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Mathematics Lesson Plan Template

Goals / Objectives
In clear and specific terms, state what you hope your students will learn. Articulate both content
and mathematical practice goals.
Content Goals:
Students will understand that the area of a complex rectilinear shape can be comprised
of the areas of smaller, simpler rectangles.
Students will understand the relationship between individual unit squares that comprise
an array and that this value can also be calculated using multiplication.
Students will practice area estimation skills using unit squares and array models.
Students will recognize area as a real world mathematical concept.
Practice Goals:
CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP4
Model with mathematics.
CCSS.MATH.PRACTICE.MP5
Use appropriate tools strategically.
Standards:
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
o CCSS.MATH.CONTENT.3.MD.C.7.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.
o CCSS.MATH.CONTENT.3.MD.C.7.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.
o CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
Materials and Preparation
List the materials you will need to prepare for the lesson.
Area worksheet
Scored array rectangles
Unit squares
Large foot by foot unit square
Rulers (for students who may have trouble visualizing square units/using a multiplicative
strategy)
Chart paper
Markers
Pencils
Classroom Arrangement and Management Issues

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Briefly describe the physical arrangement of the class with respect to managing your plans in
the particular space. Consider the classroom arrangement you will use and why you have
chosen it. Anticipate concerns likely to arise and describe related to space and materials how
you will address them.
The lesson will take place in the small teachers room so as not to disturb other students
completing work within the classroom. Students will be seated in tables throughout the
lesson. Chart paper in the front of the space will be visible to all students.
Students will be provided with the worksheet following the teachers demonstration.
Scored arrays will be made available to all students once the teacher has explained the
task. After students make their estimations using the unit square, students can use rulers
or unit squares to find the area of their shape. Students will be asked to bring their own
pencils to the lesson.
Management concerns:
o Children may be excited to be pulled out of the classroom.
I will address this by establishing expectations at the beginning of the
lesson. If they conduct themselves well, they may be rewarded with
marbles, stars, etc.
o Because we are near the hallway, students and teachers who also use the space
may pose a distraction.

I will address this by instructing students to focus on the lesson at hand

so they may earn a reward.

Students may fail to follow instructions once tools are handed out.

I will address this by giving all instructions prior to the distribution of

materials.

Plan
Include the imagined sequence of events (with a time estimate for each part of the lesson). Use
the three-phase lesson format to structure your lesson:
1. Before (Launch). Includes how you hook students into the task, draw connections to
their prior knowledge, introduce the purpose of the task, and, if appropriate, discuss key
contextual features and mathematical ideas. 12 min.
a. Establish norms and expectations. 1 min.
b. Remind students of the video they watched about the children in Bangladesh, a
frequently flooded nation, and how many are unable to swim. 1 min.
c. Introduce prompt: You have been commissioned by UNICEF to design a
swimming pool for the children of Bangladesh. At this new swimming pool,
children will practice their swimming skills so that they are able to swim during
times of great floods. 30 sec.
d. Model a simple rectangular pool on the chart paper using a non-scored arrays.
30 sec.
e. Discuss how its important that we maintain the pool and keep it clean. Introduce
second part of prompt: After you design the shape of your pool, the builders
decide that you need to order a pool cover to cover the pool when its not being
used, but they need you to provide them with the area of the pool cover so they
know how much pool space needs to be covered. 30 sec.
f. Remind students of their previous work with area. Can someone remind me
what area is a measure of? 4 min.

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If students are unclear, give an example of ordering carpeting for this
classroom. We might need to order a carpet with an area of 10 feet by 10
feet.
g. We can imagine our rectangles as being made up of many unit squares.
Demonstrate with individual unit square. So the area of this pool cover would be
X. 1 min.
h. Display foot by foot square. We are going to imagine that we are measuring the
pool cover with bigger squares (like this). But since that cant fit on the paper, we
are going to shrink the, down. 30 sec.
i. Explain to students that their pool must be comprised of multiple rectangular
shapes. Model this on chart paper. 1 min.
j. Ask students how they might find the area of this unusual shape if we knew the
dimensions. If we have two of these rectangles, what is the area of our pool
cover area now? We knew the previous area? How would we find the new one?
2 min.
2. During (Work and explore). Includes time for students to work on tasks designed to
develop and apply mathematical understandings; students might work in small groups,
pairs, or independently. During this time, the teacher is able to work with individual
students and assess all students understandings. 15 min.
k. Hand out worksheet and rectangles.
l. Have students work independently to create individual pool designs. 3 min.
m. Give students a short amount of time to estimate pool areas by giving them the
unit square. Have students write down their estimations. 2 min.
n. Have students discuss how they made their estimations. 3 min.
o. Give students time to calculate the area of each rectangle in their multi-rectilinear
shape. Give students time to add them all up and provide rulers for those who
may need them. 7 min.
3. After (Debrief and wrap up). This should be a whole group discussion, which can
include sharing of strategies and important mathematical ideas. The discussion provides
an opportunity for students to learn from one another and for the teacher to emphasize
and clarify key ideas with the class. 18 min.
p. Have students share their results and how they arrived at their answer. How did
you find your area? Were we able to use the arrays to help us find the area of our
pools? How did we use them? Did anyone do it a different way? How did it differ
from your estimation? What did you change? 6 min.
q. If no one used multiplicative methods, demonstrate how we might do this.
What do you notice about this rectangle that I used to make my pool cover?
Can this help us measure the space that our cover takes up? Do we know
how long it is? Wide? Do these remind us of the arrays we use in class? 3
min.
r. In what units did we measure our area? Why do we use these units? Why cant
we use regular feet? 4 min.
Demonstrate with ruler how one square foot is a foot squared using the
large unit square.
s. Give students a chance to fix their work if they were incorrect or use a different
method. Have students work in pairs to check each others work. 5 min.
For each portion of the lesson, specify focus questions that you plan to pose and follow up
questions that will help you structure the activity. This is particularly important for
sharing/discussion times. It is not enough to indicate that you will bring the class together for a

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discussion. You need to think through how you will shape the discussion and what kinds of
things you will be listening for throughout.
Anticipating Students Responses and Possible Responses
In this section, you anticipate how students are likely to respond to the tasks and activities in the
lesson and you consider what this means for your plans. Think about the following kinds of
responses:
1. What different strategies students are likely to use to solve the task?
Counting individual unit squares.
o Drawing individual unit squares.
Multiplying arrays and adding rectangles.
o Repeated addition of rows or columns in arrays.
Using larger rectangles than those first traced to save time.
Using smaller rectangles than those first traced because of lower multiplication
demands.
2. What students are likely to be confused by or find difficult?
Estimating area without an array by only viewing the unit square. I imagine they will
try to count out individual unit squares, but I hope they can create a connection to
multiplication.
Understanding why we measure area in square units.
3. What aspects of the lesson might present particular managerial challenges?
Material distractions I will address this by only handing out materials when
necessary. I will collect materials that we no longer need as soon as we are done
with them.
Assessment of Goals/Objectives
Think about your goals for student learning. What would it look like for students to have reached
these goals? What are the component skills, strategies, and concepts students will need to
develop to get there? Draw on the developmental frameworks introduced in class to create a
checklist or recording sheet that will help you attend to your students progress with respect to
these landmarks. (See attached example.) Use this recording tool to help you focus on
students learning during your teaching and afterwards. You might ask your observer to use the
checklist too.
The teacher will offer informal assessment throughout the lesson during discussion
periods and problem-solving time. Students should be engaged and ask questions if
they are confused.
The teacher will collect student work at the end of the lesson to see that the students
understood area as additive. The teacher will assess the methods they used to calculate
the area.
o Students who are unable to complete the task might need further instruction.
o Students who complete the task at a basic level will be pushed to practice
multiplicative area in future lessons.
Accommodations
Accommodations for students who may find the material too challenging or who may need
greater challenge and/or finish early.
Students who finish their designs early can begin their estimations.
For students who need a greater challenge, the teacher will encourage him/her to add
more rectilinear shapes to his/her design so that he/she will have enhanced practiced

combining the area of the shapes. These students might be asked to join a student who
is struggling with the material.
For students who find the material too challenging, the teacher will provide optimal time
to work with peers in the hopes that peers will aid in understanding. If the material is
much too hard, the teacher will provide rulers and assist the student in creating a more
familiar array so that unit squares can be counted.