Part A: Lesson Planning

To be completed before teaching the lesson

LESSON PLAN FORM

Your Name and the Date on which the plan will be taught: Amie Weyer 2/7/18
Grade Level: 4th grade
Length of Lesson: Approximately 30 minutes

LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: This lesson is the second math lesson in a series
of at least nine lessons to introduce and practice the idea of perimeter and area. We have about a
two-week window where we will be working on perimeter and area in different contexts.

PURPOSE(S): The purpose of this lesson is to practice working with models and equations to find
the perimeter of rectangles.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
 Solve problems by finding the perimeter of a rectangle.
 Solve problems by finding the perimeter of a rectangle with a given formula.

Primary Subject Area(s): Math

Standard(s):
4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other
mathematical problems. Recognize area as additive and find the area of complex shapes
composed of rectangles by decomposing them into non-overlapping rectangles and adding the
areas of the non-overlapping parts; apply this technique to solve real-world problems and other
mathematical problems.

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
For this lesson, I am going to be giving my students problems about perimeter. The perimeter
problems may not be easy, but my students indicated on their “Student Surveys” they enjoy solving
problems. Before I give my students problems to solve, I am going to review what we have learned
about perimeter before. I have noticed the students like to hold little toys or play with things in their
hands. I think by using manipulatives, Cheese-its, the students will understand the concept of
perimeter. When walking my students through the idea of perimeter, I will make sure to use visuals
and Cheese-it for them to get the idea of the distance around the object or perimeter. This is more
hands-on, which my students said they enjoy based on their “Student Surveys” and information I
gathered from my “Initial Impressions” I am hoping this will help my students who have attention
issues to stay focused on what is in front of them. Also, it will help my students who are English
Language Learners to visualize what we are talking about rather than just listen to what we are
talking about.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: Length, width, perimeter, side, parallel sides, distance around
Conceptual Understanding: When you are finding perimeter, it is the space around the object.
When finding the perimeter of a rectangle, the sides opposite to each other, or parallel sides are
equal in length.
Procedural Understanding: Students will have to know to add all four sides together to get the
perimeter.

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

In third grade, the students were introduced to what area and perimeter are through the Indiana
State Standard 3.M.5, that states, “Find the area of a rectangle with whole-number side lengths by
modeling with unit squares, and show that the area is the same as would be found by multiplying
the side lengths. Identify and draw rectangles with the same perimeter and different areas or with
the same area and different perimeters.” The students have had practice with finding perimeter and
area; however, they have not had much practice with perimeter in fourth grade. On Tuesday, the
students were introduced to area and perimeter and what the difference is between them. She also
taught the students the idea of how we might see it in the real world. Since the students have a
general idea of what perimeter is, I am going to go into more practice with just perimeter. I want my
students to feel confident when they see these problems anywhere. I want to practice more with
them so they are confident in finding the perimeter together and on their own.

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
BC, OA, BA IEP
Students have no goals pertaining to math, but they have accommodations.
Allowed use of calculator during sessions as noncalculator sessions only on
tests. Test Read aloud to student (except items testing comprehension).
Tested in small group. Extended testing time for test sessions. Provided with
a paper test format. Allowed headphones to block out sounds.
MA, MK 504
-Loses attention shortly
MA, MJ, PD ELL Students
All high functioning

One Significant Learning Modality [not linguistic] and how it will be utilized:
Bodily/Kinesthetic- Throughout the lesson, the students will be learning through hands-on activities. They
will be finding the perimeter of rectangular objects they have in or around their desk. The students will be
using Cheese-its to measure the outside edges of an object. They will then take these numbers and add them
together to find the full perimeter.

One Significant Aspect of Character and how it will be fostered:

Self-controlled- Since we will be working with food, it is important that the students are able to be to control
themselves. They will not be able to eat the food until after the lesson. This is a fun activity measuring items
that they have, but they will have to make sure their voice levels are down and they are not talking across the
room.

One Significant Habit of Mind and how it will be fostered:

Striving For Accuracy- When doing this activity, it is important the students take their time to
measure the objects completely and not guess. We have recently had some issues in the class
where the students are rushing to get their work done to say they are the first one done. It is
important that the students take their time and understand the adding of the sides together and
measuring correctly to come up with the correct answer.

Co-Teaching Strategy/ies that will be used:

 One Teach (Miss Weyer), One Observe (Mrs. Lange)- During direct instruction, I will have
the primary instructional responsibility of reviewing what perimeter is and how we can find it
by adding all the sides. Mrs. Lange will be walking around the classroom in order to make
sure all the students are on task.
 ORDER OF TEACHING with PROCEDURES:
RECALL PREVIOUS LEARNING-LESSON:
I will ask the students to recall what we learned about in math. What did we learned about
yesterday? (Area and Perimeter) Can someone tell me what the perimeter is? (Perimeter is the
distance around an object)

ATTENTIONAL PROMPT(S):
Novelty: I am going to hold up a Cheese-it. I will ask the students, “What is this?” (A Cheese-it)
“Can I use a Cheese-it in math?” (No) Well, I am going to tell you that you can use Cheese-its in
math. We can use them to measure objects. No only objects, but we can use them to find the
perimeter of an object.

Words used to tell the children the purpose of the lesson:

Today we are going to review and practice finding the perimeter of rectangular objects.

