Instructional Plan Lesson Plan 3: ReTeach Area Models, Extensions for Others

Elements of the Lesson Evidence that Documents the Elements

I. Standard Math
​Common Core State Standards ● 3.OA. 4. Determine the unknown whole number in a multiplication or
Or Essential Elements division equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the
equations 8 × ? = 48, 5 = [] ÷ 3, 6 × 6 = ?.
● 3.OA. 5. Apply properties of operations as strategies to multiply and
divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
(Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5
= 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one
can find 8 × 7 a
● 3.OA. 6. Understand division as an unknown-factor problem. For example,
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
● 3.MD.6. Measure areas by counting unit squares (square cm, square m,
square in, square ft, and improvised units).
● 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the
total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be expressed as
5×7
● 3.OA. 2. Interpret whole-number quotients of whole numbers, e.g.,
interpret 56 ÷ 8 as the number of objects in each share when 56 objects
are partitioned equally into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can
be expressed as 56 ÷ 8.
● 3.MD.7.a. Relate area to the operations of multiplication and addition. b.
Find the area of a rectangle with whole-number side lengths by tiling it,

II. Objectives/Targets and I can statements
​What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
​What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student
behavior?
and show that the area is the same as would be found by multiplying the
side lengths.
● 3.MD.7.c.Use tiling to show in a concrete case that the area of a rectangle
with whole-number side lengths a and b + c is the sum of a × b and a × c.
Use area models to represent the distributive property in mathematical
reasoning.
● I can solve multiplication and division equations.
● I can find the equations for areas and arrays, and solve the equations.
● I can use the Distributive, Commutative, Associative, Zero, and Identity
Properties in multiplication.
● I can use the Zero and Identity Properties in division.
● I can find 4 equations that make up an area model.
● I can use the distributive property in relation to an area model.
● I can understand division as an unknown factor problem.
At the end of the lessons, students will be able to find the equations for arrays
and areas, solve multiplication and division equations, use multiplication and
division properties, and find 4 equations in an area model.
Formative Assessment that will be used to inform instruction are
teacher-students station observations, teacher-made Fact/Properties worksheet,
teacher-made Area Model Worksheet (modified from Lesson 2), and
teacher-student direct observations in small groups.
The challenges that students might encounter are reading disabilities/difficulties,
student motivation, student processing rate, and station time management.
Positive Strategies/Techniques/Tools
● Review Prior Knowledge
● Progress Monitoring
● Specific Praise and Feedback
● Parallel Teaching
 ● Direct Teaching
● Small Groups
● Visuals
● Manipulatives: Unit Cubes
● Turn-and-Talk

Student Behavior
● Answering teacher questions
● Asking their own questions
● Completing all Guided, Partner, and Independent Work
● Appropriately working as a team/group

IV. Introduction: Creating Excitement and Focus for the Generate Interest
Lesson Target The teacher will generate interest by referencing the “I Can” statements and
​What will you do to generate interest? telling the students they will be practicing Areas, Arrays, Solving Equations, and
How will you access prior knowledge? Area Models.
What will you practice/review?
Prior Knowledge
● Property Lessons/Practices
● Array Lessons/Practices
● Area Lessons/Practices
● Area Model Lessons/Practices
● Multiplication and Division Lessons/Practices

Practice/Review
● Associative, Commutative, Dissociative, Zero, and Identity Properties
● Solving Arrays
● Solving Area
● Solving Equations
● Area Models

