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UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Yashmeeta Sharma PSMT Name:

Applying area and


Lesson Plan
perimeter to word Lesson Plan Topic: Math
Title: problems revisit

Date: 1hour and 20 minutes


Estimated Time:

Grade Level: 4th grade Charlotte and Jerry Keller ES


School Site:
Key Vocabulary: Factor: Number that you multiply to another to get the product.
1. State Standard(s):
4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.1
4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation strategies.

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly

2. Teaching Model(s):
-Students will watch teacher model
-Students will model with each other
-Verbal practice prior to independent work.
-Grade appropriate practice

3. Objective:
SWBAT apply the mathematics they know to solve problems arising in everyday life and
society. As well as apply reasoning to plan a school event or analyze a problem in the
community.
4. Materials and Technology Resources:
Video and two word problems:
Word Problem A:
Miss. Sharmas class is planting a garden of 3 rows of flowers in each row. How many flowers
does she need in each row if she wants 24 flowers? What formula will she use?

Word Problem B:
Miss. Sharmas garden needs a fence put around it to keep the kindergarteners out of it. The
garden is 10yd by 5yds how much fencing material does she need? What formula will she use?

5. Instructional Procedures:

a. Motivation/Engagement: This will give students a better understanding on the


importance of word problems. Teacher will build background knowledge by showing a video of
how important math is when it comes to solving real world problems, the video to be specific to
word problems in math. Students have had exposure to the area and perimeter formula, however
the relevance is not understood. This is linked to their learning because It will involve a
demonstration of the teacher not following the word problem correctly and the consequences of
it. TW review key vocabulary for the lesson Inside, outside, area, and perimeter.

b. Developmental Activities:

Presentation (I DO):
-TW put a word problem on the board and two different ways of solving it, one that is right and
one that is wrong.
-Teacher will emphasize the need to draw a picture of the word problem in order to know what
the task it and what formula to apply.
-TW model accountable talk and how students should be interacting with each other on why their
conclusion is better. Teacher will model the accountable talk on the anchor chart as well.
-TW will split students into 4 groups. Remind that they need to figure out if the word problem
involves the inside or the outside of the word problem.

Guided Practice (WE DO): Two groups of the four will get problem A the other two groups
will get problem B. Students will have 15 mins to discuss with their groups on how to solve the
problem. After 15 minutes, the group that had problem A will pair up with the other group that
has problem A. The two groups will pair up with students in the other group and use accountable
talk about why their groups method of solving it is better. The two groups with problem B will
do the same.
There will be a graphic organizer provided for students which I have also put on the board in an
anchor chart. It will have the word problem already put in there in a section, there will be a
section where they put how they solved it, and another section with their justification of why
their method of solving the word problem is better. On the bottom of the graphic organizer, they
will put general vocabulary and content area specific vocabulary. As well as where they saw use
of this vocabulary in the word problem. This emphasizes the end goal in mind as it makes it
relevant to the students, it involves them learning general and content area vocabulary, and
justifying their arguments.

Application (I do)

-SWBT use sentence stems provided by teacher in a different anchor chart taught prior to this
lesson to compare his/her reasoning with the student they paired up in the other group. This is the
opportunity to for students to utilize the academic vocabulary and reach the goal at the end of the
lesson.

SWBT self-assessment tools to determine if they are experts, practitioners, apprentices, or


novices.
-Experts and practitioners will then solve a word problem on their own.
-Apprentices will pair up with other apprentices with different word problems.
-Novices will work with me in the back with the same word problem.

This self-assessment practice gives pathways for students to self-monitor their learning as well as
practicing metacognition.

c. Closure: Will review key vocabulary with students: area=the measurement of space inside an
object and perimeter=the measurement around the outside of an object.,
-inside and outside. After that, they will conduct a self-assessment of themselves, exit ticket, and
then receive the homework assignment

d. Extension: TW make reiterate the importance of the objective and refer to prior motivation of
their teacher not following the directions and the consequences of it.

6. Accommodations, Modifications and Differentiations for Diverse Learners:


Students will have an anchor chart of the area and perimeter formula, sentence stems for
their accountable talk, and graphic organizers.

7. Assessment and Evaluation of Learning:


a. Formative: Student will use receive an exit ticket after the independent practice. They
utilize self-assessment tools to determine if they are experts, practitioners, apprentices, or
novices. Experts and practitioners will then solve a word problem on their own. Apprentices will
pair up with other apprentices with two different word problems for each apprentice. Novices
will work with me in the back with the same word problem.
b. Summative After the end of the week they will have a test on area and perimeter with
word problems.
8. Homework Assignment:
Expert and practitioners will do all the problems from the homework assignments. Apprentices
will do two of the problems. Novices will do one. Students can choose which problem they
would like to do for homework.

9. Reflection:
a. Strengths: Once students realize what formula to use, they are able to plug in the
numbers into the variable successfully. They are also able to recall the area and perimeter
formula on their own without prompting
b. Concerns: Students are having difficulty figuring out what formula to apply, they need
prompting in order to come to that conclusion.
c. Insights: Our goal for the remainder of the week will be to practice how to look at the
situation in the word problem as opposed to key words. Students will need more practice
differentiating between area and perimeter word problems.