Name of Lesson: Day 2—What square unit to use?

Grade Level: Third	Subject: Measurement-Area	Prepared by: Debbie Owens

Core: Estimating and Measuring Area (3.MD.6) Understand the size of different unit squares. Use concrete and pictorial models of square units to determine the area of two-dimensional surfaces by counting them Area is the # of square units needed to cover a region. The amount of space inside a shape is its area. Square units cover the plane figure without overlapping or gaps. Be able to accurately count.	Objective(s): Each third grade student will be able to calculate area by counting tiles when given a practice worksheet with 90% accuracy. Each third grade student will select appropriate size unit square when given 10 multiple-choice questions with 80% accuracy.

Preparation for Learning	Teacher Guide	Student Guide
Gaining Attention	Ask students to trace the perimeter of their desks. Ask them to show where they will measure area of their desks.	Student trace around their desk for perimeter and point to space where area will be measured.	Materials Needed: • Premade 1 inch squares, 1 foot squares, 1 yard squares and 1 cm squares • Three examples of how area was covered from day 1 or Notebook Day 1 pages 3-5. Several pieces of chart paper with a different sized square units on them for brainstorm. Practice worksheet for students to practice how to count.
Direction (Stating Objective)	Write today’s objectives on the white board OR show Page 1 in Notebook. You will be able to calculate area by counting square units accurately. You will select the appropriate size unit square when given an area to measure. Direct students read the objectives together.	Students orally read the objectives.
Recall (recall of prerequisite information)	Show students first example of how area was calculated. Ask students if this area was covered correctly? Continue with other two examples. After examples, tell students that to accurately cover a region, the space inside a figure must be completely covered with NO gaps or overlapping.	Think-Pair Share—Have students share with partner before calling on a random student.
Content (presentation of new material) I Do	Show students examples of different sized squares. (square cm, square inch, square, feet, square meter). Tell depending on the size of the area needed to measure different square units are needed. Ask how many of you would want to measure the floor of the classroom with a square cm? Ask is there a better square unit you would rather use? Why? Tell students they are going to brainstorm places they could measure area with different sized units. Use Total Recall on iPad to record student input. Remind students that a square yard means that each side is a yard.	Students share whether they want to measure the area of the room’s floor with a square cm. Students share different square units to use and defend their ideas. Students provide responses as teacher records.	Other Resources: iPad to record brainstorm using Total Recall Notebook and Smartboard Tools Notebook Day 2 `
Application (Guided Learning) We Do	Say now that we know how to figure out which square unit to use to measure different areas, Ask How exactly do we actually count the area of a shape? Show page 2 in Notebook. Use pen tool in Notebook to write down numbers as you count the squares. Ask if there are any questions. (Some students may want to share that they have found a short cut using multiplication facts, let them share.) Emphasis how to write the units for area [square unit, sq. unit, unit2 (second power)].	Students help count the squares and record using Smart Board Tools.
Application (Eliciting Performance) You Do	Pass out worksheets for students to practice both how to count square units for area and which square unit would work best.	Students work on practice worksheet.
Application Feedback	Walk around room assisting students as they practice. Provide feedback and encouragement. Note if any student is struggling, provide assistance. (Help any students who struggled the day before.)	Students work on task.	Additional Notes:
Wrap-Up	Evaluation	Grade practice sheets and Note any students who did NOT meet the objective.	No applicable—done after students are gone.
Closure (retention and transfer)	Review the name of each square unit by holding each one.	Students respond.