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Education, Others, Pages: 1

Madeline Hunter Style Lesson Plan

Madeline Hunter Style Lesson Plan

State Standard The student applies mathematical process standards to understand how to represent and compare whole numbers.
Lesson objective

VOCABULARY

 At the end of this lesson, students will be able to count a set of up to 20 objects and correctly state the total number.

COUNT, TOTAL, SET, ARRANGEMENT
Materials Counting manipulatives (e.g., blocks, counters)

Whiteboard and markers

Anchor chart with counting strategies

Paper for drawing/counting
Anticipatory Set

1.                  Hook

2.                  Check for previous   knowledge

3.                  State objective of lesson

 Anticipatory Set

1.      Show a collection of objects (e.g., 10 blocks) and ask, “How many do I have?”

2.      Students show how they count items in their homes (to connect to real-life examples).

3.      Explain that we will learn how to count objects accurately.
Teaching

1.                  Input (explain)

2.                  Model(demonstrate)

3.                  Check for understanding (how?)

 1.      Introduce counting and emphasize that the last number spoken is the total.

Figure 1: Counting blocks

2.      Use manipulatives to model counting. Count out loud as you point to each object.

3.      Ask volunteers to count objects and confirm their totals.
Guided Practice

1.                  Explain the work

2.                  Work done in groups, or individually

3.                  Teacher monitors, helps

 1.      Distribute groups of 15-20 manipulatives to small groups.

2.      Students will count their objects in groups of 2-3, ensuring they agree on the total.

3.      Circulate and provide support, asking questions to encourage discussion about their counting strategies.
Closure

1.                  Students demonstrate knowledge, through questions or presentations

2.                  Re-state objective of lesson

 1.      Have each group share their total and explain how they counted.

2.      Reinforce that the last number said is the total number of objects.
Independent Practice

1.                  Work done without teacher help, after guided practice, homework or another time

 Students will draw a set of objects (up to 20) and write the total number underneath.
Evaluation

1.                  What the students can due to prove they understand the objective of the lesson

 Students will be assessed on their ability to accurately count objects and express the total verbally or in writing.
Accommodations

1.                  LD

2.                  ELL

3.                  GT

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Question 

 

State Standard 4th grade
(5) Algebraic reasoning. The student applies
mathematical process standards to develop concepts
of expressions and equations. The student is expected
to:
(D) solve problems related to perimeter and area of
rectangles where dimensions are whole numbers.
Lesson objective
VOCABULARY		 Objective- At the end of this lesson the student will be able to draw
the area of a given rectangle and correctly tell its area. The student
will write the equation that shows the area formula for each
drawing.
AREA, SQUARE FEET, LENGTH, WIDTH
Materials ANCHOR CHART, PAPER WITH RECTANGLES, RULER, GRAPH PAPER,
PENS
Anticipatory Set
1. Hook
2. Check for previous
knowledge
3. State objective of lesson		 1. Show 2 different size rectangles,
2. ask which has a greater area. (do they know what area
means in a non-math setting)
3. Today we will be finding the area of rectangles. We will
draw them, count the square units, and figure out the
mathematical formula.
Teaching
1. Input (explain)
2. Model(demonstrate)
3. Check for understanding
(how?)		 1. Anchor chart- show how to find the area of a rectangle,
stress the idea of squared unit- it could be a foot or a cm.,
area is always done with square units.
2. On a paper, show how to find the area. We will use inches.
Have a pre-done rectangle (no half inches for this!) Show
how to mark off on the length and the width and draw the
squares. Then count off the squares. Here is what it might
Madeline Hunter Style Lesson Plan

Madeline Hunter Style Lesson Plan

look like.
3. Students will fill in a preprinted rectangle as I did in the
demonstration.
Guided Practice
1. Explain the work
2. Work done in groups, or
individually
3. Teacher monitors, helps		 1. Pass graph paper, explain that each square will count as a
square inch. Have the following 7 questions on the board.
Demonstrate drawing and counting the first one.
What is the area of a rectangle that has the following
dimensions?
1. H-3, W-2
2. H-5, W-6
3. H-1, W-8
4. H-7, W-3
5. H-4, W-6
6. H-8, W-5
7. H-3, W-10
2. The work will done individually, though they can help each
other.
3. Teacher monitors and asks if there is an easier way.
Closure
1. Students demonstrate
knowledge, through questions
or presentations
2. Re-state objective of
lesson		 1. Contest- A select student write the dimensions of a
rectangle on the board and the first student to know the
area stands up. The select student and teacher pass around
to see the answer of all the students who finish. The first
student who got it will explain how he/she got the answer
so quickly (and show us the equation). Then all students
will write the formula for their own rectangles and the
select student and teacher will facilitate.
2. Today we were able to find the how many square feet make
up the area of a rectangle and write the formula, HxW=A
Independent Practice
1. Work done without
teacher help, after guided
practice, homework or another
time		 n/a
Evaluation
1. What the students can
due to prove they understand
the objective of the lesson		 Students were able to draw the area of a given rectangle and
correctly tell its area. The student will write the equation that
shows the area formula for each drawing.

 

Accommodations
1. LD
2. ELL
3. GT		 n/a