Lesson Two For Online Portfolio

Lesson #1
Measurement Review of Area
Date
December 1, 2014
Subject/Grade
Level
Grade 5
Time
Duration
60 min
Unit
Measurement (Space and Shapes)
Teacher
Mr. Dakoda Boser
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Use direct and indirect measurement to solve problems.
Specific
Learning
Outcomes:
1.
Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations. [C, CN, PS, R, V]
LEARNING OBJECTIVES
Students will:
1.
2.
3.
Define the term area

Describe the importance of area in relation to everyday life
Calculate the area of shapes
ASSESSMENTS
Observations:
Key Questions:
Products/Performances:
Observe students during each learning activity.

o Observe students as we discuss the mathematical area, its
importance, and how to calculate it, which students are able to
describe these things in their own words.
o Observe students as they reveal their whiteboards, which students
calculated area correctly. Aid students who require further
instruction and assistance.
o Observe students as they work on their booklets.
What is area?
How do we calculate area?
Why is area important?
Exit Slips
Graph Chart Booklet
White Board Group Practice
Group Work
Questioning
LEARNING RESOURCES CONSULTED
Learn Alberta Website

Math Program of Studies
Resource: Pearson Math Makes Sense 5; Unit 4
Measurement
MATERIALS AND EQUIPMENT
Graph Charting Booklet

Pencils
SMARTboard
Teacher Associate notes
Whiteboards
Whiteboard markers
PROCEDURE
Prior to lesson
Write SLO on the top of the board as a visual reminder to keep students and myself
accountable, and to hit the target. Print off graph sheets, and have PowerPoint
slides ready.
Have all materials ready and prepared prior to the lesson. Have attention grabber
written up on the board and ready for lesson.
Introduction
Attention Grabber
Students will come into class and find their seats. Up on the smart board
there will be there will be a slide that says, What is Area?
Assessment of Prior
Knowledge
I will ask students to pair up with a partner close to them and

discuss the question.
Students will write one sentence (with their partner about
what area is).
I will ask:
What is perimeter?
Why is perimeter important?
How do we calculate perimeter?
*Quick review
What do you think area is, how would you describe it?
(Sample a number of pair groups 4-5, using popsicle sticks)
If there is 1 or 2 common responses I will ask the rest of the
class to raise their hand for the response they think best
defines area
This information will allow me to see which students have retained
information from prior lessons, and which students may need extra
direction
Expectations for Learning
and Behaviour
Transition to Body
1.
2.
3.
Students will be respectful while working in groups.

Students will respect themselves and others.
Students will work collaboratively with group members to
complete the assignment.
4. Students are to keep trying, quitting is not an option, ask for
assistance if needed.
Last class we learned about perimeter, which is the distance all the way
around the outside of a 2D object. We use perimeter when we build
fences, things like the Stampeders football stadium, houses etc. it is a
very important concept in construction and planning professions. Today
we are going to learn more about area, why it is important and how to
calculate the area of different shapes.
Body
Learning Activity #1
Time
Discussion and Area Instruction
3 min
4 min
1 min
Time
10 min
Quick review of Perimeter and Instruction on Area

HANDOUT STICKIES! (Have a student helper pass one around to each
student, please leave it in the top left hand corner of your desk for
later in the class*)
PART 1 AREA: Examples that will be completed in class will be done
with the use of the SMARTboard.
First, students (with their partners) will have to brainstorm answers to
the answers to the questions below:
Then students will share their ideas with the class (being chosen using
popsicle sticks). I will elaborate on answers if need be.
How do we calculate area?

o There are a couple of ways we can calculate area. First
is by counting all of the units that are inside a shape or
object. Another way is by multiple are length by our
width. This also gets us area. We always have area
measured in square units.
Why is area important?
o Area is a concept that is used almost every day. 1. If
you were putting in flooring down you would have to
know the area of the room that you were buying it for.
2. Also, it is used in construction when you are pouring
concrete or when you finding a spot to develop a new
building. 3. Architects use area all the time when
creating their blueprints. 4. Farmers use area in the
fields to know how much crop seed and spray to use.
Bring up SMART presentation on the SMARTboard
o What is Area?
Unlike perimeter, area is the measure of the
inside of a closed 3D object! Some units are
called square centimeters, meters, and
kilometers (cm, m, km)
o Area
Help the kitty figure out the area inside of the
fish-tank!
On student white boards, instruct them to
solve the problem individually.
Give students three minutes to do this. When
they are finished, instruct them to turn over
their whiteboards to show that they have
completed the assignment.
Pick students using Popsicle sticks to give
answers to the problem.
o Area Continued
The kitty got to another fish tank! Help him
find the area once again!
Give students three minutes to complete this.
When students are finished, have them turn
over their whiteboards to show me that they
Teacher Notes: Assessments/

