LESSON PLAN FORMAT (GENERIC)

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:

Area and Perimeter

Date:

18/11/15

AusVELS Domain(s):

Mathematics

Year level(s):

Year 5/6

AusVELS strand (s):

Measurement and Geometry

Lesson duration:

1 hour

AusVELS sub-strand(s):

Using units of measurement

AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s)/Objective(s):
Students will apply concepts of area and perimeter that they have learnt along with problem solving
skills to solve the problem posed.
At the conclusion of this lesson, the students will know/understand that:
The area will remain the same as the whole piece of paper is used but it is just arranged
differently for the different rugs
How to calculate the area and perimeter of both regular and irregular shapes
The perimeter of a shape can change while the area remains the same
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Calculating area and perimeter of shapes which include whole numbers and decimal numbers
Using problem solving skills to determine the possible shape and dimensions for the rug
Assessment:
Observation
Work samples
Assessment criteria for analysis:
Student is able to give multiple possible examples with clear explanations of the method used
and accompanying calculations are correct
Examples indicate they understand that the area of the rug remains constant but the perimeter
changes
Teaching focus:
A.
the pre-service teacher's teaching skill for observation by Associate Teacher;
B.
teaching skills that the pre-service teacher would like to personally develop
Develop my questioning techniques to prompt student thinking and to get to students to explain
their thinking
Background to the learning:
A.
References for teacher background knowledge
Mathematics Assessment for Learning: Rich Tasks and Work Samples (2nd Edition)
B.

Identify students current knowledge

Students have been completing a unit of measurement which includes area and perimeter

Lesson resources:
Mathematics Assessment for Learning: Rich Tasks and Work Samples (2nd Edition)
Task sheet see pg. 137
Newspaper
Scrap paper
Rules
Sticky tape
Lesson content:
A.
Introduction (Tool Session)
__15__ mins
Table on board
o Find the perimeter of a sheet of newspaper as a class
o Find the area of a sheet of newspaper as a class
o Repeat for a sheet and for a of a sheet
o Ask students to see what they notice decreases by each time
o Explain to the students they need to remember this idea for the following task
B.

C.

D.

Development (Whole Class Focus)

_5___ mins
Pose the scenario to the class see pg. 132 137
Explain what students have to do
o Make Grannys original rug out of newspaper and work out the area and cut it up to
make sure it fits in the hallway
o What does it look like?
o What is the area of the rug?
o You need to draw a diagram of what it might look like and write about what you did
and what you found out
Consolidation, practice, extension (Independent Learning)
_20-30___ mins
Students are to work individually/in pairs to solve the problem
Students can use newspaper and draw diagrams
Students need to calculate the area and perimeter for all the possible rugs they find
Teacher roams and uses probing questions and assists if needed
Closure (Sharing)
__10-15__ mins
Each student/pair is to share a possible rug and explain why it is possible and what the area
is
Discuss the connection between all the rugs and the areas (area remains constant)
Ask students what they learnt? even though the perimeter of the rug changed the area
remained constant

Post-lesson review and evaluation:

Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
The majority of the class were able to find at least one possible new shape. All students were able to
demonstrate they can accurately calculate the area and perimeter of an irregular shape. See rubric
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your
self-development focus for the lesson, referring to both strengths and areas to be addressed.

Students prefer hands on activities and more engaged in these types of tasks
Keep students in one area (i.e. not other rooms) as this allows me to have an eye on all
students more easily

Use probing questions to prompt student thinking instead of me explaining

Use of thinking strings students can show me their thinking
Sharing very important

ASSESSMENT GRID
Outcome/Standard/Objective

Students will apply concepts of area and perimeter that they have learnt along
with problem solving skills to solve the problem posed.
Student is able to give multiple possible examples with clear explanations of
the method used and accompanying calculations are correct
Examples indicate they understand that the area of the rug remains constant
but the perimeter changes

Student name
(three focus students
for this lesson)

Shape?

Assessment criteria
1 Student is able to 2
give
multiple
possible examples
with
clear
explanations of the
method used and
accompanying
calculations
are
correct
1 example needed a
fair bit of scaffolding:
asked him how can we
make it smaller? Cut it,
where? way. He then
knew where to rejoin
them

Khoi

Examples indicate
they
understand
that the area of the
rug
remains
constant but the
perimeter changes

Not evident in work

but explored through
class discussions

(0.5 x 2m)

Andrew P

(0.5 x 2m)

Diana

Only 1 example was

able to clearly
articulate his method
orally but needs to
extend his written
explanation, has
accurate calculations

Yes evident in thinking

string

One possible example

however the overall
width is still 1m, did
show partial rearrange,
made a small error in
her calculations but
has a strong
understanding of the
process of calculating
the area of an irregular
shape

Yes evident in thinking

string

Purpose of assessment
To inform future
lessons and
student
learning

To ensure
coverage of
AusVELS
standards

See ATs comments

To discuss
with parent

To inform 1:1
conference
with student
including
setting
future
learning
goals

Evidence for
school report