Lesson Plan For Monday: CCGPS: MCC.3.MD.

5: Recognize area as an attribute of plane figures and understands 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. MCC.3.MD.6: Measure areas by counting unit squares MCC.3.MD.7: Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. MCC.3.MD.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. Objectives: After this lesson, the students will be able to: Describe how to find Perimeter Describe how to find Area Find the Perimeter, Area or Both of a simple Rectangle by: o Counting Unit Squares o Multiplying o Adding Describe a Unit Square Materials: Spaghetti and Meatballs for All by Marilyn Burns Smart Board Projector Computer Color Tiles Introduction: Class this week we will be learning about perimeter and area. To introduce us to this topic we will read the book Spaghetti and Meatballs for All by Marilyn Burns. Our essential questions for the week are: How is perimeter measured? And why is it important to know how to figure out the area of a figure?

Procedure/Content Development: Ask the students, from the cover of the book, can anyone make any predictions about what this book is going to be about? Give time for a few students to make predications and then read Spaghetti and Meatballs for All! At the end of the story ask the students why they think that none of the other seating arrangements worked except for Mrs. Comforts idea. Explain that the reason is because even though the area stayed the same, the perimeter changed to smaller numbers. Show the students the color tiles and explain to them that one side of a square is considered to be 1 unit and that area can be measured by counting the unit squares. Go through Introduction to Perimeter and Area Smart board lesson and have students come up to the board to work out simple problems. Pass out color tiles and have students work in groups to find squares that have an area of 12 and a perimeter of 26, an area of 9 and a perimeter of 12 and an area of 20 and a perimeter of 18. Once they think that they have found all of the possibilities, they are to get out a sheet of white paper and draw them out labeling each of the drawings and then turn it in to the math basket. Can someone describe perimeter to me? Wait for a few responses and then ask for someone to describe area and describe how we use the color tiles. Closure: Today we started to learn about perimeter and area. Perimeter can be described as the distance around an object where you add all of the sides to get the answer. Area is the amount of surface inside a space when you add all of the pieces. The color tiles can also be called unit squares and can be used to find area of an object. Tomorrow we will continue learning about perimeter and area. Evaluation/Assessment: I will use the drawings as a summative assessment for the day to see how many students understand the lesson and how many students did not understand it in order to gauge how much re-teaching I will need to do tomorrow.