V. Input: Setting up the Lesson for Student Success Task Analysis

1. One teacher will take half of the class and the other teacher will take the
Task analysis: other half to Parallel Teach this lesson.
 ● What information does the learner need? If needed, 2. The teacher will use the Modified Area Model PowerPoint, Unit Cubes,
how will it be provided? Equation Cards, and the Modified Area Model Worksheet to explicitly
● What are the step-by-step procedures of the lesson? teach Area Models.
How is the lesson scaffolded? a. The teacher will model based off of the PowerPoint. The teacher
Bloom’s Taxonomy *​Webb’s Depth of Knowledge will build the 3X5 rectangle.
- Remembering ​- Recall b. The teacher will show how to find the parts of the equation from
- Understanding - Skills/Concept the 3X5 rectangle (15, (3 X 5), (5 X 3)) and show the equations on
- Applying ​- Strategic Thinking the PowerPoint under the 3X5 rectangle.
- Analyzing - Extended Thinking c. The teacher will place the 15 Equation Card, the (3 X 5) Equation
- Evaluating Card, and the (5 X 3) Equation Card under the 3X5 rectangle.
d. The teacher will tell the students to write each equation under
- Creating
the gray 3X5 rectangle on their worksheet, on the guided lines on
the worksheet.
Accommodations: Differentiating to meet students’ needs
e. The teacher will build the 3X2 rectangle.
● Remediation/Intervention
f. The teacher will show how to find the parts of the equation from
● Extension/enrichment
the 3X2 rectangle (6, (3 X 2), (2 X 3)) and show the equations on
Methods, Materials and Integrated Technology the PowerPoint under the 3X2 rectangle.
● Instructional techniques g. The teacher will place the 6 Equation Card, the (3 X 2) Equation
● Engagement strategies Card, and the (2 X 3) Equation Card under the 3X2 rectangle.
● Materials and Integrated Technology list h. The teacher will tell the students to write each equation under
the gray 3X2 rectangle on their worksheet.
i. The teacher will then place the two rectangles together to match
the next PowerPoint slide.
j. The teacher will show the students how to find the whole
equations ((7X3), (3X7), 21), and then show the equations on the
PowerPoint slide to the side of the whole area model.
k. The teacher will place the (7X3) Equation Card, (3X7) Equation
Card, and 21 Equation Card to the side of the whole area model.
l. The teacher will tell the students to write the equations to the
side of the area model on the guided lines on the worksheet.
3. The teacher and students will do the next area model together with
guided questions and CFU questions. The teacher will do a Turn and Talk
if students are not yet participating or unsure about where to go next.

Accommodations/Extensions
Methods/Materials/Integrated Technology
VI. Modeling: I Do
​SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
4. The students will work independently on the 3rd Area Model with teacher
guidance when needed.
5. After the half an hour, the students who do not need direct-teaching in
Areas/Arrays and/or Fact/Property Practice will work independently on
these practices. The students who do need direct-teaching will be in a
small group led by the teacher to directly teach the more basic skills
again, with the hopes that this will also help with the Word Problem and
Area Model mistakes.
● This lesson is designed based off of Lesson 2: Lesson Plan 2 did not reach
as many students as expected, so I made modifications in the PowerPoint,
the Worksheet, the classroom layout, and the teaching style to try to
reach more students who are struggling more explicitly.
● Students will receive more 1-on-1 and small group direct instruction.
● Students who perform adequately at the Independent level, as shown by
the teacher-made worksheet, will be allowed to play Prodigy on the
Chromebooks to practice multiplication and division skills.
● Unit Cubes
● Equation Cards
● Teacher-Made Area Model Worksheet
● PowerPoint
● Teacher-Made Fact/Properties Worksheet
● Area/Array Cards
● Prodigy/Chromebooks
1. One teacher will take half of the class and the other teacher will take the
other half to Parallel Teach this lesson.
2. The teacher will use the Modified Area Model PowerPoint, Unit Cubes,
Equation Cards, and the Modified Area Model Worksheet to explicitly
teach Area Models.

VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
a. The teacher will model based off of the PowerPoint. The teacher
will build the 3X5 rectangle.
b. The teacher will show how to find the parts of the equation from
the 3X5 rectangle (15, (3 X 5), (5 X 3)) and show the equations on
the PowerPoint under the 3X5 rectangle.
c. The teacher will place the 15 Equation Card, the (3 X 5) Equation
Card, and the (5 X 3) Equation Card under the 3X5 rectangle.
d. The teacher will tell the students to write each equation under
the gray 3X5 rectangle on their worksheet, on the guided lines on
the worksheet.
e. The teacher will build the 3X2 rectangle.
f. The teacher will show how to find the parts of the equation from
the 3X2 rectangle (6, (3 X 2), (2 X 3)) and show the equations on
the PowerPoint under the 3X2 rectangle.
g. The teacher will place the 6 Equation Card, the (3 X 2) Equation
Card, and the (2 X 3) Equation Card under the 3X2 rectangle.
h. The teacher will tell the students to write each equation under
the gray 3X2 rectangle on their worksheet.
i. The teacher will then place the two rectangles together to match
the next PowerPoint slide.
j. The teacher will show the students how to find the whole
equations ((7X3), (3X7), 21), and then show the equations on the
PowerPoint slide to the side of the whole area model.
k. The teacher will place the (7X3) Equation Card, (3X7) Equation
Card, and 21 Equation Card to the side of the whole area model.
l. The teacher will tell the students to write the equations to the
side of the area model on the guided lines on the worksheet.
● “What other equation do we need to make for the area model?”
● “How can we find this equation for the area model?”
● “Does this equation show a part of the area model or the whole area
model?”
● “How do we find the equation for arrays and areas?”
● “How can we solve 72/9?”
 ● “What does this property tell us?”
● “If I put this line down the equal sign, and I cross off the numbers that are
on both sides, which number is missing?”

Students will respond and be engaged by answering and asking questions,

following along with the direct teaching in the Parallel Teaching model and in
small groups, and by completing their Independent work.

Formative Assessment that will be used to inform instruction are

teacher-students station observations, teacher-made Fact/Properties worksheet,
teacher-made Area Model Worksheet (modified from Lesson 2), and
teacher-student direct observations in small groups.

VII. Guided Practice: We Do
​What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
1. The teacher and students will do the next area model together with
guided questions and CFU questions. The teacher will do a Turn and Talk
if students are not yet participating or unsure about where to go next.
2. After the half an hour, the students who do not need direct-teaching in
Areas/Arrays and/or Fact/Property Practice will work independently on
these practices. The students who do need direct-teaching will be in a
small group led by the teacher to directly teach the more basic skills
again, with the hopes that this will also help with the Word Problem and
Area Model mistakes.

