Lesson Plan:

Area: Whole, Parts, and Shapes

no ratings yet
February 7, 2017
by Byron Delcomb
Download lesson plan
Click to find similar content by grade, subject, or standard.
February 7, 2017
by Byron Delcomb

Learning Objectives

Students will be able to define area in terms of fractions of a whole.

Lesson

Introduction (5 minutes)

  • Show an image of a circle divided into four equal parts. Ask your students what they see.
  • Take notes of student responses for the whole class to see. Circle terms that refer to a fraction (part, of) or the whole (the entire shape).
  • Ask your class probing questions to tease out answers that prompt fraction terms, if necessary.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Point out how shaded and unshaded parts of the circle are a fraction, or parts, of the whole. Write them in fraction number form. For example, each part is equal to 1/4.

Guided Practice/Interactive Modeling (5 minutes)

  • Hand out and preview the Area: Parts of a Whole in Shapes worksheet directions.
  • Complete the first few exercises as a class and answer any clarifying questions.

Independent Working Time (15 minutes)

  • Students will finish the remaining questions independently, in pairs or small groups.
  • Early finishers should cross-reference their work with one another.

Extend

Differentiation

Support

  • To scaffold, label one or all internal shapes with fraction forms for each problem on the Area: Parts of a Whole in Shapes worksheet.

Enrichment

  • Have students generate new challenge problems with a tessellation (see suggested media).

Review

Assessment (5 minutes)

  • Have a student retell an exercise from the Area: Parts of a Whole in Shapes activity, in their own words. Ask them to describe what steps they plan to take. Clarify misunderstandings with probing questions.

Review and Closing (10 minutes)

  • Draw connections to examples in this lesson. Make sure to re-evaluate the essential question, "Why must a square be a standard unit of measure?"
  • Ask students to turn and tell a neighbor one new thing they learned in the lesson.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely