USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
Lesson Content

What Standards (national or

state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand concepts of area
measurement
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.
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.
MAFS.3. MD.3.6: Measure areas by counting unit squares (square cm. square m, square in, square ft,
and improvised units)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of

Essential Question: What is area?

Essential Understanding; Students will begin to investigate and explore area
SMP #6: Attention to Precision: This SMP will be addressed with attention to precise vocabulary

Given a word problem to solve, SWBAT identify area, define area, and use square tiles to measure the
area of the object given in the problem.

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

mastery, i.e., "C: Given a sentence

written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

This objective is being taught to help student identify differences between area and perimeter.
The lesson prior to this lesson covers the identification and measurement of perimeter. Students can
make connections with what they have learned in order to solve for the area.
This lesson is being taught in this way, using models/square tiles, to give students a concrete example
to what area is and what a square unit is before introducing students to formulas with multiplication
(length x width = area)
It is important for students to learn this concept in order to further their knowledge of algebraic
thinking
Pre-assessment data shows that even though all students have a basic knowledge of measurement,
multiplication, and repeated addition, students do not know the vocabulary that belongs with it. None
of the students were able to correctly identify the area and perimeter vocabulary, which is why the
SMP being focused on is #6, attention to precision. With attention to vocabulary students will be able
to correctly identify and measure area and perimeter.
When looking over the pre-assessment data results I could see that students had little to no

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Evaluation Plan- How will you

know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?

understanding of perimeter or area. When introducing the concept of area I wanted to make it as
concrete as possible for the students. By providing students the opportunity to use a variety of
mathematical manipulatives and exposing them to a variety of different problems I think that I
will be able to achieve this goal.
Using the data from the pre-assessment to have pre-determined differentiated groups for the last
activity.
Using HOT questions as formative assessment throughout the lesson.
Monitoring independent work time and observing strategies used by students. Students will be chosen
to share their work with the class
Activity worksheets given to differentiated groups can be assessed for mastery
Task cards will be given to students to differentiate instruction.
Journal Question at end of lesson is used for a grade/formative assessment.

Basic concepts of measurement

Basic knowledge of perimeter
How to estimate
-How to use tiles/cubes to measure
-How to respectfully discuss problems
-Basic measurement concepts
-How to correctly use a geoboard

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

What do you know about

them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?

-Confusion between perimeter and area

-Square tiles must be touching in order to measure area accurately

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

-Guided Release: allowing students to discover the meaning of area through word problems
-Demonstration/modeling through student examples shared with the class
-Differentiated group work
-Direct Instruction
-Partner Work
-Sharing
SMP #6: Attention to Precision: Emphasis on appropriate vocabulary use in the correct context
This SMP will be addressed through modeling of vocabulary use and encouragement of students to use
the vocabulary as well. Vocabulary words will also be displayed on the board.
Time
Who is
Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in
60
(Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Mins Students)?
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
Teacher

Where applicable, be sure to

address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Both

Students

(7 Mins) Begin the lesson by activating students prior

knowledge with perimeter.
o Begin by asking students what perimeter is.
Allow 1-2 students to share.
o Next, ask students how to find perimeter.
Restate both the definition and how to find
perimeter to the students.
Instruct students to take out their Plickers.
Ask students the 2 review questions about perimeter.
o Definition of perimeter
o Solve the equation for perimeter.

-Present the Mrs. Carwise problem

Mrs. Carwise wants to tile her bathroom floor with square tiles. How
many square tiles will she need to cover her bathroom floor?

Teacher

-Give students a 3x5 or 4x6 index card (the bathroom floor). Have students
estimate how many color tiles can fit on their floor in order to solve the
problem. Then, use the color tiles to see if their estimate was correct. (Give
students independent work time and select students with different strategies to
share with the class)

Teacher

(10 Mins) Introduce the math EQ. What is area?

Have students make an educated guess about what they
think area is. (1-2 students.)
Provide students with the definition of area, based on the

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Teacher

Student

standards.
Pass out a piece of graph paper to each student.
o On that piece of graph paper there will be a shape
that has been drawn.
Inform students that we will be fining the total area of
this object.
o Explain again to students what area is.
Pose the following question to students;
o How would I find the area of this object? Students
will say, by counting the squares.
Explain the square units to students and that when
finding area it is important to be precise and make sure
all of our squares are neatly put together. (Meeting the
requirements of SMP 6)
Find the area if the object through whole group
instruction.
(2-5 Mins) Ask the students if they understand how we
found the area. (Thumbs up or down)
o There will be a back-up object that students will
draw if many of them do not understand how to
count the square units.

