EDCT 2030

PATTON COLLEGE OF EDUCATION

Ohio UNIVERSITY

Name: Christy Jenkins

Subject: Math
th
Grade: 7

Lesson Summary: During this lesson, students will learn how to determine the area for basic
quadrilaterals (rectangles, parallelograms, and squares) and triangles. This will set a foundation to
discuss finding the area for other shapes, and will also lead into a lesson on the Pythagorean
theorem.

Estimated Duration: 55 mins

Commentary/Standards addressed:

7.G Draw, construct, and describe geometrical figures and describe the relationships between
them.
1. Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different
scale.

Lesson Objectives:
Students will be able to determine the area of triangles and basic quadrilaterals (squares, rectangles,
and parallelograms) when given the measurements of length and height.

Technology Used:
Students will use iPads with the Slack, Adobe Acrobat and Whiteboard apps. The teacher will send the
pre-assessment through slack in a PDF to the students prior to class starting. Students will use the
Adobe Acrobat app to complete the pre assessments. As the lesson continues, the teacher will use a
computer to send practice problems and the post assessments for students to complete through Slack as
well. The teacher will carry an iPad throughout the lesson, as students will be able to communicate any
questions or ask for help through Slack. At the end of the lesson, students will submit the completed post
assessment through Slack for grading. A whiteboard app will also be used throughout the class as we go
over different activities. Students will write responses on their whiteboards and hold up for the teacher
to see.

Pre-Assessment:
Before introducing how to find the area of different shapes, students will complete an online worksheet on
their iPads. (The worksheet will be sent through Slack, and they will open and complete it through the
Adobe Acrobat app.) The worksheet will list different types of shapes and students will be asked to define
 EDCT 2030
PATTON COLLEGE OF EDUCATION
Ohio UNIVERSITY
each shape and draw an example. This will help me informally assess their knowledge of less commonly
used shape names such as parallelogram and quadrilateral. Once students complete the online
worksheet, I will lead them in a brief discussion about how different shapes can have different names (i.e.
a rectangle is also a parallelogram and a quadrilateral).

Pre-Assessment Scoring Guidelines:

This will be an informal assessment to help me learn if we need further review of shape names and
definitions before moving onto the lesson in finding the area.

Post-Assessment:
Students will complete an online worksheet, again using Slack and the Adobe Acrobat app. This will be
completed individually and students will be permitted to use their notes from the days lesson. While
students will receive a grade for this assignment, it will again be used to help me assess what the
students have learned and what we may need to further review as a class.

Post-Assessment Scoring Guidelines:

The post-assessment worksheet will be graded as a homework assignment. Students will be given time
in class to work on this, but may also take it home if they need more time to complete it. It will be graded
out of 10 points, and they will receive point for each problem for which they use the correct formula,
and point for each correct answer.

Instructional Procedures:

1. The teacher will instruct students to get out their iPads and sign into their Slack account to
complete the pre-assessment. During this time, the teacher will also take attendance and take
care of any housekeeping tasks.
2. Once it looks like most students have completed the pre-assessment, the teacher will go over the
worksheet with the class. For each shape, students will use their whiteboard app to draw an
example and hold it up. The teacher will quickly survey the class and draw the examples seen on
the board. For each shape, we will discuss a definition. Students will be encouraged to write
down the definitions for any shapes they do not know.
3. After reviewing the pre-assessment and shape definitions, the teacher will ask students what the
area of a shape means? The teacher will explain that the area is the size or measurement of
a surface.
4. The teacher will draw a large square on the board, and label each side as 5 feet. She will explain
that to find the area of a square, you multiply one side by itself since all sides have the same
length (in this case, 5x5). With the result of 5x5 being 25, the teacher will explain that when you
measure area it is in squared units. Since you are measuring feet x feet, the result is 25 square
feet.
5. The teacher will go on to explain that the area of a rectangle is found by multiplying one short
side by one long side, or by multiplying the length times the width. She will draw a rectangle on
the board, as was done with the square.
6. The teacher will then draw a parallelogram and ask students if they can guess how to determine
the area (wait for response). Depending on responses, the teacher will explain that its basically
a crooked rectangle, so the area is determined the same way (length x width).
7. The teacher will then draw a line across one or more of the shapes to divide each quadrilateral
into two triangles. She will ask, if a triangle is of a quadrilateral, how do you find the area of a
triangle? She will wait for responses to see if students can figure it out on their own, then explain
that the area of a triangle is of its base (or length) x height.
 EDCT 2030
PATTON COLLEGE OF EDUCATION
Ohio UNIVERSITY
8. The teacher will then send a practice worksheet through Slack, while instructing students to work
in groups of 3-4 (as arranged by tables) to complete some practice problems.
9. While students are working together, the teacher will move around the room with an iPad
observing how students are doing and answering any questions. Students may ask questions via
Slack to the teacher as well.
10. As groups are finishing up, the teacher will send the post-assessment/homework to students via
Slack for them to begin working on. Students will be instructed to complete this independently,
but that they may use notes or practice examples to help. Students should return completed
assessments to the teacher via Slack, and may use Slack to ask any questions or explain any
problems they have while completing it.

Differentiated Instructional Support/Modifications/Accommodations

For learners who are advanced:

If a student seems to be getting through this assignment with ease and needs more of a challenge, I will
encourage them to figure out how to find the area of other shapes, such as a trapezoid, rhombs, or a
circle. They can use their iPad or textbook to figure out this information. If they seem to get a good
handle on it, ask if they would be interested in being a peer teacher for the following lesson. Depending
on the number of students in this advanced category, they may be distributed across different groups. If
there are only 1-2, they could help me monitor the class for questions during the next lesson.

For learners who are struggling with the activity:

If students are struggling with this lesson, I will talk to them and ask questions to find out where they are
struggling. Depending on how they are struggling, I may give them a formula sheet for them to easily
reference which formula to use or may allow a calculator for solving the equations. If they really struggle
with the post-assessment, I may reevaluate if I need to do some re-teaching with them or if they need
extra practice. If they perform poorly but seem to be making an honest effort, I will give them an
opportunity to redo the homework after we discuss some problem areas.

Extension
Students will identify objects in the classroom that contain the shapes we are discussing. They will use
rulers or tape measures to determine the area of these different objects or spaces.

Students will work in groups at their tables to brainstorm as many ways as possible that they may need to
know how to find the area of something in real life (i.e. building a house, installing carpet, etc.). They
will write these ideas and upload them to slack. The team that has the most ideas will earn 1 bonus point.

Materials and Resources:

Teacher Computer
Teacher and Student iPads (with Slack, Adobe Acrobat, and WhiteBoard apps installed)
Online Pre-Assessment
Online Group Practice Exercises
Online Post-Assessment/Homework
Rulers and Tape Measures