IX. Collaborative (You Do Together) and/or Independent
Practice (You Do)
​What practices will be demonstrated/modeled?
1. The students will work independently on the 3rd Area Model with teacher
guidance when needed.
2. After the half an hour, the students who do not need direct-teaching in
Areas/Arrays and/or Fact/Property Practice will work independently on
these practices. The students who do need direct-teaching will be in a
small group led by the teacher to directly teach the more basic skills
again, with the hopes that this will also help with the Word Problem and
Area Model mistakes.
X. Closure
​How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
​What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
XII. Reflection (Questions to consider…)
​How do I know that the objective(s)/target(s) were met?
What is my evidence?
Based on the data gathered, what will I do next?
How well did the students perform/respond? How did
students show they were engaged?
What evidence do I have?
The “I Can” statements will be reviewed at the end of the Area Model groups, the
small groups, and the Independent work by the teacher telling the students they
can now perform the skills to solve these problems.
Students will be involved by answering and asking questions, following along with
the direct teaching in the Parallel Teaching model and in small groups, and by
completing their Independent work.
Connections to future learning will occur through students practicing areas,
arrays, and area models, which will provide them with prior knowledge for area
formulas and geometry; practicing properties and solving equations, which will
provide them with prior knowledge for algebra; and word problems, which will
provide them with real-world application.
Completed teacher-made Facts/Properties worksheet and teacher-made Area
Model worksheet will be evidence supporting that the objectives were met.
At the end of the lessons, students will be able to find the equations for arrays
and areas, solve multiplication and division equations, use multiplication and
division properties, and find 4 equations in an area model.
Formative Assessment that will be used to inform instruction are
teacher-students station observations, teacher-made Fact/Properties worksheet,
teacher-made Area Model Worksheet (modified from Lesson 2), and
teacher-student direct observations in small groups.
Based on my Pre-Assessment Data, only a few students missed some points on
the Properties, Arrays, and Areas, so I am going to create stations to allow more
practice in these areas.
Based on my data for Property Problems, out of 23 of my students, 19
attempted/reached these 5 problems. Of those 19, 8 missed a point or two out of
the 5 points (1 missed Commutative, 3 missed Distributive, 4 missed Associative,
1 missed Identity, 0 missed Zero).
 What aspect of the lesson was particularly challenging for
students? What will I do to help the student(s) who
struggled?
What will I do to extend the learning for those students who
met target?
Were there any surprises? What would I do if I taught this
lesson again?
For the Arrays, 21 students attempted at least 1 of the arrays. Of those 21, 6
students missed at least 1 of the arrays, usually due to calculation error, missing
equation, missing solution, or divided instead of multiplied.
For the Areas, 20 students attempted the problems, and only 1 student made one
mistake (he had the wrong answer).
Due to only 1 student missing one of the Area problems because of a calculation
error, I will have a combination of Area and Array Problems at 1 station, a
Solving/Calculation Station (since many errors on the Pre-Assessment were due to
this), a Property Station, and a Word Problem or Area Model station with me for
more direct teaching with these. Based on the two previous lessons, I will group
students based off of who needs additional help with Word Problems or Area
Models so I can make sure I have these students at the station with me at the
beginning.
***The Formative Assessment data from Lesson Plan 2 helped me realize that
Area Models needed to be modified and retaught before going on with anything
else. Due to this data, I changed my Lesson Plan #3 from Stations to a modified
Area Model lesson using Parallel Teaching for a half an hour and a half an hour of
small groups to focus on specific student challenges in regards to Area/Arrays and
Fact/Property Practice. After the half an hour of Parallel Teaching, one teacher
will monitor the independent whole group of Facts/Properties, while one teacher
pulls a small group to work explicitly on Arrays, Areas, Facts, and Properties.
I know the objectives were met due to completed Area Model Worksheet,
Facts/Properties Worksheet, and teacher observations.
For this Reteaching lesson, students were more responsive and engaged in
regards to focusing on the lesson, answering and asking questions, and only
touching the Math Manipulatives when told. However, there was still a lot of
talking despite many reminders about talking when a teacher is talking, and there
were still some individual students messing with the manipulatives after being
told not to play with them. This led to the lesson taking 40 minutes instead of 30
minutes and many students still confused with what to do with area models. Even
with this, all but 3 students were able to complete all aspects of the lesson.
The lesson itself was much more explicit. There were challenges with the
technology (switching between PowerPoint and Doc Cam), a mistake on one of
the Area Model worksheet problems, and a mistake with the Equation Cards, all
which led the lesson to not flow as smoothly, and for the lesson to seem to not
have gone as well as it should have. However, the Formative Assessment data
does show improvement from Lesson 2.

Based off of the formative assessments of observations and the area model
worksheet, 10 of my students now show understanding of area models and the
equations at an independent level. 3 of my students can find the equations with
teacher-support, but are not yet able to perform independently. 4 students
struggled with the addition and multiplication symbols, 3 struggled with the
totals, and 1 struggled with the larger equations. There was also 1 student who
showed independent skill in Lesson 2, but was completely lost and had only 1
equation written down on each problem. Upon further conversation with that
student, the student admitted to not following along with the lesson and building
with the Unit Cubes instead (possibly due to boredom).

Based off of the formative assessments of observations and the Facts/Properties

worksheet, 2 students showed independent skill of both Facts and Properties, 3
showed Independent skill in Facts, but not Properties. The rest of the students all
had trouble with the division fact problems, Associative Property, and/or
Distributive Property. 4 students also showed difficulty with the Identity Property.
1 student showed she could solve the equations and fill in the blanks in a small
group, but she is not yet ready for independence.

The next step is the Post-Assessment, but it still may be beneficial to the students
if we quickly review the Properties again.

(Edited by Elementary Team, 2014)

Revised July 2016
(Revised 9/17)