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

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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

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square," is said to have "one square unit" of area, and can be used to measure

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area.

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-CCSS.Math.Content.3.MD.C.5b A plane figure which can be covered without

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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)

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and basic multiplication/addition.

Objectives: Students will be able to perform multiplication to measure the area of

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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

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obtain the area of shapes.

Task Analysis: Students need to review their multiplication tables and the names of the

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shapes provided.

Procedures: General Outline

Introduction: Today, I want to look at a few shapes. Does anyone know the names of

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the shapes on the board? Okay good. Can someone show me the length of

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each side of the shape? Okay good. What would need to be done if I want to

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know how many units are in the whole shape? And why would you do it that

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way? Okay, Ashley do you have a different way of doing it? Okay good. When

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would you need to know the area of something? Putting carpet on a floor of a

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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

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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

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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

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they leave the classroom. Instruct them to use a little bit of academic wording in

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their explanations of what they learned that day. Students have to use the 5 key

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words on the board !to summarize what they learned today, having them use

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each word once and explaining what it means. Give them time to complete and

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then turn in before they leave. Remind all students of big Chapter test at the end

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of the week.

Materials/Equipment Needed:

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-Colored shapes to bring the activity to life/refer to shapes when explaining area

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-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

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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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