Lesson Design Template: MAT/Certification Elementary

Candidate Name: Violet R. Brooks Host Teacher Name: Mrs. Zoerb

School: Knik Elementary Grade Level: 3rd # of Students: 24
Date & Time of Lesson: 3/30/2017 Length of Lesson: 160
The topic of Lesson: GOMATH Lesson and Centers Content Area:
Geometry
Same Perimeter, Different Area! (Centers round 2!)
Materials: Include all materials including types of technology used:
Go math textbooks, Promethean board, geoboards, rubber bands, cards with area and perimeter, powerpoint presentation to
show geometric shorthand, computers to give students access to Prodigy or Moby Max, a copy of student work to present on
board.

ALASKA CONTENT STANDARD

Grade 3:3: Students recognize the area as an attribute of two-dimensional regions. They measure the area of a shape by finding the
total number of same-size units of the area required to cover the shape without gaps or overlaps, a square with sides of unit length
being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into
identical columns. By decomposing rectangles into rectangular arrays of squares, students connect the area to multiplication and
justify using multiplication to determine the area of a rectangle.

Grade 3: (4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by
their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing
the area of the part of a shape as a unit fraction of the whole.

TRANSFER GOAL(S) (transferability)

Students will understand how shapes sharing the same area can have very different parameters depending on their use fo
said area.

Students will create shapes with set areas and perimeters and classify them as Square, Rectangle or an Irregular shape.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?

Objects can have the same area but vastly different What does it mean that two objects have the same
perimeters. area? Will they always be the same shape?

What are the differences in squares and rectangles?

Squares and rectangles are not always the same thing. What is the easiest way to check the area of an
Some shapes cannot be easily classified as either, but they irregular shape?
can be broken up into smaller parts to find their area or
perimeter.
STAGE ONE: Objectives STAGE TWO: Assessments
Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

Students should know how to find area and
perimeter.
Students should be able to do multiplication.
Students should be able to compare the area
and perimeter of shapes and
explain how they are the same
or different.
Students will play the Game Show Game and make
squares/rectangles/irregular shapes that meet the
qualifications on the card.
Students will use multiplication to find the area of
an object. Students may use arrays to create the
forms as well.
Students will use their textbooks and answer
problems posed by them. The teacher will assess
and correct.

Skills - What students should be able to do……. Assessment(s)/Other Evidence:

Students should be able to orally express their
process and explain to
teachers/other students how they
solved problems.
Students will explain problems to the teacher and
show, through any means,
how they came up with a
solution to the problem.
The teacher will correct and
modify.

Students should be able to answer the independent
problems independently and
correctly.
Students will do the “independent work” section on
their won in center three.
The teachers will make
rounds to check for clarity
and answer questions.

Students will work together on the “hook” problem

Students should be able to work together in small and ask questions of the
groups to answer questions and form opinions. teacher when needed.
Students should be able to hear critiques or Students will use all tools
questions from classmates. available to come up with
solutions.

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
CENTERS DAY! (These kids love centers! Computer Time! Whoo!)
Tell students today will be lesson 2 that you get to teach. That they’re going to be helping you become
a better teacher and that today, Mrs.Zoerb would like to try doing centers as a group. Provide them
with the powerpoint presentation. Slide one informs them of the 4 centers (Computer, unlock the
problem, Independent work, Game Show). Explain that you will be moving around the room and
helping out everyone, but they will need to wait for you to get there before asking.
Processes and products for Learning
Opportunities
Students leave their textbooks in piles at the
front of the room. Assign students to their
units. Start with group one (unlock the
problem) and walk them through the
problem. Have group two work on
Independent Work problems, since these don’t
usually how word problems.
Computer Stations today will be on Moby Max
Math. Students are not allowed to play games
today, but they can rack up game time by
getting lots of work done.
Gameshow students should have 4 people
working on the actual problems and one Host
who keeps track of and assigns points. That
person changes after 5 rounds.
Move freely around the room, observe,
answer questions and praise on-task students.
Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
Students are in small groups and are allowed
to use any materials they feel may help. This
includes dry erase boards, rulers, building
blocks and even each other. Many of the
students in this class are co-educators. If you
see a student just copy their friend, ask the
friend to explain how they got their answer to
the student who copied.
Moby Max will walk students through
problems they struggle with, and the unlock
to problem walks them through step by step.
If students struggle, ask them to get one of
the above materials and make a model of the
problem. If they are off by one or two on the
perimeter, have them get a colored pen to
make colored marks around the edges while
they count.

Closure:

Bring students back to their seats with 5 minutes

remaining. Ask them what they liked about the
lesson if they have any final questions. Ask them
how they liked the game show and if there is
anything they would change in it. Have students
do the last 2 “On your own” problems individually.
Move around the room checking for understanding.
Give big stars for correct answers and encourage
students to keep trying for wrong answers.
Reflection:

This went so much better. After doing my host teachers corrections, I found the students learning improved
drastically. By allowing the second group of students to move on to the “on their Own” section I was able to
more effectively focus on the group unlocking the problem. I know I will only be able to do this if the students
have a fairly effective foundation in what they are doing. Luckily, these chapters were near the end of the unit
(11.9 and 11.10) so they had been practicing the strategies for over a week by the time I got to them. And after
3 days of PEAKS testing, they were ready to get back to real work.

Even the simple, easy changes to the rotation schedule made things a much better experience for everyone.
Little things like having the rotation starter on the unlock and end on the Gameshow instead of having the
students have to collect their textbooks helped immensely. Having the Game show center more fully stocked
and having a pocket full of backup rubber bands to keep things moving smoothly. I had modified some of the
cards because I was used to a 6x6 grid for the Geoboards where these were only 4x4.

I decided to do the “Unlock the Problem” as a group this time and took a little extra time to go over the visual
aids. Students were misinterpreting the graphs as a model, not as a work area. They were giving me the area
and perimeter of the workspace, not of the model we needed to draw inside of it. I had students slow down and
read the problem as a group, then we drew our model together. That seemed to help as well. On my previous
lesson, Mrs. Zoerb pointed out that I should never be afraid to stop the lesson and bring the group together if I
see these kinds of communication errors. I feel the reason I hadn’t before was a fear that I would run out of
time. Again, I need to learn to trust my students to ask when they need clarification instead of just having them
constantly repeat information to me. It’s a delicate balance because I want to make sure auditory learners are
getting what they need from me. Spatial and kinesthetic learners I can work with more easily one on one, but
with auditory, having the whole class repeat can really cement ideas.

Again, the center's process will be a good one to learn, but I suspect I’m more of a lecture teacher. I
enjoy performing for a class, but I also find it’s the best way for me to get eye contact with students and read
from their faces what they need from me. I look forward to having more control and a better footing in my
group of students.