Steph Mowery

Indiana Wesleyan University

Elementary Education Lesson Plan
Mathematics
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)
Students will be able to identify side lengths of a given area and draw rectangles using square units.
B. Objective(s)
1. After completing the lesson, students will be able to identify side lengths that multiply to equal a
given area.
2. Following the lesson, students will be able to solve for a side length when given the area and
other side length.
C. Standard(s):
3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and
show that the area is the same as would be found by multiplying the side lengths. Identify and draw
rectangles with the same perimeter and different areas or with the same area and different
perimeters.
- Students have been introduced to area in previous lessons. This standard is a continuation of
learning the concept of area.

II. Management- Time per lesson element, space, behavior, materials

- Time: Times are listed at each section
- Space: students will go to their carpet spot for lesson presentation and then transition to their seats for
independent; slideshow will be displayed onto whiteboard
- Behavior:
Teacher will implement classroom behavior management system - students who are following directions and go
above and beyond will get to take a “piece” off of their art masterpiece that reveals more of their artwork.
Students who are not following directions or are disrespectful will be asked to give up one of their pieces that has
already been removed from their artwork.

Teacher will also implement the management technique used frequently in the classroom to get students’
attention. Teacher says, “Hey crew,” and students reply, “Yoo Hoo.”

- Materials:
● PowerPoint on google slides
● Grid Paper
● Worksheet for students to fill in while completing their theme park
● Crayons
● Sticky notes

III. Anticipatory Set: (3 min)

I need you all to transition quietly to your carpet spot. You don’t need to bring anything. Please be there in 10
(count down strategy teacher often uses).
How many of you have ever been to an amusement park? Raise your hand. Talk to your neighbor about a time you
went to one.
Can anyone tell me what an architect is? In order to create an amusement park, an architect has to create a plan.
What do you think an architect needs to include in a design plan? An architect has to figure out what is going to go
where and the amount of space that is needed.
Here are some examples of design plans. What do you notice? As you can see, they have mapped out where
different attractions are going to go. Flip to slide 5. And in this plan, you can see all these different numbers. What
do you think these different numbers mean? Bring the conversation into talking about area. In order to know how
all the roller coasters are going to fit in this space, you have to find how much area of land you need for each.

IV. Purpose: (Listed on slide) What if you were the architect of a theme park… (next slide) Breaking
News: The Theme Park Committee of America would like to build a theme park in an open area of 100
square units and they are accepting design plans from this 3rd grade classroom! (the importance of
area and how it is used in everyday life)

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students—
· Students who are not understanding the concepts will be pulled aside during
independent work with the teacher so they can ask questions and work through the
difficulties.
· Extra challenges will be given to students who finish early - it is expected that some
students will not get to the closure activity due to time. The students who could benefit from
an extra challenge will be able to complete those activities.
. Various learning styles and multiple intelligences are considered throughout this lesson.
. Students with disabilities will be given a worksheet with fill in the blank formulas that
provide more structure and step-by-step directions.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output): (10 minutes)
Directions given as teacher goes through slides:
● You have 324 square units to fill! Here are some attractions for you to include in your design plan: roller
coasters, waterslides, food court, and restrooms.
● Here are some of the roller coasters you will include in your plan. Listed with each is the approximate area
it takes up. First we have the Corkscrew! It takes up 56 square units (and I will give you all a sheet with this
information on it as well. So you don’t have to feel like you should memorize the numbers). Next, we have
the Thunderbolt. It takes up 20 square units. And here we have the Dominator - 35 square units! Next, we
have the Wild Water Coaster - 40 square units. Then we have The Loopster - 25 square units.
● So we are going to do a couple examples together. Here we have a roller coaster called (pull a stick to have
student name it)_____. It says here that this coaster is 40 square units. Now I am wondering how we can
make a space for this coaster that is 40 square units. What could we do first? Call on student. Yes I am
thinking that we could find two numbers to multiply to find the area. What two numbers could we multiply
together to get 40? After students give you two numbers, draw on grid displayed on white board. Okay,
so I am going to draw over 10 squares and then how many do I need to go down now? Yes, 4. And I am
going to complete the rectangle. Are there two other numbers we could use to also get 40? What are
they? Complete the same process used with two numbers before. Now we have two rectangles here.
Could we draw anymore rectangles with the square unit of 40 that are different than these two? Call on
 someone to come draw. Now when I am finished with drawing this roller coaster’s area, I am going to
write the name of it inside so I know that I have already drawn this one.
● Let’s do another one together. Here we have this roller coaster named (draw stick to have student name
it). This one is a little different. Instead of having to come up with two numbers to equal our area, we are
given one of the numbers. It says that our area is 35 square units and one of the side lengths is 7 units.
How can we figure out what the other side length is? Call on student to answer. 7 times 5 is 35. So one of
the side lengths will be how many squares? Yes 7. So I will draw down 7 squares. Can someone come finish
this for me? Have student draw over 5 squares and complete rectangle. Now just like the last one, when I
am finished with drawing this roller coaster’s area, I am going to write the name of it inside so I know that
I have already drawn this one.

