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PEPE
Lesson Plan
Written
by: Vickie Carroll Rodeocarroll@aol.com
Formatting, Graphics, and
Editing by: Dr. Beth McCulloch Vinson
I.
Preparing (to plan for instruction)
Materials:
·
Alabama Course of Study:
Mathematics, page 31. How Big is a Foot? bags of square tiles, (20 in each bag), overhead projector,
handouts with a 3 x 5 grid rectangle labeled A, a 3 x 4 grid rectangle labeled
B, a 2 x 3 grid rectangle labeled C, and rulers.
Objectives: The students:
·
(Knowledge) will find the areas of rectangles by using square units.
·
(Application) will apply this knowledge to real-life situations.
·
(Comprehension) will simplify the method of counting square units by
multiplying the length times the width.
Grade
Level: Third Grade
II.
Orienting (To establish purpose, build background,
sustain motivation, and provide directions)
Anticipatory Set:
·
The teacher will read the book, How
Big is a Foot?
·
The teacher will say, “Today we are going to learn how to find the area
of a rectangle by using square units.”
Purpose:
·
The teacher will say, “The purpose of this lesson is to teach you how
to find the area of any rectangular shape.
You will need to know this in the future when you want to know how much
material you will need to build a house, how much carpet you will need for a
room, how much material you will need to make a quilt, and even how many acres
of land you own.”
Connection to previous learning / Build background
knowledge:
·
The teacher will say, “I know that all of you can multiply. Today, we will learn how to use what we
already know about multiplying numbers and apply it to things we need to know
in everyday life.”
III. Presenting: To use sequential direct instruction width
Teaching Procedures:
·
The teacher will define length and width.
·
The teacher will use the overhead projector to demonstrate the
following steps:
·
The teacher will say, “Measure the length and width of rectangle A and
write the total number beside each line measured.”
·
The teacher will say, “Measure the length and width of rectangle B and
write the total beside each line measured.”
·
The teacher will ask, “What is the length of rectangle A?” (3 inches)
·
The teacher will ask, “What is the width of rectangle A?” (5 inches)
·
The teacher will ask, “What is the length of rectangle B?” (3 inches)
·
The teacher will ask, “What is the width of rectangle B?” (4 inches)
·
The teacher will pass out bags of one-inch square tiles for the
students to use to help find the areas of the rectangles.
·
The teacher will ask the students to cover rectangle A with one-inch
square tiles.
·
The teacher will say, “Count the number of tiles you used to cover rectangle
A and push them to the side. Write your
answer on the inside of the rectangle.”
·
The teacher will ask, “How many square inches did it take to cover
rectangle A?” (15 square inches)
·
The teacher will say, “Fifteen is the area of rectangle A because that
is how many square inches it took to cover the whole rectangle.”
·
The teacher will say, “Now cover rectangle B with square tiles.”
·
The teacher will say, “Count the number of tiles you used to cover
rectangle B and push them to the side.
Write your answer on the inside of the rectangle.”
·
The teacher will ask, “How many square inch tiles did it take to cover
rectangle B?” (12 square inches)
·
The teacher will ask, “Do you see a way that we could have found the
same answer without counting the tiles one-by-one?” If the students respond by saying “no”, the
teacher will demonstrate how the length multiplied by the width gives them the
same answer.
·
The teacher will say, “Now, when you want to know how many square
inches of material it will take to make a quilt for your bed you will know how
to find the area of the bed.
IV.
Practicing
and Summarizing (to reinforce and extend ideas)
Review:
·
(Comprehension) The teacher will
say, “If we wanted to know how many square tiles would cover a table top, what
would we need to do first to find the answer?”
·
(Application/Comprehension) The
teacher will say, “Why?”
Guided Practice
·
The teacher will ask, “How many square tiles do you think we will need
to make a 2 x 3 rectangle?”
·
The teacher will say, “Make a 2 x 3 rectangle using the grid labeled
C.”
·
The teacher will say, “What is the area of the 2 x 3 rectangle you just
made?” (6 square inches)
·
The teacher will ask, “Could we have found the area of the rectangle
without using the tiles? How?” (multiplication)
Independent Practice
·
A 5 x 6 rectangle and a 2 x 5 rectangle will be displayed on the
overhead projector.
·
The teacher will ask the students to work with a partner to find the
areas of the rectangles.
·
The teacher will ask volunteers to share their answers with the rest of
the class and explain how they found their answer.
Summarizing
·
The teacher will say, “Today, we learned that we can find the area of a
square unit by multiplying the length times the width.”
DID YOU KNOW
THAT AREA IS
ALWAYS MEASURED IN SQUARE
UNITS?
V.
Assessment (to check for attainment of objectives)
Informal
·
The teacher will say, “I want all of you to go home and find the area
of something in your house.”
Formal
·
A test will be given at the end of the week to check for mastery of the
subject. This test will have
different-sized rectangles drawn for the student to measure and find the area.
For Enrichment
·
The teacher will ask the students to find the areas of other square
units that are in the room, such as boxes, rugs, and desks.
For Remediation
·
The teacher will allow the students who need remediation to continue to
use the square tiles in order to find the areas of rectangles.
Also, see the “Area
and Perimeter”
PowerPoint
Slide Show at:
http://www.athens.edu/pt3/vinson/area.ppt
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