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April 1, 2018

by Sarah Zegarra
Lesson plan
What Is the Area of Your Classroom?
Download lesson plan
Do you need extra help for EL students? Try the
Designing Situations with Area
prelesson.
EL Adjustments
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Do you need extra help for EL students? Try the
Designing Situations with Area
prelesson.
Learning Objectives
Students will be able to calculate the area of reallife rectangles, such as the area of the classroom.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Introduction
(5 minutes) Ask students to look around their classroom and estimate how big it is. Listen to student responses. Probe how they would find out exactly how big the room is.
 Tell students that when they are adults, they will look for an apartment or house to live in and that usually people like to find out the square footage of the place, or how big the space is.
 Explain to students that today they will practice how to find the area of a rectangular room and emphasize that the area is the entire space inside the rectangle.
Beginning
 Define the terms "estimate," "rectangular," "square footage," and any other tricky words in studentfriendly terms in English (L2) and students' home languages (L1) as applicable.
Intermediate
 Have students talk with a partner about their experience of thinking of area (of a shape or of a room) to stimulate their prior knowledge.
Explicit Instruction/Teacher modeling
(10 minutes) Tell students that to calculate the area of a rectangle we must multiply the length by the width. Write A = L x W on the board and leave the equation visible for the remainder of the lesson.
 Ask students to consider a room that has the length of 10 feet and a width of 3 feet. Draw a model rectangle and demonstrate how to find the area (A = 10 x 3 = 30 square feet). Emphasize the importance of writing the unit correctly (i.e., square feet).
 Display the Kitchen Renovation: Calculating Area worksheet on the document camera and read the directions aloud. Model to students how to calculate the area for the whole kitchen and subtract the area of the kitchen counters, sink, and oven. Remind them of the equation for area each time you find the area of a rectangle.
 Give students time to ask questions or clarify any doubts they have as you model how to solve for area on the worksheet. If time permits, complete the challenge at the bottom of the worksheet.
Beginning
 Have students repeat the process of solving for area as you go through the steps.
Intermediate
 Create a word/phrase bank of important terms related to the lesson for students to refer to as you mention the words.
Guided Practice
(10 minutes) Distribute the Practice Finding Area #5: Pick the House worksheet to students and display a copy on the document camera.
 Read the directions aloud and model how to solve for the area of the first house.
 Instruct students to work in small groups to find the area of the rest of the houses on the worksheet.
 Circulate and offer support to groups that need help.
Beginning
 Place beginning students in a group strategically with more advanced ELs, preferably those who speak the same home language.
Intermediate
 Give students access to the vocabulary cards or glossary of key terms as they work in small groups.
Independent working time
(15 minutes) Pass out a piece of scratch paper to each student.
 Tell them that they will find the area of the classroom by sketching a rectangle on their scratch paper. (Note: if time and space allows, assign each group a different room in the school such as the library or the cafeteria.)
 Model how to use the measuring tape or yardstick to determine the length and width of a room, and encourage students to work together with each person completing their own sketch and calculations.
Beginning
 Allow students to utilize bilingual resources such as online dictionaries or glossaries to help them with the independent work.
Intermediate
 State each step of measuring the room and write up the steps on a piece of chart paper for students to see throughout the lesson. For example, "First, I line up the end of the measuring tape or yardstick to the corner of the room. Then, I stretch it to the other corner to find the length."
Differentiation
Support:
 For students who need more support, have them use graph paper, with one square unit representing one square foot.
 Group students in heterogenous groups so that they can learn various strategies from each other.
Enrichment:
 Instruct students to find the area of their whole house.
Assessment
(5 minutes) Pass out a sticky note to each student to use as an exit ticket.
 Draw a rectangle on the board (18 feet by 12 feet) and tell students to calculate the area of this rectangle.
 Use this exit ticket to determine whether students have met the objective.
Beginning
 Have students complete the assessment with the support of a partner.
 Encourage students to verbalize the process of finding the area to their partner. Provide transition words to aid them in talking about their math thinking (e.g., "First," "Then," "After that," "Finally").
Intermediate
 Give students access to the word/phrase bank and definitions as they complete the assessment.
Review and closing
(5 minutes) Restate the equation to find the area of a rectangle (A = L x W).
 Discuss with students the following question: In what situations is it helpful to know how to find the area?
Beginning
 Provide a sentence stem orally and in writing for students to refer to as they answer the prompt: "It is helpful to know how to calculate area when..."
Intermediate
 Have students respond to the discussion prompt in small groups prior to contributing to a whole class discussion.
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