o Independent practice: (10-15 minutes)

 Okay now you are all ready to be architects! When I say go I want you all to transition back to your seats.
If there is a quiet and quick transition I may put a marble in the jar (behavior management method
teacher uses).
● Hand out worksheet and grid paper. The first step: name your theme park! Give a minute or so for
students to name. Now you can see that the roller coasters we saw earlier are listed on your paper. It is
your job to figure out which roller coasters you are going to have enough room for and where you are
going to place them. You also have a food court and bathroom area listed. Should there be more than one
of each? Keep these things in mind as you design!
● Under each roller coaster and attraction you may want to write down different combinations of side
lengths that multiply to equal your area.
● Remember when you draw the rectangle for the area of a roller coaster, write the name of the roller
coaster inside to it so you know which ones you have used.
● After you have finished your design, you may outline the rectangles in marker.

VII. Check for understanding:

The teacher will observe students during activity, walk around and ask students questions, and collect papers
at the end.

· Reteach: If certain students struggle with concepts, the teacher will reteach and support them during
independent work.

VIII. Review learning outcomes / Closure: (5 minutes)

● Answer the question at the bottom of your paper that says, “After completing the design plan..”
● Okay I would like you all to write something you found challenging on a sticky note and something you
enjoyed from this activity.
● Now that you are finished with your design plans, you may share with the people at your table.

PLAN FOR ASSESSMENT

o The teacher will walk around observing students during their activities, asking questions, and answering
questions.
o The papers written on during independent work will be collected to see if the students were grasping the
concepts that were taught. The sticky notes from the closure activity will also be collected.

REFLECTION AND POST-LESSON ANALYSIS

 1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences

 Did my lesson efficiently meet the needs of each student?

I designed my lesson to include multiple learning styles and provided instruction that would be relatable and
understandable for all students. I noticed that a few students were distracted at certain points of instruction. I
could have incorporated more movement for kinesthetic learners. After teaching, I realized I did not give enough
thinking time after I asked questions. For future lessons, I will be purposeful in giving more wait time for the
students who need to process.

 Did I challenge the students that need challenged and did I provide support for those who need support?
I included modeling throughout the lesson so that the students would know how to complete the independent
practice. As I was teaching, I was noticing that some students finished early and were asking if they could create
their own roller coaster. For future lessons, I plan to include a challenge for the students who naturally finish
before others. I believe I provided support for those who needed support through my questioning and giving one-
on-one instruction during independent practice.

 Did I give my students too much or too little time for each activity?
I had planned for the students to color their theme park, but there was not enough for everyone to reach that
point. There was enough time for most of the students to draw almost all of the roller coasters they were
supposed to include, so it ended up being a good amount of time. I should have spent more time giving thorough
instructions instead of having to answer questions during independent practice. I will plan better detailed
instructions next time.