Candidate’s Name: Nechama Lipschutz
Grade Level: 3
Title of the lesson: Finding the Area
of a Rectangle
Length of the lesson: 45 minutes
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Central focus of the lesson (The central focus should align with the
CCSS standards and support students to develop an essential mathematical
understanding that will connect the mathematical practices with the content.)
Students should be able to find the
area of a rectangle.
Students will use multiplication to
determine the answer.
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Knowledge of students to inform
teaching (prior knowledge/prerequisite skills and personal/cultural/community
assets)
Determine the area of a rectangle based on
multiplication which they have previously mastered.
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Common Core State Standards (List the number and text
of the standard. If only a portion of a standard is being addressed, then
only list the relevant part[s].)
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |
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Mathematical Practice Standards
CCSS.MATH.PRACTICE.MP7 Look
for and make use of structure.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
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Learning objectives
Sample:
1. Students will understand the concept of area
2. Students will know how to measure the area of a rectangle.
3.
Students will use multiplication to measure
the area of a rectangle.
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Formal and informal assessment (including type[s] of assessment and
what is being assessed)
Students each
receive graph paper and calculate the area using either the method of
counting squares or multiplication.
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Instructional strategies and learning tasks (including what you and
the students will be doing) that support diverse student needs. Your design
should be based on the following:
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understanding of students’ prior
academic learning and personal/cultural/community assets
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research and/or theory
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developmental appropriateness
Consider all students, including students with IEPs, ELLs, struggling readers,
and/or gifted students
Worksheets, manipulatives, graph rectangles
Theory/Research: Students can find area by adding the squares. This
will aid them in understanding how multiplication is the method we use to
find area of a rectangle. Students can use kinesthetic material- blocks to
support their learning.
Accommodations and modifications:
manipulatives, graph paper, additional support and proofs using
blocks.
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Instructional resources and materials used to engage students in learning.
Project a graph
paper on the Smartboard, students can create rectangles using the lines and
demonstrate/ practice this skill.
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Reflection: Did
your instruction support learning for the whole class and the students who
need great support or challenge?
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What changes would you make to
support better student learning of the central focus?
I think that the kinesthetic material incorporated in the lesson was
helpful in supporting better student learning.
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Why do you think these changes would
improve student learning? Support your explanation from evidence of research
and/or theory. Students were able to manipulate the blocks and envision the
concept, helping both kinesthetic and visual learners.
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Re-engaging students in learning mathematics
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Identify a targeted learning
objective/goal based on the analysis of student work samples.
Students will recognize that a rectangle is made up of square units so
the area inside can be found by counting the squares or multiplying one side
by the other.
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Design a re-engagement lesson based
on the targeted learning objective/goal.
Teacher creates a worksheet with 3 pages:
1: Rectangles with their measurements. Students need to put in the
correct amount of squares.
2: The same rectangles with the squares already drawn inside. Students
together count the squares and notice that the number is the measurement of that
side.
3: The same rectangles with the measurements, students multiply the
two sides and come out with the area of the rectangle.
4: Different examples where students are instructed to multiply to
determine the area of the rectangle.
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Teach the re-engagement lesson. The
lesson may be planned for one-on-one, small group, or whole class
implementation. one-on-one
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Collect and submit 3 examples of
student work from the same students from the re-engagement lesson that
provide evidence of student mathematical understanding (e.g., formative
assessment or exit ticket.)
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Analyze the effectiveness of the
re-engagement lesson and consider its impact on student learning.
The visual learning tools enhance the learning for those who have trouble grasping the abstract concept. Additionally, the hands on worksheets which built up the math lesson step by step gave the student clarity and practice on the subject.
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