To introduce the lesson, the teacher will read the book Spaghetti and Meatballs for All! by Marilyn Burns (1997). Following the read-aloud, there will be a brief discussion about what students thought the book was about. The teacher will pose leading questions to help students connect the book to area. The teacher will inform students that they will be partitioning rectangles into rows and columns of same-sized squares and then counting the number of squares. Although at this level, students are not required to find the area of shapes, the teacher will introduce students to this vocabulary to help them in future grades.
2 Direct Instruction
Next, the teacher will pass out the iPads (one for each student or pair of students) and head phones. The teacher will model opening the Nearpod app and entering the session PIN to access the presentation. Students will participate in the interactive presentation Rectangles: Rows and Columns by Jennifer Nichols.
After all students are done with the presentation, the teacher will lead students in a discussion about what they learned. First, they will discuss the difference between rows and columns. Next, the teacher will lead students to connect the presentation to the story. Finally, the teacher will help students make a connection between the presentation and area.
3 Guided Practice
Next, the teacher will model for students how to open the Geoboard app and how to create rectangles. The teacher will instruct students to make certain sized rectangles, divide them into rows and columns using the drawing tool, and count the number of squares created.
4 Independent Practice
After all students have had adequate time practicing with the teacher, students will be allowed to create their own rectangles using the Geobard app. Students will draw their partitioned rectangles on geoboard dot paper and record the total number of squares . Students who finish early may use ixl.com to find the area of shapes besides rectangles, including irregular shapes.
After most students have had the opportunity to create 5-6 rectangles with the app and draw their partitioned rectangles on geoboard dot paper, recording the total number of squares, the teacher will have students share their rectangles with their table partners. Each table will provide the teacher with their "My Favorite No", an example of an incorrect answer that they will correct for the class (the student’s name will be kept anonymous). The incorrect example or misconception will be placed under the document reader and the group will lead the class in correcting the partitioning and/or answer for the total number of squares.
After every group has had an opportunity to share, the teacher will lead the class in a final discussion about the lesson and answer any questions or correct any misconceptions.
Key Standards Supported
|2.G: Reason With Shapes And Their Attributes.|
|2.G.2||Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.|