Teacher​: Jordan Hitz

Subject​: K&E Math 8

Date​: February 5, 2018
Time​: 8:30 - 9:13

Lesson Background Information

Materials​: square tiles, scissors, rulers/meter stick, calculators, graph paper, chart paper, station
cards, station sheet, project booklets.

Accommodations​: Students are given time to work at their own pace and use their own
strategies. There are visuals on the board for solving problems as well as physical manipulatives
if students find it helpful to work with them.

Objectives​:
S4​. estimate, measure and calculate the perimeters of quadrilaterals and triangles to solve problems in
everyday contexts
S5. ​estimate, measure and calculate the perimeter and area of irregular shapes by dividing them into parts,
using manipulatives and diagrams

Lesson Execution

Introduction​ (5 minutes)​: We will be reviewing what the meaning of area is and different
strategies to find area.
Area - The size of a surface (or the space it takes up)
I will draw two different rectangles and have students explain how we can use drawings/divide
the image to find the area. (I will be looking for students to explain that we can divide the shape
according to the lengths of the sides. ​Students demonstrate levels of remembering and
understanding in their thinking within Bloom’s Taxonomy.
Body​:
● Compare and Cover Area​ ​(10-15 minutes)​- I will give students each a different chart
paper. There are three different shapes on the chart paper. Their task is to label the shapes
from largest to smallest areas using the numbers 1,2, 3 (1 meaning largest area, 3
meaning smallest area). Students are ask to explain to me or Mrs. Manansala why they
labelled each shape this way. This is to engage students with their estimation skills and
critical thinking. Once students are done, they are to find the approximate area
(estimation) of each of the shapes using the strategy of their choice. They can cut it out,
use a ruler, fit tiles, within the shapes, or use graph paper. ​This activity encourages
students to discover new ways to compare and find areas between objects. Students to
apply, analyze, and evaluate within this activity. This is done by explaining their
thinking and creating meaning while using manipulatives.

● Finding Area of Irregular Shapes​ (5-7 minutes, 5 - 10 minutes) ​ - I will once again
start with a shape they are familiar with: a rectangle and I will
ask them how to find the perimeter of this shape. They should
be able to easily answer this as we reviewed this at the
beginning of class.

I will then ask students how to find the area if the shape looked like
this:
Hopefully, students would say to split this shape up the same way we
did before. We would draw the lines and find how many square centimeters
this shape takes up ​(36 square centimeters).​ Once we have finished this, we
will do one more together: (25 square
meters)

○ (5-10 mins)​ Once we have finished the mini lesson on the board, students will
move around between seven different stations that the students first calculate the
area at each station and then create a different shape that has the same area. I will
be circulating and observing during this time. Mrs. Manansala and I will be
checking for understanding and prompting students if they get “stuck”. Once
students have finished each station, they will show me what they completed and
will compare work with other classmates
 ● Project Introduction ​(**If Time Permits):​ Students will have the choice to design either
an obstacle course, tiny house, or a taco truck. This gives their learning “real-life”
purpose. In each project, students must complete planning pages and a rough draft before
they can build their project. By providing students choice, it creates interest and “buy in”
to the project. ​Students will demonstrate higher order thinking by creating meaning
from area and perimeter concepts.

Closure: ​I will ask students how to find the area of an irregular shape. They will “hopefully”
answer by splitting it into parts.

Permeation​: This lesson shows the ​Humanness​ characteristic of the Catholic identity because I
am creating a healthy respect for each student in my classroom as well as differentiating my
lessons using a number of strategies and intelligences based on the learners in my classroom

Assessments​: The sheet the students fill out during the stations is assessment FOR learning. The
project students will be working on throughout the rest of the unit will be assessment OF
learning.