Unit Title: Geometry

Lesson Title: Area

Curriculum Area (s): Math
Grade Level: 7th
Time Required: 1 hour & 30
minutes

Author: Jay Asher

Author Contact:
http://www.jacketflap.com/jay.asher
Instructional Groupings:
whole group, small group, homogeneous

Parts of Novel Study assignment addressed in this lesson: engaging

mini-lessons that are tied to the standards, relating the book to math,
assessments
Standards: MCC7.G.6. Solve real-world and mathematical problems
involving area, volume and surface area of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and right
prisms
Objectives: To educate the students about area and how to use it.
Materials: the map in the back of the book, worksheet (see additional
resources), slide show (see additional resources), ruler
Overview: In this lesson, the students will solve problems involving area
and two-dimensional objects.

How will I differentiate? The students will be grouped based on ability

levels, and they will get to create their own word problem.
As a result of this lesson/unit students will
Understand
how to solve for area, how to create word problems
Know
area, word problems, two-dimensional shape, length, width

Do (Skills):
Their ability to solve area problems will be assessed. They will also be
assessed on the word problem they created and their presentation.

PreAssessment:
The class will participate in a discussion about the book while the teacher
asks probing questions, such as:
1. What did each person do?
2. Why would that hurt Hannahs feelings?
3. What did you all think about Clay walking around during the tapes?
The students will write on their blog answering the following questions:
1. Did you like the book? Why or Why not?
2. Do you have any experience with geometry? If so, what do you know?
Steps in the Lesson:
The teacher will instruct about area while using manipulatives and several
examples.
The teacher will ask a few students to answer questions, such as:
1. What did you find?
2. Does it matter which number is first?
3. What is the formula again?
The students will be put in homogeneous small groups to work on some
tiered examples of area problems. Then, the students will create their own
word problem involving area.
The teacher will go around the room asking higher-order thinking questions,
such as:
1. How did you come up with your answer?
2. How did you create this example?
3. Why does your example work?
Closure Activity/Wrap up:
The students will demonstrate their word problems to the class.
As the other groups are demonstrating, each student will attempt to work
out the word problem, and turn it in.

PostAssessment:
The students will turn in their group work, and individual assessment at the
end of the class period. They will each be graded using a detailed rubric.
Additional Resources:
https://www.tes.co.uk/teaching-resource/area-differentiated-worksheets6328915
http://www.slideshare.net/dantstewart/areas-shapes-and-perimeters?
qid=5c5f1478-9b44-42f0-8d7f-39ea53d66bc2&v=qf1&b=&from_search=9