Differentiation

Differentiation
have finished.
Get student answers using Popsicle sticks.
o Calculate Area By Counting Together
On the SMARTboard, do the following
question together as a group.
Guide the students to the answer by working
together and getting multiple students to aid
in the completion of the question.
Before moving on, do a quick thumbs up
thumbs down assessment to asses learning
and undetstanding.
o Keep Calm and Show What You Know!
Now its time to show what you know! Lets
move on to our work booklet to show me
what you know!
I will be using a no hands up technique for assessment by
pulling popsicle sticks to see which students are able to
describe how to calculate area, and why it is important.
I will be observing students looking for individuals who look
lost, or who are unable to articulate their answers, and they
will be the first students I check in first with during the next
learning activity.
Once students are able to define area and know how to
calculate it we will do whole group practice
Students will get out their white board paddles and markers
I will draw a shape on the graph paper (on SMART board) and
give them about 2 minutes to calculate and write down their
answers. (Students will face their whiteboards down until we
are ready to reveal our answers)
Ready, set, reveal!
I will scan the room to see student answers, I will call on a few
students to share their answers, and describe how they
calculated the area of the shape. (They can come up and show
the class on the SMART board if need be)
Having individual students present their whiteboards will allow
me to observe who is able to calculate area and who is still
struggling
Students will put away their whiteboards, and I will pass out
graph charts
Explain to students that they will individually be finding the
area of the shapes on pages 1, 2, and 3. *Remember to have
answers in cm2
Make sure to look closely at the squares, if it is not a square or
a triangle there may be half units, look closely!
Explain that page 4 is finding area AND perimeter
Once your booklet is completed please come and hand it in at
the front, also remind students to use time wisely as the
booklet will need to be handed in this class
EXPECTATIONS:
1. Students work will have their name on the sheet
15 min
20 min
2.
3.
4.

Differentiation
Consolidation of Learning:
Students will show their work and complete work in a neat

manner
Students will complete each answer with square units,
whatever they may be.
If the student does not finish in the time allotted to them they
will take the sheet for homework.
It is expected that after 20 minutes students will hand it their
graph chart booklets showing their ability to calculate area, and
perimeter (for the last page)
Observe if students require further assistance of instruction, if
needed I will reiterate instructions or guide using key questions
Create differentiated copies for students with IPPs or learning
needs if needed
Closure
Time
Call and response throughout the lesson.

Worksheet
Exit slips
Why is this important? Why do you guys think that area is important?
Feedback From Students:
Get student answers for why they think it is important.

Area is important because it is present in our everyday lives. In
architecture, designing, construction, hockey rinks, basketball
courts, shopping malls, EVERWHERE!
This final piece of assessment will have students at the end of the class
write down their answers to the key questions on a sticky note.
What do you think area is, how would you describe it?
How do you think we should calculate area?
Why do we calculate area?
Students will hand in their sticky note assessment at the end of class
and pack up / get ready for the next class. From their sticky notes I can
assess how they
Feedback To Students
Great job today guys! I loved how hard we worked and how
cooperative we were with our classmates.
Transition To Next Lesson
Next, lesson we will be looking at same perimeter different area in

rectangles!
Sponge Activity/Activities
Students will aid or teach other students if they so desire with extra time
Reflections from the

lesson
Insert any related student materials, assessment tools, etc. for this lesson. Ensure the next lesson plan
starts on a new page.

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Lesson #1

Measurement Review of Area

Measurement (Space and Shapes)

Mr. Dakoda Boser

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Use direct and indirect measurement to solve problems.

Define the term area

Observe students during each learning activity.

LEARNING RESOURCES CONSULTED

Learn Alberta Website

MATERIALS AND EQUIPMENT

Graph Charting Booklet

Teacher Associate notes

I will ask students to pair up with a partner close to them and

Students will be respectful while working in groups.

Discussion and Area Instruction

Quick review of Perimeter and Instruction on Area

How do we calculate area?

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Students will show their work and complete work in a neat

Call and response throughout the lesson.

Feedback From Students:

Get student answers for why they think it is important.

Transition To Next Lesson

Next, lesson we will be looking at same perimeter different area in

Reflections from the

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