Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Amanda Entringer

Grade Level: 2nd Grade
School: Chester Elementary School
Date: Tuesday, April 4th, 2017
Time: 11:30-11:50

Reflection from prior lesson:

Yesterday during math class, we talked about the perimeter of objects. Students
understood that the perimeter meant it was the entire distance around an object. They
struggled to understand that to find the perimeter of an object you add up all the sides
around the object. They could not connect the perimeter to something they find in their
everyday life, they thought it was only something they would use in math with squares.
They need help making connections to real world objects and their perimeters.

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.2.G.A.2 Partition a rectangle into rows and columns of
same-size squares and count to find the total number of them.
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2,
know from memory all sums of two one-digit numbers.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the
reasoning of others.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.

Lesson Objectives:

Given info about area, students will verbally state what the definition of area is.
Given rectangles and 1 inch color tiles, students will determine how many 1 inch
square color tiles will fit in the area of a rectangle with 90% accuracy.

Materials Needed:
 Lesson Worksheet 115-2
1 inch square color tiles
Picture of my garden

Contextual Factors/ Learner Characteristics:

There are a total of 18 students in the class and 4 of the students are on IEPs. The
students can work independently, but often have a lot of questions if they dont
understand the directions. Students know how to correctly use manipulatives and that
they should not be mishandled. The students often feel as though math is a race so
students who are slower at math are easily discouraged when they dont complete their
assignment as fast as the other students.

A. The Lesson

1. Introduction (3 minutes)
Talk about the nice weather we have been having- relate to the temperature
today if it is a nice day. Show students the package of seeds of carrot seeds that
I bought to plant in my garden this summer.
Put a picture of my garden on the doc cam and then section off the area where I
plan to plant carrots.
I will then tell the students that we are going to represent each carrot in this area
with a 1 inch color tile. I will then have a volunteer come and place the number of
color tiles that fit in that area on the picture.
How many carrots will I be able to plant in the carrot section of my garden?
Today we are going to be learning about area which is the space inside a shape
that we can cover.

2. Content Delivery (15 minutes)

Show students 1 inch color tiles and worksheet that they will be completing on
the doc camera.
Ask students what shapes they see on the worksheet. (rectangles)
Go through each of the rectangles on the worksheet and have students raise
their hand if they think rectangle A will use the most color tiles and tally the
number of students who think that in the rectangle, go through the same process
for the rest of the rectangles on the page.
Hand out worksheets to the students.
 Have students estimate inside each of the rectangles how many color tiles will be
used to fill up the area of the rectangle.
Then pass out the color tiles and have students complete the area of a
rectangular section (how many 1 inch color tiles fit inside each rectangle)
We will then go through students answers and the predictions they made on their
own worksheet.
Compare their estimates to the exact number of tiles they used. Were their
estimates too high, too low? Did anyones estimate the exact number? What
about the predictions we made on which rectangle would use the most color tiles-
have the greatest area?
Students will then turn their paper over and they will make a square with an area
of 4 color tiles and make a rectangle with an area of 6 color tiles.
I will then ask them if they can make a square using six color tiles? (No) Why
not? Hopefully students will understand that to make a square all the sides have
to be the same size.
By using the color tiles we found the area of the rectangles on our worksheet.
Area is the space inside a shape that we can cover, so we covered the space
inside the rectangle with color tiles and the number of color tiles used represents
the area of the rectangle.

3. Closure (2 minutes)
Today we talked about area- turn and talk with you neighbor on what you think
area is in your own words. Have a couple students then share with the whole
class.
Exit Ticket-
What classroom object would you like to know the area of?
How could you find the area of that object?

B. Assessments Used
Lesson Worksheet 115-2- make sure students are correctly using color tiles to fill
the rectangles on the worksheet, check and see if students are writing down
estimates, are their estimates close?
Observations- as students turn and talk with a partner I will be listening to see
how students put the definition of area in their own terms.
Exit Ticket- can the student relate a math concept to a the real world, can they
make a connection of using color tiles to measure the area of a rectangle to
using them to measure the area of a classroom object?
C. Differentiated Instruction

Remediation- Students would only have to complete 3 of the 5rectangles on the

worksheet.
Enrichment- Students could decide how many 1 inch color tiles long a rectangle is and
how many wide. This would begin to relate to how we use numbers to find the area of
objects.
Language Support- I will read the directions aloud to the students and explain what they
have to do.

D. Resources
Saxon Math 2- Lesson 115-2