This document outlines a flipped lesson plan for a 3rd grade math class on finding the area of rectangles. As homework, students will watch videos introducing area and the area formula. They will answer questions to demonstrate their understanding. In class, students will use tiles to design classroom layouts and write the corresponding area equations. They will also calculate the area of chicken coops using different dimensions. The goal is for students to apply their understanding of the area formula to solve real-world problems, with teachers providing guidance to develop higher-level thinking.
2. FLIPPED LESSON PLAN 2
Introduction
To prepare students for the 21st century as educators we need to, “Enhance student
learning by targeting 21st century skills, such as collaboration among teachers, students, parents,
and other teachers, media literacy, and interpersonal and self-directional skills, as well as
thinking and problem-solving skills.” (Tingen, Pilbeck, & Holcomb, 2011, p. 88) Creating
flipped lessons gives students the opportunity to take more of an active role in the classroom and
build their self-discovery skills. They are given the tools, material, and guidance needed to
promote higher level thinking.
Part One: Homework Activities
Standard: Common Core Standards: Grade 3: Math
CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of
solving real world and mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.
Title: Using Equations to Find Area
Description: In this lesson students will do their homework of watching an introduction on
finding the area for rectangles. They will need to research the equation used to find the total area
of a rectangle (length X width). They will also come prepared to class with several questions
answered and multiplication problems solved to help address their understanding before the class
activity that would require them to apply and solve the equation for area for specific rectangles.
3. FLIPPED LESSON PLAN 3
Learning Objectives: Third grade students will
Find the area of a rectangle by counting tiles
Apply multiplication equations to solve the area of a rectangle
Explain in numbers, words, or sketches how they found the area of a rectangle
Videos:
https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/basic-geo-
unit-squares-area/v/introduction-to-area-and-unit-squares (Intro to area and unit squares)
https://www.khanacademy.org/math/basic-geo/basic-geo-area-and-perimeter/area-
formula-intuition/v/transitioning-from-counting-to-multiplying-to-find-area-3rd-grade-
khan-academy (Transitioning from unit squares to area formula)
Questions:
When you are trying to find the area of a shape, what does that mean?
Does it matter which side you multiply first when finding the area of a rectangle?
What are some measurements we could use to find the area of a rectangle? (Hint: square
centimeters is one)
Topics:
What are some tools you can use to help you find the area of an object?
Find a location that would have over 100 feet for an area.
Why might you need to know the area of an object or space? Think, when in your life
would you need to find the area of something?
4. FLIPPED LESSON PLAN 4
Part Two: In-Class Activities
A.
Students will be told they get to take on the role of classroom teacher. This is their
opportunity to design the arrangement of the desks in the classroom. Using tiles, instead
of desks, students need to come up with as many arrangements as possible to include all
24 desks in the classroom. Students will then switch places with a peer and create the
equation that matches the arrangements shown. If both peers agree on the equation, they
will record the design on grid paper. They will label the sides and use the multiplication
equation that matches accordingly. If tablets, ipads, or other electronic devices are
available, students my log into https://www.mathlearningcenter.org/web-apps/geoboard/
to virtually use the rubber bands on the geoboard to create the arrangement. This tool also
allows users to write in freehand pen, so they can still write the equations accordingly.
After viewing some images of chicken coops (Google images on-line), Students will then
be shown blueprints of some different coops with various dimensions on a Smart
Notebook page. (These would simply be rectangles with the sides labeled.) The website
https://drawisland.com/ can also be used as a tool to help draw and create the chicken
coops. Student will be told they need to find the area of the coop because they need to
know how much fencing will be needed to cover the top, or roof of the chicken coop.
Students will work in small groups. This lesson can be differentiated based on the
dimensions of the coop. They will be expected to use the multiplication equation to
identify how they were able to find the area.
Assessment:
5. FLIPPED LESSON PLAN 5
North Carolina published task assessments on this concept on wikispace. I followed the task “All
Areas” (3.MD.7 Task 1) on their link (http://3-5cctask.ncdpi.wikispaces.net/3.MD.5-3.MD.7).
This requires students to use tools such as tiles to find the areas of specific given rectangles,
design a rectangle with a larger area, and explain how they used multiplication to find the area.
Conclusion: Creating a flipped lesson plan allows educators to use their time most efficiently.
Teachers do not need to use their limited time reciting, explaining, or modeling a skill, if it can
be done outside of school. Teachers can then use their time guiding students as they apply,
design, and reason. This is allowing an increase in higher level thinking and engagement during
class.
6. FLIPPED LESSON PLAN 6
References
Tingen, J., Philbeck, L., & Holcomb, L. B. (2012). Developing classroom web sites for 21st
century
learning. Kappa Delta Pi Record, 47(2), 88-90.
Public Schools of North Carolina. “3-5 Formative Instructional and Assessment Tasks
for the Standards in Mathematics”. http://3-5cctask.ncdpi.wikispaces.net/