Words used to tell the children the objective of the lesson:

By the end of this lesson, you will be able to find the perimeter of rectangular objects using the
given formula.

INSTRUCTIONAL AND ASSESSMENT STRATEGIES

DIRECT INSTRCUTION: One Teach (Ms. Weyer), One Observe (Mrs. Lange)
- I will ask the students what they think perimeter is. I will review with the students that
perimeter is the distance around the object. ACTIVE LEARNING-LISTENING
STRATEGY/IES (ALLS): I need everyone at the same time to tell me what perimeter is. (At
the same time all the students will say the distance around an object.)
- Once we know this about the perimeter, I will discuss that we can add all the sides up to find
the perimeter. I will show them the example from their instruction books on page 300. I will
say, “If you look at this square, what is similar about it?” The students can pull their
instruction book out and follow along as well. (If you look at the rectangle, you will notice the
sides that are the same, but opposite from each other are red or blue.)
- I will mention, “When talking about perimeter, we only need to know the length and width.
You can tell by this rectangle that both the sides are parallel.” ACTIVE LEARNING-
LISTENING STRATEGY/IES (ALLS): Ask the students what is parallel? They will be able to
turn and talk to their neighbor as to what it is. We will come back together and all the
students will say parallel means the lines will not intersect. I will ask the students to use their
two index fingers to show me parallel lines.
- When we talk about perimeter we add all the sides up. We only need to know the length and
the width of the rectangle to add all the sides up.
- To find the perimeter we must add all the sides together. ACTIVE LEARNING-LISTENING
STRATEGY/IES (ALLS): students will underline this in their instruction book, which is the
formula for perimeter as I say we add length plus length plus width plus width.

ATTENTIONAL PROMPT(S):
Novelty- Hold up a Cheese-it and ask students to think back to the beginning of the lesson and if we can use
this to measure objects. Now do you think we can use this to measure the perimeter of the cover of our book?

ACADEMIC MOTIVATOR(S): (Concrete Reward) I am going to give each student an individual bag
of Cheese-its. We are going to use these to measure a few items in or around our desk. I will
remind the students that if they behave, listen, and DO NOT eat them while we are working with
them, they may keep them and eat them as a snack later. I will remind students to keep the
crackers in the bag until they are needed to measure the book. I will make sure to talk about how
important self control is.
GUIDED PRACTICE: One Teach (Ms. Weyer), One Observe (Mrs. Lange)

-I will explain to the students that the Cheese-its are the units we are using to measure around our
objects so it is important that we label this on our final answer so whoever looks at how much
supplies we need will get it in the right units.
-I will pass out Cheese-its and little charts that will have the students fill in the information for the
length, width, and formula they used to find the area. (I will have this projected on the board for the
students to see.)
-We will first go through one together. Close your math instruction book. We are going to find the
perimeter of the cover of your book using the Cheese-its. ACTIVE LEARNING-LISTENING
STRATEGY/IES (ALLS): I will ask how many Cheese-its it took to fill going across the top of the
book? They will all say the answer together. They will also need to fill in the answer on their chart. (I
will fill it in on mine.)
- We will find the length of the object or the side going down the book. ACTIVE LEARNING-
LISTENING STRATEGY/IES (ALLS): I will ask how many Cheese-its it took. They will all respond
at the same time. They will need to write this down in the second column.
-In the third column, we will talk about how we know the two different side lengths, and we can add
them all up to find the perimeter. ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): Do we
need to know every side to find the perimeter of a rectangle? All students should say no. Ask
students why not.
-We will walk through that we can add the length twice and the width twice. We will find the answer
together. ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): Altogether, what is the
perimeter of the math instruction book? (Answer all together)

CLOSURE:
I will ask the students to tell me about perimeter. What is perimeter? (The total distance around an
object) How can do we add the sides? (We add each side twice.)

INDEPENDENT PRACTICE:

INFORMAL FORMATIVE ASSESSMENTS

I will ask students to use the chart I gave them to find the perimeter of an object on their desk.
Since we are learning about finding the perimeter of rectangles, the students will use their writing
notebook to measure. They will have to find the perimeter of the writing notebook. They will fill in
the length and width on the sheet. Then they will have to give me the full perimeter of the notebook
showing me how to use the formula. They will turn it in to me once they are finished. I will use this
to see how the students understand we only have to find the length and the width of a rectangle
instead of it all. I will make sure they are adding all of them together.

DIFFERENTIATION OF INSTRUCTION:

Student Initials Type of need Differentiation

BC, OA, BA No specific needs, but IEP
accommodations -I will allow extra time on the independent practice.
given. -students can view formula in book and look back at
how to find perimeter in book.
MA, MK Attention -Mrs. Lange and I will be walking around the classroom
to make sure the students are on track and staying
focused. We will help guide the conversation when
pairing up to talk to a neighbor.
MA, MJ, PD High Functioning ELL -The students will have access to the book and they
Students will have access to see how to fill out the chart I
provide.
MATERIALS:
Prepared by TC:
-Bags of Cheese-its
-Charts

Prepared by CT:

Link to Chart:
https://docs.google.com/presentation/d/1kPn8UJKC5O0HoUC9BTcwVix2vgV0gdywZfvXKRc
5qnI/edit?usp=sharing