Module 4 Lesson 12
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This document provides lesson plans and materials for teaching students about multiplying side lengths to find the area of rectangles. It includes fluency practice in multiplying by 7, worked examples of solving word problems to find the area of rectangles when one side is given, and having students practice applying different strategies like breaking rectangles into smaller parts. Students complete a problem set and an exit ticket to assess their understanding of applying area formulas to real-world word problems.
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This document provides the lesson plan and objectives for a mathematics lesson on finding the area of rectangles and composite shapes by decomposing them or combining parts. The lesson includes activities on skip counting by various numbers, practicing finding the area of rectangles and composite shapes, and solving word problems involving subtracting areas. Students will complete an exit ticket to assess their understanding and are assigned a homework worksheet to be turned in the next day.
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This document provides the lesson plan and materials for a math lesson on using the distributive property to find the total area of a rectangle by breaking it into smaller parts. The lesson includes group counting exercises, factoring practice problems, an application problem about finding the area of a divided square, and a concept development activity where students use tiles to determine the areas and side lengths of embedded rectangles and express the total area as a sum of products using the distributive property. Students then work through practice problems and demonstrate their understanding through an exit ticket.
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This document provides guidance for teaching students about finding the area of different shapes using side lengths. It includes instructions for activities where students will:
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2) Use multiplication to find the area of rectangles on a worksheet.
3) Measure side lengths on a floor plan in centimeters and write expressions to calculate the area of bedrooms and other shapes, finding the total area of a floor plan.
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This document outlines fluency and concept development activities to help students understand area as an attribute of plane figures. The fluency activities include group counting, identifying shapes, and finding common products of multiplication facts. The concept development uses pattern blocks to explore covering shapes and discovering that shapes with the same area can be covered by the same number of pattern blocks regardless of the size of the individual blocks. Students then learn that the standard unit for measuring area is square units.
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Module 4 Lesson 4
1) The document provides instructions and content for a math lesson on relating the side lengths of rectangles to their area when measured using square tiles.
2) Students practice counting square units in sample rectangles and building rectangles from square tiles with given side lengths (e.g. 3 by 5).
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This document provides the lesson plan and objectives for a mathematics lesson on finding the area of rectangles and composite shapes by decomposing them or combining parts. The lesson includes activities on skip counting by various numbers, practicing finding the area of rectangles and composite shapes, and solving word problems involving subtracting areas. Students will complete an exit ticket to assess their understanding and are assigned a homework worksheet to be turned in the next day.
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This document provides guidance for teaching students about finding the area of different shapes using side lengths. It includes instructions for activities where students will:
1) Practice skip-counting by different numbers to find products.
2) Use multiplication to find the area of rectangles on a worksheet.
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This document provides lesson plans and materials for a math lesson on finding the area of composite shapes. It includes examples of decomposing larger shapes into rectangles to calculate their total area. Students practice breaking apart shapes, adding and subtracting areas, and solving problems with missing information. The lesson emphasizes using addition and subtraction to find the area of a composite figure after decomposing it into simpler shapes.
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Module 4 Lesson 4
1) The document provides instructions and content for a math lesson on relating the side lengths of rectangles to their area when measured using square tiles.
2) Students practice counting square units in sample rectangles and building rectangles from square tiles with given side lengths (e.g. 3 by 5).
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This document provides an overview of a math lesson on fractions and the number line. The lesson includes fluency practice with skip counting by 3s and 6s and multiplication. Students will partition paper strips into equal parts to represent fractions like halves, fourths, and eighths. They will identify and count unit fractions. The lesson concludes with a problem set, student debrief, and exit ticket to assess understanding of representing fractions as equal parts of a whole.
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This document provides lesson plans for teaching students to compare fractions with the same numerator using models and symbols like <, >, or =. The lesson plans include activities where students:
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2) Shade fractions like 4/6 and 4/12 in rectangles partitioned into sixths and twelfths to compare size.
3) Use number lines partitioned into different units like eighths and tenths to compare fractions and write number sentences with comparison symbols.
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This document provides lesson plans for teaching students to compare fractions with the same numerator using models and symbols like <, >, or =. The lesson plans include activities where students:
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3) Use number lines partitioned into different units like eighths and tenths to compare fractions and write number sentences with comparison symbols.
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1. Look for clue words and decide perimeter or area
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1) The document provides guidance for teaching a lesson on generating equivalent fractions using visual models and the number line.
2) It includes examples of fraction strips that can be used to demonstrate how doubling the top and bottom numbers of a fraction results in an equivalent fraction.
3) Activities include having students find and explain equivalent fractions using fraction strips, noticing relationships between equivalent fractions like 2/3 and 4/6, and using models and the number line to prove fractions are equivalent.
Module 5 lesson 21
This document provides an overview of a lesson on equivalent fractions. The lesson objectives are to recognize and show that equivalent fractions refer to the same point on the number line. Students will partition wholes into equal parts to form unit fractions. They will also use number lines and fraction strips to identify equivalent fractions and see that they represent the same quantity. The lesson includes activities where students draw and label number lines, fold fraction strips to represent equivalent fractions, and measure equivalent fractions on a classroom number line.
Module 5 Lesson 20
This document provides lesson plans and materials for teaching equivalent fractions using area models with linking cubes or other objects. The lesson introduces equivalent fractions through examples where the shape of the whole is different, but the fractions represented are the same, such as 1/4 and 1/4. Students then complete an activity cutting shapes from a rectangle to show other equivalent fractions. Assessment includes a problem set, debrief, and exit ticket to check understanding of equivalent fractions.
Module 5 lesson 17
This lesson teaches students to place fractions on a number line. Students will practice dividing and placing unit fractions on a number line. They will compare unit fractions and solve an application problem about the length of a black line at the bottom of a pool. The lesson closes with students generating fractions to place on number lines with specified endpoints and explaining their reasoning.
Module 5 Lesson 14
This document provides the lesson plan for a mathematics lesson on placing unit fractions on a number line from 0 to 1. The lesson includes fluency practice with division facts and counting by unit fractions. It then has students draw a picture and number bond to represent a fraction problem. The main lesson teaches students to measure and label unit fractions on a number line, comparing this to number bonds. Students complete a problem set and an exit ticket to assess their understanding.
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Module 4 Lesson 12
- 1. Multiplication and Area Topic D: Applications of Area Using Side Lengths of Figures Module 4: Lesson 12 Objective: Solve word problems involving area.
- 2. Fluency Practice (15 minutes) Group Counting (3 min) • Fours to 40 • Sixes to 60 • Eights to 80 • Nines to 90
- 3. Fluency Practice (11 minutes) Multiply by 7 (8 minutes) 7 x 7 = _______ Let’s skip count by sevens. 7, 14, 21, 28, 35, 42, 49. Let’s see how we can skip count down to find the answer too. Start at 70. 70, 63, 56, 49 Continue with the following sequence: 9 x 7, 6 x 7, and 8 x 7.
- 4. Fluency Practice (11 minutes) Multiply by 7 pattern sheet (2 min) Let’s practice multiplying by 7. Be sure to work left to right across the page.
- 5. Fluency Practice (11 minutes) Find side length (5 min) Say the area of the rectangle. What is the width of the rectangle? Complete the equation: 2 units x ____ units = 10 sq units Continue with the following possible sequence: 1 unit X ____ units = 8 square units, 5 units x ___ units = 15 sq units, 3 units x ____ units = 18 sq units, and 6 units x ____ units = 24 sq units
- 6. Application Problem (5 minutes) • Find the area of a 6m by 9m rectangle. • Use the side lengths 6m by 9m to find different side lengths for a rectangle that has the same area. Show your equation using parentheses. Then estimate to draw the rectangle and label the side lengths.
- 7. Application Problem (5 minutes)
- 8. Concept Development (30 minutes) Part 1: Solve area word problems with 1 side length unknown. The area of Theo’s banner is 32 square feet. If the length of his banner measures 4 feet, how wide is it? What information is known? What is unknown? I’ll draw an area model and use a letter for the unknown.
- 9. Concept Development (30 minutes) If the length is 4 feet and the area is 32 square feet, can the width be less than 4 feet? No, the width needs to be more than 4 feet. The width should be more than 4 feet because 4 times 4 only equals 16, but the area is 32 square feet.
- 10. Concept Development (30 minutes) Talk to your partner: Is the area model I drew an accurate representation of the rectangle in the problem? How do you know? No, because the width should be much longer than the length. Work with your partner to correctly redraw my area model on your board.
- 11. Concept Development (30 minutes) How can we find the value of w? Right! Divide 32 by 4! What is the value of w? 8! So what is the width of Theo’s banner? 8 feet!
- 12. Concept Development (30 minutes) Part 2: Choose a strategy to find the area of a larger rectangle. Amir is getting carpet in his bedroom, which measures 7 feet by 15 feet. How many square feet of carpet will Amir need? Draw an area model to represent Amir’s bedroom. Write an expression that shows how to find the area.
- 13. Concept Development (30 minutes) Talk to your partner: How can we find the area of Amir’s bedroom since the measurements are so large?
- 14. Concept Development (30 minutes) • We can break the room up into two smaller rectangles and add their areas together. Or we can also break apart one of the factors in 7 × 15 to come up with a multiplication sentence that is easier to solve. • Decide with your partner which strategy you’ll use to find the area. Then solve. • What is the area of Amir’s bedroom? Yes! 105 square feet. • Share which strategy that you used to solve the problem.
- 15. Concept Development (30 minutes) Continue with the following suggested examples, encouraging students to try different strategies: • Maya helps her family tile the bathroom wall. It measures 12 feet by 11 feet. How many square-foot tiles does Maya need to cover the wall? • Francis washes all of the windows outside his parents’ bookstore. There are 5 windows, each one is 6 feet wide and 8 feet high. What is the total area of the windows that Francis washes?
- 16. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (10 minutes) Let’s review your solutions for the problem set.
- 17. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 18. Homework 3-4 Lesson 12 Homework Worksheet Is Due Tomorrow!