-Have students explore estimating and finding the area of other objects around
the room, rounding to the nearest whole tile/inch/number using square tiles
(Ex. Textbook, notebook, etc.)
-Students share their observations with the class and generate a class definition
for area(the amount of space taken up by a 2D object or shape)
*Generating a class definition relates to the SMP, putting an emphasis on

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
vocabulary and the difference between area and perimeter
HOT Questions:
-What strategy did you use to solve this problem?
-How can you find the area of a rectangle if you do not have enough tiles to
cover the whole shape
-How is area similar/different than perimeter?
*SMP is addressed while asking HOT questions-ensuring students use
appropriate vocabulary when explaining their thinking

(7-10 Mins) Pass out another sheet of graphing paper to

the students. This graphing paper is divided in half with a
bold line. Students will be using this one sheet of
graphing paper to solve 2 math problems.
o Instruct students to draw a shape that is 10 square
units.
o Before releasing students, encourage them to use
their math geoboard before drawing their shape on
the paper. This is to help the students to become
more precise in their work. (Meeting SMP 6)
Have students share their work with their
eyeball partner.
While students are sharing their work
walk around the room and make sure
that students are meeting SMP #6. Make
sure they are using appropriate
language.
Have 2 students come up and share with the

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

class.
Choose 2 students that came up with different
area models.
Have a classroom discussion about the model differences.
Ask students to find the area for the two different
models.

-Present Schoolhouse Construction Company Question: Schoolhouse

Construction Company wants to lay square tiles in all of the rooms at Pride
Elementary. If they only have 12 square tiles to cover the PE storage room,
what measurements could the PE storage room be?
-There are many possible answers to this question including squares,
rectangles, and irregular polygons. After problem is presented, allow for
independent work time and circulate room to monitor student work. Ask HOT
questions while circulating
HOT Questions:
-Why is area measured in square units?
-What is area?
-How can two different shapes have the same area?
*These HOT questions directly relate to the SMP. Students define and explain
square unit and area

(7 Mins) Have students create a different shape on the

bottom of the graph paper.
o Have students find the area of their shape.
Share with their eyeball partner.

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Eyeball partner will check their partners work.

-As students begin to finish the problem, present differentiated activities based
on responses. Three different group activities:
Reteach Group: Find the Area activity (use color tiles to model problems)
(attached at end of lesson plan)
Core Group: pgs. 451-452, #2-7, 9-10
Enrich Group: Arnold or Arthur Activity (attached at end of lesson plan)
-Give students independent work time to complete differentiated activities. As
groups begin to finish, present journal problem for students to answer for
assessment grade.

(10-15 Mins) Using the pre-assessment data and student

performance during the beginning of the lesson pass out
the three different area task cards.
o Reteach group: envelope will be marked with a 1.
o Core group: envelope will be marked with a 2.
o Enrich group: envelope will be marked with a 3.
No two task cards are the same, however,
they are divided by complexity.
Give the students independent work time to finish their
task card.
Have a few students come up and share.
o When sharing encourage students to use precise
language, such as including area as square units.
(Meeting SMP 6)

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
Journal Problem: Sense of Non-sense Question (attached at end of lesson plan)

What will you do if

(5 Mins) Instruct students to turn back to the whole

graph sheet and answer the question at the bottom of
the page.

a student struggles with the content?

-Provide one-on-one assistance during independent work time
-Students may work together if they are struggling
-When using differentiated groups, give these students the reteach activity and work with that group
individually
a student masters the content quickly?
-Ask student HOT questions
-Ask if they can figure out how area and arrays are related
-Turn and talk with group members about problems and explore different strategies
-When using differentiated groups, give these students the enrich activity to work on
-Share their work with partners and explore different strategies that they can use
-During differentiated instruction time, students who received envelope 3 are the enrich group.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
n/a

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Name: _Courtney Artigas, Jacob Rogers,

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
If applicable, how does this lesson connect to/reflect the local community?
Area can be found/practiced anywhere in the community. Many jobs, such as construction workers,
architects, etc. use area daily.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
-Use differentiated activities (Reteach, Core, Enrich) that apply to different students
How will you differentiate instruction for students who need additional language support?
-Use differentiated activities (Reteach, Core, Enrich) that apply to different students
-Provide one on one instruction during independent work time.
-Allow groups to discuss problems for deeper understanding.
-Using manipulatives

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

-AP: Gets off task easily and likes to talk- seated at front of room
-DA: Sometimes needs encouragement and extra support: Seated at table with all above level students
who are willing to help
-When working on individual portions of the lesson students will be given
additional time if it is so required.
-2 ELL students are in this classroom. These two students speak fluent English,
but if additional language support is required students shall receive additional
support. To receive this support, students are simply required to raise their

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan
hands.

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

-Index cards- Mrs. Carwise problem

-Square tiles or snap cubes to measure/model
-Student math journals
-Projector
-Worksheets for differentiated activities
-PowerPoint
-Plickers
-Graph paper
-Unit squares
-Geoboards
-Math journals
-Task cards

Name: _Courtney Artigas, Jacob Rogers,

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Journal Question:

Name: _Courtney Artigas, Jacob Rogers,

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Name: _Courtney Artigas, Jacob Rogers,

USF Elementary Education Lesson Plan Template

Courtney Hansen
KEY:

Day one, using the formative assessment to plan instruction.

Day two, modifications to the lesson based upon student response to instruction on day 1
Day one lesson plan
Day two lesson plan

Name: _Courtney Artigas, Jacob Rogers,