Area+of+a+Parallelogram+Lesson+Plan

= Area of a Parallelogram Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 7 11:35 am || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students have learned how to find the area of a rectangle and square. || Students will learn how to find the area of a parallelogram. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 3.0 Knowledge of Measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: C. Applications in measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Estimate and apply measurement formulas <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: c. Find the area and the perimeter of any closed figure on a grid || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Geometry unit assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to find the area of a parallelogram. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: calculating area by using the formula <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary:base and height <span style="font-family: Arial,Helvetica,sans-serif;">Connecting words: temporal (first, next, then) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will complete a worksheet consisting of problems pertaining to area of parallelograms. ||
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are working: unit assessment, benchmark assessment...) ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisions based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students know how to find the area of a rectangle and a square. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">The formula for parallelogram is very similar to a rectangle. Students will take what they know about rectangles and the characteristics of a parallelogram to help solve for the area. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison has a harder time grasping the concepts and needs more instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">We will be working in smaller groups so students get more one on one instruction. I will pay extra attention to Madison when working with her group and I will have the opporunity to work more one ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Scott Foresman and Addison Wesley Mathematics Grade 5 Volume 3 Teacher's Guide, Area of a Parallelogram worksheet, white boards, dry erase markers, Mathematics Grade 5 Workbook ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Copies of worksheet must be made for each student. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Groups will be predetermined for a smoother transition. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be instructed that when the lights go off it is time to move to the next rotation. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">The amount of time at each rotation may change based on how much time is left of class after the direct instruction. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.Warm-Up: Determine the area of the polygon. 5 questions involving either a rectangle or a square.
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

Ask students if they had any questions about the homework will Mr. Eisentraut takes a tally of how had the homework completed and how did not.

Take a tally of which students did their homework and take note of which students did not. Ask students if they had any questions about the homework and go over any questions students may have. || //(Clearly explain instructional activities in sequence.)// || 10 min
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**

45 min || Procedure: 1. Students will be introduced the formula for finding the area of a paralleogram. A= b x h A= area b = base h= height 2. Ask the students how the parts of a rectangle are similar to the part of a parallelogram. 3. Explain to the students they will doing rotations. One group will work with Mr. Eisentraut on practicing for the MSAs. Another group will work independently to complete a worksheet. The final group will work with me on some more difficult problems involving area of parallelograms. ~Mr Eisentraut's group: Problems from the mdk12.org website. The website includes problems that were on previous MSA tests. ~Independent group: Area of Parallelogram worksheet ~My group: We will do problems from the workbook that look at the area of parallelograms and comparing it to the area of different rectangles. The workbook will be on the document camera so students can see the problems. I will demonstrate the first problem. Then I will have the students do the next one on their own on the whiteboards. As they work I will check them off if they have answered correctly. We will then go over each problem after. 4. After 15 minutes, the lights will be turned out and the students who were with Mr. Eisentraut will do seatwork and the students doing seatwork will come to me. My group will then go to Mr. Eisentraut. 5. Finally after another 15 minutes the stuents will go to their last rotation. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || 5 min || Debriefing: Students will return to their seats. As they do ths, I will walk around and hand out the homework while asking students what is the formula to find the area of a parallelogram, square, and rectangle. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || The data shows that students know to multiply base and height of a parallelogram to find the area. Students deomstrated they were able to find the area even when the diagrams were different. When students did make mistakes it was an error in the double digit multiplication. Some of the diagrams involved decimals and students put the decimal in the wrong spot. I could still tell the students knew what they were doing even if they put the decimal in the wrong spot. I would say students have a good understanding because of how well they were able to also answer the wrord problems they did with me. I chose more tricky word problems because they were working with me and we were able to talk them out. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in; tabstops: right 6.5in;">IIn the groups I worked with, we used dry erase boards. This worked well because I was able to see each student work through <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in; tabstops: right 6.5in;">the problems. One students was working out the problem incorrectly and I was able to redirect her. She then self corrected herself and got the correct answer. By working in the smaller groups, I was able to work more one on one with the struggling students. I also called on each student to make sure each one had an understanding. One thing that did not work as well was some of the students finished the independent work before others. I ended rotations a little sooner so students could finish their independent work and if they were done they could work on the homework. When I was working with each small group, I paid attention to what problems the students struggled with. We would go over the problrm and I would find them another problem just like it to make sure they have a better understanding. Using the white boards instead of the students wiriting in their journals was helpful to me. I was able to see more visually the student;s thinking process. I had the students show their work so if they got the answer incorrect I was able to see where they made an error. Next time, KI may have a sort of exit ticket so I know the studens understood and were not just looking at their neighbor's board. ||
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **