Jessica McClendon- 19 students, 3rd grade Lesson Plan for Area Unit **Previous to this lesson, the students

will have a tutorial on how to use the zooburst.com website.

Common Core Standards:
MCC3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement .
a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). MCC3.MD.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Learning Objectives: -The student will be able to arrange tiles to create figures and determine the area of the figures. The student must correctly determine the area of 8/10 figures to demonstrate mastery. -The student will demonstrate knowledge and understanding of area by creating a pop-up book using zooburst.com. The student must incorporate the aspect of area being the measurement of the inside of a figure and ways to determine area to demonstrate mastery.

Essential Questions: What is area? How can I determine the area of a figure?

Activating Strategy: We will review area and the house plans the students previously created. Review area anchor chart Show students a sample book that I created on zooburst.com (the video is an introduction and asks students questions about area).

Learning/Teaching Activities: -Whole class at the carpet: We will use the promethean board and do practice problems (with tiles and without tiles). - For area practice, the students will use manipulatives (tiles) to build figures and determine the area. The students will build ten figures and then number their papers 1-10 and write the area of their ten figures. -With partners, the students will discuss how they determined the area of their figures. Did they use multiplication? Did they count the tiles one by one? Did they skip count? - Students will begin to use zooburst.com to create a pop-up book that represents their understanding of area. -I will give the students a rubric to use while creating their books.

Summarizer: Begin to share books and list on chart paper the big ideas we know or have learned about area.

Rubric to be used with zooburst.com website Described what area is Described how to find area when using tiles Described how to find area by using multiplication Video was creative Used some of the following words- inside, covers, length, width, tiles, square unit TOTAL SCORE

2 points

2 points

2 points

2 points

2 points

___/10 points

Sample book that I created: http://www.zooburst.com/book/zb02_515441d756797 Password: flamingo32