Teacher Candidate Lesson Planning Sheet
Urban Institute of Teacher Education
Teacher Name Rebecca Larsen
Grade Level 4th
Subject Math
Date 11/16/2018
Part One: Lesson Focus – “The What”
Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective:
What do I want my students to
know and be able to do?
Students will be able to ……
Standard :
What is the CCSS that
corresponds with this objective?
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Assessment:
What assessments will I utilize
to determine that my students
have learned and met the
objective?
Students will be able to calculate the perimeter and area of
rectangular shape.
Standard 4.MD.3
Apply the area and perimeter formulas for rectangles in real-
world and mathematical problems. For example, find the width
of a rectangular room given the area of the flooring and the
length, by viewing the area formula as a multiplication equations
with an unknown factor.
Students will be able to demonstrate their mastery by being able
to determine the difference between area and perimeter and
solving the equation listed on their exit ticket. Students will be
writing their answers on the exit ticket with an explanation as
well as will be verbally explaining to their partners throughout
the lesson.
In class participation as well as the “Rug” exit ticket will give me
an insight as to how well students are understanding area and
perimeter. This will also allow me to see whether or not they are
able to tell the difference.
 Materials and Resources:
What materials and resources
will I utilize to facilitate student
learning?
Perimeter strips to go around the window. A large AREA cut out
to put on the inside of the window.
“I am Pa” story
Projector
Document Cam
Exit ticket – Rug problem on a half sheet.

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: We will begin by reading our learning Students are
1-2 minutes target for the day in the form of “I can expected to read
How will I clearly communicate statements.” along with the class
the objective and purpose for as the learning target
learning? How will I provide Today I am: solving for the area and the is addressed.
background knowledge? How perimeter of a rectangular shape.
will I “hook” the students?
I am successful when: I am able to find the
area and the perimeter AND I know the
difference.

Example: P = 2L X 2W

= (2X5) X (2X7)

140 = 10 X 14

A=LXW

35 = 5 X 7

Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
I will ask the students to discuss with their Students are
neighbor what they know about area and expected to turn and
perimeter. They will have 30 seconds each. talk with their
Announce when 30 seconds has elapsed neighbor for 30
and instruct students to switch. seconds and listen
when it’s not their
Draw a few random stick from the “Sticks turn. They are then
of Doom” to get an idea of what the expected to be

Instructional Strategy: Teacher
Modeling –“ I Do”
10-15 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
students know already about area and prepared to answer
perimeter. Students may share what they in the event that
know or what their partner knows. their stick is pulled.
Goal: Get the conversation flowing. While
area and perimeter SHOULD be familiar to
the students, it never hurts to check.
Spring boarding off of the discussion, I will Students are
project the “I am Pa” story using the expected to follow
document cam. along in the “I am
I will read the story to the class, making Pa” story and are
sure to stop and highlight the important expected to
parts. participate in the
discussion.
These parts are:
Students are also
1st paragraph: “Perimeter was quite big expected to answer
around her little belly.” “Area was mighty basic questions such
heavy because there was more inside as “What is __ + __?”
her.” “Inside is where Area Measure ( I
AM) and Perimeter around (PA)”
2nd paragraph: “Perimeter loved to add”
and “Area loved to multiply” “… based on
this sentence: I AM PA”
After reading and discussing the story, I
will then go in to a few examples on the
board to show case perimeter and then
Area.
Students will be directed to look at the
boarder around the window of the
classroom. Around the window will be the
work “perimeter” like a boarder. On the
window itself will be the word area. I will
explain that the perimeter is what goes
around a shape and the area is what is
inside. Perimeter, AROUND and Area,
INSIDE
Once students see and have some
experience with the window model, I will
then start off by helping them rediscover
the formula for perimeter. (If students
already know the perimeter formula, then
quickly demo why that formula works.

Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
10 – 13 minutes
How will I engage my students
instructionally with the
concept?
 Please see attached notes for the
work and explanation as Word is
not conducive to this type of
problem.
Perimeter will be modeled first and then
area.
**IMPORTANT** be sure to make the
connection that, in area, our answer is
squared because we are accounting for
everything INSIDE the shape. If it were just
42m, then 42m could be the perimeter.
However, 42 m 2 tells me how many
square units are in this shape.
Based on the verbal feedback I am getting Students will be
from the students, I will be able to providing feedback in
determine how much understanding they terms of a thumbs
have. This will also inform me as to how up, thumbs down,
much scaffolding is going to be required in and thumb to the
the “We Do” Section. Since Area and side. This is meant to
Perimeter are “new concepts” in our class, be a quick
today is meant to get students assessment to just
reacquainted with area and perimeter. get their overall
feelings about this
process. I am not
expecting them to
rate themselves as a
one, two, or three,
YET.
Students will be expected to get out their Students will
white boards in order to do some practice expected to get their
problems with me. whiteboards and
markers out in a
Students will have 5 seconds to choose a timely fashion.
representative to get white boards for (Within 50 seconds
each person. Those chosen students will of it being first
then have 45 seconds to gather enough announced.)
white boards and erasers for EACH
member of their table. Those students Students will
who are seated are expected to get out participate in the
their markers. problems being pose
and will be expected
Do two perimeter and two area problems to keep lids on
with the students. (These are to be quick markers when they
problems to get them in to practice.)* are not in use.
Doodling is not
* These will be on the sheet but acceptable.
essentially, they will be like, “here’s a

Instructional Strategy;
Independent Practice
Remaining time up until 11:15
minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
rectangle and this length is 10 and this
width is 7. How do I calculate the
perimeter using the formula?”
*in the event that these seem too simple
for the students, move on!
Once those problems are done, allow
students to do problems for “Points.”
Students will be given a word problem and
will be expected to determine the area or
perimeter of the problem.
Perimeter word problem to be projected
on the board:
Ms Brown got a new dog. She wants to
build a fence to keep her dog safe. She
wants the length of the fence to be 15 feet
and the width to be 20 feet. What is the
perimeter of Ms. Brown’s fence?
Ms Black needs a bigger art studio! She
wants to have the length of her studio be
100 feet and the width to be 40 feet. What
is the perimeter of Ms Black’s new studio?
Area Word problem to be projected on the
board:
Ms Larsen is growing a garden. She has
garden bed that is 17 meters long and 8
meters wide. What is the area of Ms
Larsen’s garden?
Michael is putting in new tile in his
bathroom. The length of the bathroom is 5
feet long and 8 feet wide. What is the area
that Michael will need to retile?
**Again, see hand out for a more detailed
explanation**
Students will have the opportunity to Students will work
practice further with area and perimeter. independently on
Each student will be handed a double these word
sided hand out that contains two area problems. Once they
problems and two perimeter problems. have finished, they
They will have the word problem as well as will have the
a place to draw a picture and a place to opportunity to do the
 will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
10 minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the lesson
went well? What components
will I modify?
write their equation. *This will be modeled exit ticket and read
on the board when doing the “we do” silently until the
word problems. other finish.
 Copy of the hand out will be
provided.
By walking around the room and Students will be
monitoring student progress, I will be able expected to
to gauge their level of understanding. determine what they
Before students are able to request aid, are solving for before
they MUST be able to tell me what they asking for assistance.
are solving for, area, or perimeter. Once they have
broken down the
If a student is still struggling after having problem, then they
taken these steps, then I will be able to can request
intervene. This will give me an idea as to assistance. There are
what areas still need to be addressed (No a few students who
pun intended). will ask for help
without even
attempting the
problem.
In order for students to be excused for Students will fill out
recess, they will be expected to complete a their exit ticket,
half sheet sized exit ticket with a word demonstrating their
problem on it. This will help to inform me understanding of
of any misconceptions students have as area and perimeter.
well as what may need to be retaught in
the future.