Indirect Lesson Plan - Weebly
Molly Murphy Indirect Instruction Plan with Assessment
MSP Lesson Plan Format
Grade Level: 3
Setting: Small Groups
Content Area: Geometric Shape Measurement
Lesson Topic, Concept, or Skill: Students will be able to measure the area of figures using multiplication.
Lesson Rationale: The area of a shape is one of the core components of Geometry.
California Common Core State Standards:
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-CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures
!
and understand concepts of area measurement.
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-CCSS.Math.Content.3.MD.C.5a 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.
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-CCSS.Math.Content.3.MD.C.5b 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.
Vocabulary/Academic Language Needed: Names of Shapes (Square and Rectangle)
!
and basic multiplication/addition.
Objectives: Students will be able to perform multiplication to measure the area of
!
objects on their own.
Assessment: During the lesson, the Fist-to-Five technique (Formative) will be used to see if the lesson needs more time/different structure. After the in-class worksheet is gone over by the instructor, an exit-slip (Formative) will be requested by the students. Chapter test at the end of the week (Summative).
Instructional Strategies: Indirect Instruction.
Required Teacher Background Information: Review details of Common Core State
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Standards, review multiplication tables, and the basics of geometry on how to
!
obtain the area of shapes.
Task Analysis: Students need to review their multiplication tables and the names of the
!
shapes provided.
Procedures: General Outline
Introduction: Today, I want to look at a few shapes. Does anyone know the names of
!
the shapes on the board? Okay good. Can someone show me the length of
!
each side of the shape? Okay good. What would need to be done if I want to
!
know how many units are in the whole shape? And why would you do it that
!
way? Okay, Ashley do you have a different way of doing it? Okay good. When
!
would you need to know the area of something? Putting carpet on a floor of a
!
house, good.
Lesson Sequence: The definition of area is the measurement of a surface.
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Have shapes of different colors cut out of colored cardboard, with labeled sides.
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Ask the class to point out the names of the shapes. Ask students how many
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units of length of each shape and have students walk up and show the class.
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Ask questions about area and how they got area in front of the class. If student
!
gets it wrong, have them explain why they think that is the answer. Then have
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another student go up and show the correct way how to do it. Have students find
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a partner. Pass out class worksheets and have them work together. Walk
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around and answer any questions they may have. Make sure there is academic
!
conversation going on in the groups.
Lesson Closure: Go back up to front of class and go over the worksheet with them.
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Allow time for questions. Pass out smaller piece of paper to give an exit-slip as
!
they leave the classroom. Instruct them to use a little bit of academic wording in
!
their explanations of what they learned that day. Students have to use the 5 key
!
words on the board !to summarize what they learned today, having them use
!
each word once and explaining what it means. Give them time to complete and
!
then turn in before they leave. Remind all students of big Chapter test at the end
!
of the week.
Materials/Equipment Needed:
!
-Colored shapes to bring the activity to life/refer to shapes when explaining area
!
-paper/pencil
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-Colored Cardboard cut-outs with labeled length of sides.
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-worksheet with numbered problems and different shapes for them to work on
!
while in class.
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-small white piece of paper for exit-slips
Resources/Sources:
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teaching-resource
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wp-content/uploads/ELA_standards.pdf
Rubric
Content:
Multiplication Steps
1
2
3
Student exhibited little to no understanding of multiplication
Student
Student
displayed exceeded
average
knowledge of
knowledge of multiplication
multiplication steps; full
steps
understandin
g of the
concept
Correct number
Student used
student
wrong numbers in understood
(units) used in the problem; confusion the idea of in what numbers to what
multiplication steps use
numbers to
use; mostly
correct
throughout
student used correct numbers and understood the rule; most all problems correct
Clear explanation in short answer about getting the area of a figure
Student didn't
Student
Student
understand how to mostly
displayed
communicate what understood complete
they did or why; did the concept understandin
not grasp concept and was able g of the
to
concept and
communicate was able to
"why" for the communicate
most part the rule
................
................
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