Perimeter+Lesson+Plan

= Perimeter Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 2 11:35 am || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students have been learning about different polygons and their characteristics. || Students will learn how to find the perimeter of a polygon. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 3.0 Knowledge of Measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: C. Applications in measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Estimate and apply measurement formulas <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: a. Determine perimeter || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Geometry unit assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to find the perimeter of a polygon. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: interpreting word problems <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: polygon <span style="font-family: Arial,Helvetica,sans-serif;">Connecting words: temporal (first, next, then) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will answer word problems about perimeter by drawing a picture. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are wo <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">rking: unit assessment, benchmark assessment...)  ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisions based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students have an understanding of polyons because we have been working with them in this unit. They also have a understanding of addition and how to add more than two numbers. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students will the lengths of each side of the polygon and add them up to get the perimeter. Many students may remember learning perimeter and this will be a refresher and extra practice. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison needs more one on one instruction to understand concepts. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison's group will be monitored more than the other groups to ensure she has an understanding. Teacher will also work with Madison more closely as she is doing her independent work. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * <  |||| Students will work on different types of word problems. Some about experiences they may relate to and some about different people/things they are not use to. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Math Connects-Grade 5 textbooks, Math Connects-Grade 5 Teacher's Guide, paper, markers ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must have groups selected and word problems selected for students. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Groups will be predetermined for a smoother transition. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students get to be the teacher and present their answer which can be motivation for some. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">If students finish early they can work on their spiral homework which is due Thursday. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.Warm-Up: Review of triangles and parallelograms 1. Isosceles acute triangle 2. Trapezoid 3. Scalene obtuse triagle 4. Parallelogram 5. Equilateral acute triangle 6. Rectangle
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

Take a tally of which students did their homework and take note of which students did not. Ask students if they had any questions about the homework and go over any questions students may have. || //(Clearly explain instructional activities in sequence.)// ||  || Procedure: 1. Go over the definition of a polygon. ~polygon: a closed figure made up of line segments that do not cross each other. 2. Draw examples of polygons and nonexamples. Have students come up and guess which are polygons and which are not based on the definition. 3.Tell the students were are going to determine the perimeter of polygons today. 4. Demonstrate how to find the perimeter of a square. P=s+s+s+s or 4s 5. Demonstrate how to find the perimeter of a rectangle. P=l+l+w+w or 2l +2w 6. Do real-word examples 2 and 3 from the book. 7. Have students do 1 and 2 on page 610 to ensure students have an understanding. 8. Let students know they will be working with two other students and they will be given a word problem. In the groups, the students will work through a word problem by drawing the problem out on a sheet paper in which they will present to the class. 9. Let the students know their groups and hand each group a piece of paper and their word problem. 10. Have each group present their problem and answer on the document camera to the class. 11. Have students work indendently on problems 8-19 pages 610-611. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || 5 min || Debriefing: Hand out the homework pratice 14-1 to the students. Ask the students how to find the perimeter of a square and how to find the perimeter of a rectangle. || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in;">Two out of nine groups were able to correctly answer the word problem given to them. This means that 22 out of 27 students understood the concept of perimeter. The word problems given were more difficult because they were working in groups. The two groups that got their problems wrong had a understanding of what they were doing and perimeter but made silly errors or misread/misunderstood the problems. All the students know to find perimeter that we add all the sides of the polygon. I also believe students understand the definition of a polygon and also know non examples. The students were able to take what we know about quadrilaterals and their characteristics to answer the problems. They all know that a square has all congruent sides and in a rectangle opposite sides are congruent. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in; tabstops: right 6.5in;">During the lesson, I asked the students many questions to informally assess them. This not only showed me they knew the answer but they understood the answer. The students were able to walk me through the two example problems with no problem. I decided that I would not give the students the two problems from the book was going to give them. I figured instead of giving them two problems from the book that I would give them more time to work in their groups to solve the word problem and then teach the class how they got their answer. The group work was effective because the students were given more difficult problems than the ones they were tested on. I wanted to challenge the students because they were working in groups. I gave more difficult problems to students who I know could handle it and problems that would take them longer because it was more challenging. This worked because most of the students finished around the same time. The group presentations were a good way to show their understanding. The students were required to show the class how they got their answer and explain it. This also prepares the students to be tested because sometimes they are given BCRs where they have to explain how they got their answer. The word problems did not work for some students because they had to understand what the problem was asking for and the one group did not understand hence why they got the answer incorrect. The students demonstrated they understand the concept of perimeter and how it is found. They were even able to find the missing piece if they were given the perimeter. The students demonstrated that they understand the concept and are able to move on. The next concept I would teach would be area because it is similar to perimeter but slightly more challenging. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **