1. How do you find the area of a rectangle using square units?

2. In this lesson you will learn to cover the area of a shape by using square units.

3. Let’s Review Area is the space inside a closed shape.

4. A square unit is used to measure the area of a closed shape. 1 unit

5. A Common Mistake Area Perimeter

6. Core Lesson We can use square tiles to show square units. 1 square tile1 square unit

7. Core Lesson Area

8. Core Lesson Laying square tiles like this does not cover the whole area of the rectangle.

9. Laying square tiles like this does not cover the whole area of the rectangle.

10. Laying square tiles like this covers too much of the shape.

11. Laying square tiles like this covers the entire area of the rectangle.

12. In this lesson you have learned how to cover the area of a shape by using square units.

13. Guided Practice How do you find the area of a rectangle using square units?

14. Extension Activities Using your grid paper shapes, cover the area using square tiles.

15. Fill the area of the given shapes using your square tiles.

16. Some of these shapes have their area covered properly, but some do not. Find the ones that do not have their area covered properly and fix them so that the area is covered properly.

17. Quick Quiz Which of these shapes is covered with square tiles? Which of these is a square unit?

18. Lesson Slides Rubric Use this rubric to ensure your lesson plan is great!

19. Math Rubric Criteria for SuccessThings to avoid Storyline or Arc of the Lesson  There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning  All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole. Hook Slide  The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”  The question is short  A relevant example is included when it is short and further pulls the learner in  The question mirrors what the student will learn, then need to do later in the guided practice  The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)  The hook is overly-complicated and potentially confusing  The question does not parallel the guided practice questions Objective Slide  The objective follows the form (you will learn X by doing Y)  Is concise and follows the form provided in the examples  Does not follow the form  Is overly vague in describing either the X or the Y  Is too long  Is written for teachers but not students Let’s Review  Reminds the student of how this lesson fits with other lessons (the lesson, however, should still be able to stand on its own)  Reminds the student of important vocabulary  Is as concise as possible  Uses visuals whenever possible  Is either too detailed or not detailed enough in connecting the lesson to other lessons  Leaves out important touch points  Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

20. Common Mistake  Points out a common mistake that students make  Concisely explains the thought process that leads to that mistake  Isn’t actually a mistake students make (too simple)  Is confusing or vague Modeling a Way of Looking at It  Clearly models a way to look at the standard  Uses visuals as often as possible to show how the way of looking works  Is in “think aloud” format. The teacher is opening up his/her thought process to the student  Takes advantage of every opportunity to explain why the math works the way it works  Engages the learner by asking questions along the way to build suspense  Uses an an example to show the way in action  Explains how this way of looking at it shows why the common mistake (see above) is a mistake  Focuses on the algorhythm (or trick) instead of on showing a way of looking at the math  Fails to use visuals to show a way  Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy  Does not ask any questions along the way to pull the learner in  Misses opportunities to explain the why behind the math  Fails to explain why this way of looking at the math addresses the common mistake Objective Review  Reviews the objective in a way which conveys, “we’ve come full cicle and now you see this objective with new eyes.”  Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind  Creates abrupt feeling between the lesson and the reviewing (subtext: “we’re done with this lesson, let’s quickly bring it to a close.”) Guided Practice  Is at the same difficulty level modeled in the lesson  Is connected to the initial hook question  Seem unrelated to the hook question  Is at a different difficulty level than that modeled in the lesson

21. Extension Activity Suggestions  Includes a suggestion for a struggling student who needs more opportunities for practice  Includes a suggestion for students who seem to get it but need more practice  Includes a suggestion for students who get it and are ready to be challenged further  Suggestions should clearly build from the approach in the core lesson  Does not include differentiation  Does not thoughtfully connect or flow from the lesson  Does not clearly build from the approach in the core lesson  Does not give a range of activities Aesthetics  The slides use the correct colors (blue, green, red) in the correct sequence.  The slides use the correct fonts  The slides use handwriting and the handwriting appears as written in the right places  The slides only use the headers/titles provided  The slides use the provided visuals or include visuals created by the author or LearnZillion  The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining  The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)  The slides use other colors or vary the order of the colors  The slides add new headers/titles that aren’t part of the template  The slides use clip art  The slides are cluttered  Animation is distracting and feels more like sizzle than part of the steak

22. Graphic and Image Templates Copy and Paste items from these slides to make your presentation look great!

23. You can copy and paste these items into any slide Green text box that appears letter by letter Green text box that fades in Blue text box that appears letter by letter Blue text box that fades in Red text box that appears letter by letter Red text box that fades in

24. You can copy and paste these items into any slide— make sure you copy both the bubble and the text! Do I feel strongly about it? Do I have a lot to say? Do I feel strongly about it? Do I have a lot to say? Do I have a lot to say?

25. You can copy and paste these items into any slide. You can resize them as needed! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered!

26. All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate them!

27. [Write first step here…] 1 2 [Write second step here…] 3 [Write third step here…] You can use these when discussing main ideas or steps in a process…

28. You can resize any of these boxes and use them to highlight text or ideas.

29. Let’s Review A Common Mistake Guided Practice Quick Quiz Extension Activities Core Lesson