Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
_____________________________________________________________

Subject: Math Grade Level: 4 Time Estimate: 55 Mins

Unit: Area and Perimeter Topic: Finding Area

Goal(s): By the end of the Unit, TLW successfully find the area of a given shape with a
mastery level of 80%.

Objective(s): TEKS: Math 4.6C-D

TLW determine the difference between area and perimeter.
TLW correctly write the formula for finding the area of a square or rectangle.
TLW correctly solve for area using single digits.
TLW use units in the answer.
Materials/Resources/Technology needs:
 Individual white boards
 Expo markers
 Word problems prepared
 Geoboards
 Cheez-Its (receive parent consent and make sure there are not any allergies) \
 Math cubes
 Graph paper

_______________________________________________________________________

Instructional Procedures
Focusing Event: Give each student a bag of Cheez- Its and show them a figure
you want them to create (3x2). Have them count how many Cheez-Its they used in total.

Teaching/ Learning Procedures: Explain that the total amount of Cheez Its used is
the area of the object, which can be found by multiplying the length and the width. Have
students use their white board to draw their figures and label the sides. Show them the
process of multiplying the length and width. Have students pick a new set of numbers and
repeat this process.
 Formative Check (ongoing or specific): Give students 3 problems using
single digits to find the area of a rectangular figure. Be sure to check that students wrote
down the formula they used and the units are provided in their answers. After each
problem, have students hold up their boards to reveal their answers.

Reteach (alternative used as needed): Use math cubes to create rectangular

figures. Have students take turns teaching the class how they will find the area of the
figure they were given. Provide assistance to the student if they begin to struggle moving
on to the next step. Have students double check their work by counting how many cubes
were used in total.

Closure: Have students write a Two-Dollar summary of what they learned today.
Each word is worth 10 cents. This will serve as their exit ticket for the day.

Assessment/Summative Evaluation:
Each student has graph paper. You will need to design your dream home including AT
LEAST the following rooms.
 Bathroom
 Bedroom
 Kitchen
 Living Room
The total area of the home is not to exceed 350 Squared Units. Be sure to include the area
of each room and the total area of the house.

________________________________________________________________________
Modifications/Notes:
Dyslexia: Provide the student with a multiplication chart and show them how to properly
use it, allow student to use a geoboard.
ADHD: Have student seated closer to you or where there is the least amount of
distractions, pair written and verbal instruction to refocus student, provide times for
student to help teach the class.
Autism: Provide the student with a multiplication chart, extra time during formative and
summative checks.