Amanda Orr

SIOP Lesson Plan

Based off Template 2

STANDARDS:  Listening, Speaking, Reading, Writing

THEME:  8th Grade Mathematics, Chapter 3: Area

LESSON TOPIC:  Finding the Area

OBJECTIVES:

Language

Students will be able to...

  • Entering (Level 1):  
  • State the name of the geometric figure orally to a partner
  • Label the parts of the geometric figure that are needed to find the area (for example, the base and height) on the chalkboard
  • Developing (Level 3):
  • Follow oral directions to find the area of a polygon
  • Write the steps used to find the area with a partner
  • Bridging (Level 5):  
  • Explain to a partner the process of finding the area of a figure
  • Write the steps of solving a problem with a partner
  • Compose an area word problem in a small group

Content

Students will be able to...

  • Entering (Level 1):  
  • Identify the parts of the geometric figure (for example, the length and width) by pointing to it on the chalkboard
  • Find the area of a figure by using graph or dotted paper
  • Solve problems by drawing a picture
  • Developing (Level 3):
  • Find the area of figures by using formulas
  • Bridging (Level 5):  
  • Solve complex word problems by using mental math or a calculator

LEARNING STRATEGIES:

  • Hands on activities (drawing, measuring, calculating the area)
  • Completing worksheets and textbook problems
  • Repetition
  • Working with a partner
  • Scaffolding: students will be able to get assistance from a more knowledgeable person.  The extra support will be within his or her level or zone of proximal development.
  • By working with a partner, students may be able to get help from their partner, or be the one helping their partner understand how to figure out area.
  • When the teacher walks around the class, he or she may help the students one-on-one or in a small group.

KEY VOCABULARY:

  • area
  • circumference
  • radius
  • diameter
  • pi
  • polygon
  • length
  • width
  • height
  • base

MATERIALS:

  • Chalkboard/ whiteboard/ smart board/ overhead projector
  • Pencils
  • Graph/dotted paper (Level 1), Plain Paper (Level 3 and 5)
  • Rulers
  • Calculator
  • Measuring tape
  • Cutout construction paper shapes
  • Area worksheet

MOTIVATION:  Have students give examples of real life things that we need to find the area of.  Ask the students why it is important to figure out the area.  Then, show the students a real life example of these two concepts: have the class find the area of the room.  Using a measuring tape, have one student measure the length of the room, and have another measure the width.  With those dimensions, figure out the area as the classroom.  This will motivate students to find the area  because they know that they can apply the concept to the real world.

(Building Background)

Link to Experience: Ask students questions such as:

  • Have you ever had to fill up the inside of something?
  • How do you use area in other subjects or everyday life?

Link to Learning: Ask the students questions such as:

  • Why is it important to find the area?
  • What are some real-life things that we can find the area of?

PRESENTATION:

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

Lesson Preparation:

  • Put the agenda of what will be done in class on the board
  • A day before doing the activities, teach the basic terms and formulas for finding the area.
  • Have all supplies ready before the lesson
  • Explain an activity as clearly as possible.  Next, the students will complete the activity.  Then, do the same for the next activity.
  • Assign homework or classwork that will come from the textbook or a worksheet.

Comprehensible Input

  • For lower level English Language Learners, speak loudly, slowly, and clearly.  For upper level English Language Learners, speak at a normal rate.
  • Repeat more for lower level English Language Learners.  Repeat less for upper level English Language Learners.
  • Use gestures or body language by pointing to pictures or geometric figures
  • Write out all the steps and show all work for solving a problem
  • Give students time to think after proposing a question
  • Make directions as clear as possible
  • Give examples of problems before having students work on their own

Interaction

  • Solve problems by working with a partner
  • Discuss and write all the steps to solving the problem while working with a partner
  • The teacher should walk around while students are working in groups or independently to make sure that students understand directions or concepts

Feedback

  • Students can provide feedback to each other when they work with each other.
  • Teachers can provide feedback by walking around and observing the students.
  • Teachers can provide feedback by writing comments or fixing mistakes on worksheets or textbook problems.

PRACTICE/APPLICATION:

(Meaningful activities, interaction, strategies, practice/application, feedback)

Activity 1:

  • Level 1:  Have students draw a polygon on graph or dot paper.  Next, have them count the number of squares inside the drawing to find the area.  Or have them count the number of spaces for the length, width, base, or height, and calculate the area.
  • Level 3:  Have students draw a polygon on a regular sheet of paper.  Have them measure the dimensions of the figure with a ruler.  Then, have students use those dimensions to figure out the area of the figure they drew.
  • Level 5:  Give students specific directions.  Give them a specific name of a shape to draw. Give the students specific dimensions as to what that shape should be.  Have the students draw the shape by using a ruler.  Then, have the students calculate the area of the figure they were told to draw.
  • Example:  Tell students to draw a right triangle with a base of 2 inches and a height of 6 inches.  After they finish drawing with the help of the ruler, have them calculate the area using the formula: A (of a triangle) = (½) x base x height.

Activity 2:  The following activity will work for English Language Learners of all levels.  It will help teach how to find the area by labeling the parts of shapes and remembering formulas.  It will also help with domains such as listening, speaking, and writing.

Draw various shapes on the chalkboard or put them into a smart board slide.  Have the students come up to the board and label the parts of the shape.  Then, have a different student write the formula for finding the area of that shape.  After the students write on the board, another student will tell the class about what his or her classmates have written on the board.

For example, if the figure is a trapezoid, have students come up to label both bases and the height.  Then, have a student write the formula of a trapezoid underneath the figure.  Another student will talk to the class and explain what his or her classmates have written.  Instead of listening to a teacher, students will listen to their peers, which may encourage them to pay attention.

The same activity can be done for ELLs of all levels.  It will be easy to notice which level an ELL is at.  Level 1 ELLs may write less or talk less.  Level 5 ELLs will be able to write and explain more.  To differentiate the levels of ELLs, simply expect more from the ELLs at higher levels.  Ask them only what they are able to do.  Have ELLs in Level 5 write and explain more than what you would expect from an ELL at Level 1.

Activity 3

Cut out different shapes with different colored construction paper.  Color coordinate the shapes.  Give each student a cutout.  Students will find the dimensions of their figure by measuring it with a ruler.  Have students put their shapes together with a different student.  The student must find a partner with a shape that is the same color.  The color coordination makes sure that the shapes match up evenly.  When the students find a partner with the same color and put their shapes together like a puzzle, have the students find the area of the combined figures.

For example, one student is given a green square.  The student finds another student with a green right triangle.  The students but the shapes together to make a trapezoid.  Then, the students must find the area of the new figure that they created, which would be the trapezoid.

This activity can be done for ELLs of all levels.  To differentiate for different levels, do the following:

  • Level 1:  Have students point to or name the different parts of the shape to develop basic vocabulary.
  • Level 3:  Have students discuss with their partner the steps they took in finding the area.  
  • Level 5:  Have them write those steps and show all their work as to how they found their answer.
  • Also, students at this level can create their own word problem using the dimensions of the shapes they were given.  This allows them to use critical thinking and use the writing domain.

Lesson Delivery:  The activities and lessons can be used or adapted for all levels of English Language Learners.  Students will be engaged during the whole lesson by reading, writing, speaking, or listening.  They will participate in several hands-on activities, so the students will be continuously involved.

REVIEW/ASSESSMENT:

(Review objectives and vocabulary, assess learning)

After the students complete their activities, have them come together as a class and share what they did.  Have students tell the class what they discussed with their partner regarding area.  Have students share the steps that they wrote down.

Next, the teacher should once again briefly go over the vocabulary and formulas from the lesson to reiterate what was taught.  Then, the students can be assigned a worksheet for finding the area to do in class or for homework.  These problems are a review and can give them some extra practice.

Also, teachers can assess learning by walking around during the various activities, or help guide them during the activities.  Teachers can also assess by marking the worksheets that the students will complete for a review.  Their work will show if they understood the concepts or not.

EXTENSION:  As a class, students can decide on an object to find the area of.  The teacher can guide the students for finding the area of an object, but the students can do most of the work collectively as a class.

Students can also be assigned problems from the text book to work on.

Ask higher order questions:

  • Level 1:  
  • What are the different parts of a polygon that we use to find area?  A circle?
  • Level 3:  
  • What are some ways in which we found the area in class?
  • Level 5:  
  • Create a word problem that involves finding the area.
  • How do you think you can find the area of a three-dimensional, or solid, geometric figure?

Rationale:

        Most of the activities that I created are hands-on.  I picked the hands-on strategy because I believe it will keep the students involved and interested in the activities.  I feel that they will have more fun doing it than being lectured or being forced to do repetitive problems.  It will give them a chance to see how they can find the area in front of their eyes.  They will also realize that they can use area in their everyday lives.  In addition, all the materials I selected are based on the activities.  In order to complete an activity, certain supplies are needed.

        The first activity that I selected involved drawing polygons on a dot paper for Level 1 English Language Learners.  The dot paper allows students to count the area by the squares inside the figure they drew.  I chose this for Level 1 because it was the most basic and did not involve domains that were too complex; however, they are still able to learn the content.  Level 3 ELLs have to do a little more work.  On regular paper, they will draw their own figure, then measure it and find the area using a formula.  This gives them a few more directions that they have to follow.  They will be able to understand what they are doing along with the content.  There will not be anything that goes over their head that they don't understand.  Level 5 ELLs have the most work.  They have to follow explicit directions.  They will have to draw and find the area of whatever the teacher tells them to draw.  The listening domain will be key for Level 5 ELLs in this activity.  Level 5 ELLs can comprehend much more than Level 1 ELLs, so this activity makes much more sense for those with higher listening skills.  Overall, this activity will give students practice for finding the area as it is hands on.

        During the second activity, students will come up to the board, write the name of the figure, label the figure, find the area, and talk about what they have written.  Listening to fellow students may encourage students to listen, especially since it is a change of pace from listening to teachers.  I thought that this activity was good for all levels of English Language Learners.  Not only does it give all the students practice, but it will help all students remember the material.  Also, it assesses what students know or have learned without a formal test.  It especially assesses listening, speaking, and writing.  Students will practice writing on the board, speaking to the class about the mathematics, and listening to their peers.  This is a good activity because ELLs will be able to write and explain to their ability.  If they do not understand when listening, they can ask questions.  ELLs will be able to do what they can.  The teachers can provide guidance along the way to help them learn English; plus, they do not miss out on the content.

        The third activity gives students a chance to work with a partner.  Students of all levels will have a great opportunity to work on their speaking skills.  Higher level ELLs will also work on their writing skills by writing down the steps they took.  Students will combine their shapes, and find the area.  I chose this activity because it was a good chance for students to work with a partner, plus work with the content.  It is very important to have the construction-papered shapes for this lesson in order to make it a hands-on activity.  By putting the pieces together like a puzzle, students can see how finding the area works.  It is a great tool for visualization.  It helps with not only the domains, but learning the content as well.