lesson. A sheet with a
problem building on what they learned in yesterdays lesson will be
glued into their notebook prior to the lesson.*
The students will be building on the knowledge that they have
gained through the earlier lessons on area. Since we will be building
on and furthering their knowledge by asking the students to work with
the early knowledge that theyve been building on, but still gradual
enough that they are able to do a lot of the work themselves with some
guidance. For the students who are a little bit more ahead, this lesson
will allow them to begin to recognize that the number of units on each
side is directly linked to the length of the side.*
Students will be doing work as a whole group, individually, and in
small groups. This allows the students to work through problems
alone and with one another to help each other when a group member is
struggling. In addition, while walking around, I will be able to point
out and assist students further.*
For this lesson, I will be creating a sheet where the problems build on
one another. The students will use their whiteboards to start off the
lesson, and then we will move onto a worksheet, and finish with an exit
ticket. I will need copies of the worksheet, exit ticket and a half sheet
of each centimeter and inch grid paper (photocopied onto the same
page for comparison purposes). For my own use, I will use the
SmartBoard and/or the Elmo projector in the room to work through the
problems in sequence with the students.*
Students will be able to:
Interpret area models to form rectangular arrays.
Determine the area of a figure by subtracting the area of the
rectangle that surrounds it.
Identify that units are important to the actual area of a figure.
Opening (10-15% of lesson):
To activate students prior knowledge, I will have a
problem similar to what was done in the previous days
lesson glued into their notebook.

Assessment

v The tub in Mackenzies bathroom covers the tile


floor as shown below. How many square tiles are on
the floor, including the tiles under the tub?
We will then go over the problem on the SmartBoard as a class;
students will contribute by raising their hand and coming up to
the board to show how they solved the problem.
Today we will work on similar problems to what we did in class
yesterday, but we will talk about what the measurement of each
square means related to the area of the shape.
Engagement (60-70% of lesson):
After working through each problem on the days worksheet
individually. When students finish each problem, they will put
their pencil down on their desk and after all students have
finished each problem, the class will discuss their answers as a
whole. We will be working as an entire class and doing the
problem out loud after working through it on paper by
themselves.
v As students are discussing, I will be walking around asking
students further questions about the size of the squares and
whether or not changing the size of the squares will change
the area as well.
Closure (20-25% of lesson):
At the end of the lesson we will regroup and talk about what the
size of the squares means and whether bigger squares or smaller
squares have more area.
To conclude, the students will complete an exit ticket to
determine their complete understanding of the lesson. The exit
ticket will be submitted at the end of the lesson and returned to
them by the start of the next lesson.
Throughout the lesson, I will be asking the students questions
and walking around the room to assure that they understand the
lesson.
At the end of the lesson, students will be presented with an exit
ticket that will be graded to determine their understanding of the
major points of the lesson. The exit ticket will have two
questions:
v Label the side lengths of Rectangle A on the grid
below. Use a straight edge to draw a grid of equal
size squares within Rectangle A. Find the total area
of Rectangle A.

Underneath the question, a grid will be provided


that shows Rectangle A. Students will be
expected to fill in the grid within the rectangle and
label the side lengths. A blank will also be
provided that says Area = _________
v Olivia makes a rectangle with 16 square-inch tiles. Elliott
makes a rectangle with 16 square-centimeter tiles. Whose
rectangle has a bigger area? Explain your answer.
Under this question, a large blank space will be available
and students may use pictures and/or words to explain
their reasoning.
This will be graded on a check system and given back to the
students by the beginning of the next days lesson.
v A P- will indicate that a student has no knowledge of what
he/she is being asked to do. The student will either have
nothing written or will have something written that shows no
understanding of the lesson.
v A P will indicate that a student appears to understand what
they have learned. The student will have two of the three
pieces of the questions on the exit ticket correct.
v A P+ will indicate that a student has complete knowledge of
what he/she is being asked to do. The student will have all
questions answered fully and prove that they understand the
lesson.

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