3-Part Lesson Plan

Topic/Big Idea: Spatial Sense & Measurement – Finding the Area of a Rectangle

Grade: 4 Subject: Mathematics Time: 60 minutes

Curriculum Expectations and Learning Goals

Curriculum Expectations: Learning Goals
I can:
E2.5 - Determine side length
Determine, through investigation, the side length measurements of a rectangle that are measurements of rectangles
needed to calculate the area. - Multiply side lengths to
Demonstrate that the area of a rectangle can be found by multiplying the height and width determine the area of a rectangle
lengths. - Demonstrate different strategies
E2.6 for finding the area of a
Apply the formula for the area of a rectangle to determine the areas of rectangles with rectangle
various side length measurements.

Part 1: Minds On Estimated time: 20 minutes

What prior knowledge do my students need in order to relate to and be successful with
the content of the lesson? What strategies can I use to activate students’ prior Materials & Tools:
knowledge? - Chart grid paper with different
rectangle visuals
Prior knowledge required for this lesson include:
- Visual handout of the definition of
• How to find the perimeter of a rectangles (learned in previous lesson)
area, how to calculate area, and
• Definitions of measurement, length, width, perimeter, and area visual examples (for
• Students will need to know basic multiplication tables accommodations).
• Units of measure (e.g. centimeters & meters)

For the Minds On activity, the teacher will write down the correct definition for area and also
display images of different sized rectangles on grid chart paper (units for each side of the
rectangle will be included). Then, the students will be asked to count how many grid squares
are inside each rectangle and share their answers as a class.
Once this is completed, the students will be asked to multiply the side length units provided
for each rectangle individually, and then talk to their partner (the student who is seated beside
them) about the answers they got. Students will share what they noticed with the class and the
teacher will recap the multiple methods in which the area of a rectangle can be calculated
(e.g. using grid paper, multiplying the side lengths).

What key questions will you ask during the lesson?

- What do we know about area?

- What characteristics do we know about rectangles and their side lengths?
- How can we measure the area of a rectangle?
- Are there multiple methods to find the area of a rectangle?

Part 2: Action Estimated time: 30

1
This section of the lesson describes how students will explore and investigate a new - Desks will already be arranged in
concept (constructivist approach). This is a time when students can communicate, partners
discuss, support each other, construct new knowledge, develop concepts, and use higher - Visuals of the rectangles using
order thinking skills. This is a time when teachers can interact with students, paper cut-outs, cube blocks, grid
differentiate instruction to meet all student needs, identify and challenge student paper.
misconceptions and assess for learning.
- Paper and pencils for the group to
write their answers and show their
Following the Minds On activity, students will be placed in partners. Each pair will be given
work.
3 visuals of different sized rectangles (e.g. paper cut-out rectangles, rectangles made out of
cube blocks). Some rectangle visuals will include side lengths while others made out of - Additional challenging visuals will
blocks or drawn on grid paper will not. Students will have to work as a group to identify 3 be included for students who finish
things: the activity early

1. The length measurement

2. The width measurement
3. The total area of each rectangle visual

They will also have to show their work and include what steps they took to find the area for
each rectangle on a piece of paper (e.g. by counting the grid squares/cube blocks or
multiplying the side lengths provided).

As this is taking place, the teacher will be walking around the classroom to ensure that
everyone is participating and that students understand the concept of area and are aware of
the multiple methods in which it can be determined.

The activity will be taken up at the end of class. Students will be welcomed to share their
answers/explanations.
What key questions will you ask during the lesson?

- Where can the length and width measurements be found on a rectangle?

- What happens when we multiply the length and width of a rectangle?
- How else can we find the area of a rectangle if the length and width are not
provided?

- What do you think is the best way to find the area of a rectangle? Why?

Part 3: Consolidation Estimated Time: 10 min.

This section of the lesson is a time to highlight the big idea(s), identify common errors, - Sticky notes
assess FOR learning for next steps, assess AS learning, and have the students reflect on
learning (meta-cognition).
- Homework worksheet

As an exit ticket, each student will have to write one thing they learned or pose a question
they have after the lesson. Each student will be invited to post their sticky note on the
whiteboard.

An area worksheet will be assigned for homework. This will allow students to practice their
skills individually and develop their knowledge of finding the area of a rectangle.

What key questions will you ask during the lesson?

- What did you learn from today’s lesson?

- Are there any questions that you still have after the lesson?
- Did you enjoy the lesson?

Considerations

2
Assessment Tools:
The Minds On activity acts as a diagnostic test
because it allows the teacher to observe the
students and get an idea of which individuals
understand the concept. For the remainder of the
lesson, the teacher is walking around and
observing who is participating in the group work.
Each group is also required to write their names
on the piece of paper that has the answers. This
could be formally assessed by the teacher. The
teacher will also have access to the homework
given to each student. The homework can be used
to assess students understanding individually.
Accommodations: Next Steps for Learning:
- Completing the Minds On Students will be given a worksheet based on
activity will allow me to the lesson for homework, allowing them to
recognize which students are use the skills developed during the lesson to
struggling with the concept of find the area of different sized rectangles
measurement and area. (assessment for learning). This worksheet will
also serve as practice for students who
- Students who struggle with the already have a strong understanding of the
Minds On activity can be concept. At the beginning of the next class,
paired together with students will be partnered up and swap
individuals who have a similar homework for an informal mark (assessment
understanding of the content as learning). Students will be able to identify
for the remainder of the mistakes and compare methods for
lesson. determining the area of a rectangle with their
peers.
- Provide a visual handout to
reference the definition of
area, how to find the area of a
rectangle, and examples of
different rectangles
- I would ensure that each group
is made up of students who are
at the same level of
understanding (this is to allow
each student the opportunity to
share his/her ideas).
- Because the teacher will be
walking around during the
activity, they will have the
opportunity to assist
groups/students who are
having a challenging time by
providing hints/prompts
Visuals are used such as grid
paper and cube blocks to aid
students who have not yet
grasped the multiplication
aspect of calculating area.
- Students who do not want to
post their sticky note on the
board can give it to the teacher
- Teacher can answer/clarify
any questions that students
still have about the lesson
3
Example of Visuals for Lesson Plan:

Part 1: Minds On Examples

Part 2: Action Examples