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Acquisition Lesson Plan Name: **5th grade Math (Mob)** Plan for the Concept, Topic, or Skill—Not for the Day Topic: **Area M5G1: Stduents will extend their understanding of area of fundamental geometric plane figures.

A. Essential Question ** : How is the area of a rectangle useful in finding the area of a parallellogram?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt #1: Polygons are plane figures. Assessment Prompt #2: Area Assessment Prompt #3: How to find the area of a rectangle. Assessment Prompt# 4: Derive the area of a parallellogram using the area of a rectangle.


 * B. Activating Strategy: I have, who has. Find your problem or answer. Area Song (as it relates to the shape being discussed). Previous strats may not all be used at one time but, daily or as needed based on student need. **


 * Key vocabulary to preview:** derive, formula, polygon, area, rectangle, parallelogram, plane figures

//D. Teaching Strategies: // ** Instruction:
 * C. Graphic Organizer: Students will make a graphic organizer that they will be able to use throughout the duration of the unit. Know/Need to Know is in book form and has the formulas for area and circumference of speific shapes as they relate to the unit(s) of study. Studens are able to wrote on each page of their book.
 * Teaching Strategy 1:** The whole group will discuss various types of polygons. Pictures will be used to show examples and students will look around the room and school to find further examples.
 * AP#1:** Collaborative Pairs: 1's tell 2's what plane figures are. 2's tell 1's why polygons are plane figures. Share whole group. 
 * Teaching Strategy 2:** The whole group will briefly discuss area for clarification and understanding. The teacher will use an interacitve pp presentation to help students better understand area. The power point uses squares, rectangles and circles to show area. This will also help them to understand how the formulas are derived. Students will also be told that area is always written as units squared.
 * AP#2:** What is area? Discuss the differecne between area and perimeter.
 * Teaching Strategy # 3:** Students will be shown how to properly set us the formula for a specific shape (rectangle) and how to plug in the correct numbers. The difference between length and width will be discussed and students will be given various opportunities to practice using the formula for the area of a rectangle.
 * AP# 3:** Discuss what a formula is and how it is used. Students will be given the opportunity to research and find the formula for the area of a rectangle with a partner. Whole group share and discuss.
 * Teaching Strategy #4:** Once students have a good understanding of how a rectangle and parallelogram relate they will work in groups to find the area of various parallelograms with different measures.
 * AP#4:** Students will be given pictures pictures of rectangles and parallelograms to assist in deriving the formula for the area of a parallelogram. The picture will have dotted lines to represent how to change the parallelogram to a rectangle and so on.


 * //E. Assignment: Students will use the formula for the area of a paralleogram to correctly find the answer. Problems and prictures/drawings will come from the teacher(s), powerepoints, and the text as needed. Students will work on problems independently, in pairs, and will receive one to one as needed. Use math journal to describe the relationship between rectangles and parallelograms.

F. Summarizing Strategy: TOTD: What is the formula for the area or a parallelogram? and rectangle? (Use numbers as needed based on student performance.)//**