EDUC474LESSONPLAN

CandidateName:
Tatiana
Alex
Katie
AmandaLockwood

Date:
3212016

LessonTitle:
Zoos,Area,andPerimeter,OhMy!!

GradeLevel:3

TypeofLesson:
CooperativeInquiry#1

ContentArea:
Mathematics

ContentStandard:
3.MD.8Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,
includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,and
exhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaand
differentperimeters.
ELDStandard:
CollaborativeExpanding:Exchanginginformationandideas.Contributetoclass,group,and
partnerdiscussions,includingsustaineddialogue,byfollowingturntakingrules,asking
relevantquestions,affirmingothers,andaddingrelevantinformation.

LessonObjective:
TSWBATcorrectlydesigntwozooenclosureswithdifferentareasandthesameperimeter.
DrivingQuestion:
Howcanweaszooplannerscreatedifferentsizeenclosuresusingthesameamountof
fencing?
AssessmentPlan(formative&summative):
FormativeAsanexitticket,drawandcutouttwoseparateshapesonasmallgrid.

Eachwillhavethesameperimeteranditsownareas.
SummativeMathjournalentryusingnewbedroommathproblem.
AssessmentAccommodations(formative&summative,perfocusstudent):
ELL(formativeassessment)Reviewkeytermsbeforehand(
i.e.,perimeter
).Provide
contextcluestorememberterms.(summativeassessment)Providesmallvisualofkey
termsforstudentstokeeponhand.Also,providewritingpromptaheadoftime.
AdvancedLearner(formativeassessment)Studentwillusehalfandwholesquareson
thegridtocreatetwoshapeswiththesameperimeteranddifferentareas,andtwo
shapeswiththesameareaanddifferentperimeters.(summativeassessment)Student
willexplainreasoningstostrugglinglearners.
ADD/Inattentive(formativeassessment)Providedirectionsinsmallerincrements
(drawoneshape;drawanotherwithadifferentarea).(summativeassessment)Break
writingpromptdownintosmallersteps.

INTO
(introeventorhook,drivingquestion)
ClassDiscussion
Themayorhasjustannouncedshewillbebuildingazooinourcity!Shehasaskedto
hirefromourschooltodesigntheblueprintforthezoo.Sheisparticularlylookingfor
awaytocreatedifferentsizedenclosureswiththesameamountoffencing.
(DrivingQuestion)
Howcanweaszooplannerscreatedifferentsizeenclosuresusingthesameamountof
fencing?

THROUGH
(cycleofinquiry,formativeassessment/checkingforunderstanding)
CycleofInquiry
Distributetoothpicks(cutintohalvesorquarters),largesheetsofwhitepaper,final
zoolayoutsheets(2blankpiecesofpaper),postthetoothpickconversionchartonthe
board,andplacestudentsingroups.
Explaintothestudentsthatthetoothpicksaretobeusedasthefencingfortheirzoo
animals.(priorknowledgeofperimeter)
Askthestudentstocreatethelargestenclosurepossibleusingalloftheirtoothpicks
onthelargesheetofpaper.(priorknowledgeofarea)
Whenfinished,havethegroupssharetheenclosurestheycreatedandexplainhowit
isthelargestenclosuretheycouldcreate.(usepriorknowledgeofareatoexplainwhy
ithasthemostspace)
Givethestudentsafewminutestomakechangestotheirenclosuresifneededand

askthemtotracetheirfinalenclosuredesign.
Thenaskthestudentstocreatethesmallestenclosurepossibleusingthesame
amountoftoothpicks.(priorknowledgeofarea)
Oncethestudentsarefinishedhavethemsharewiththeclassagainandexplainhow
itisthesmallestenclosuretheycouldcreate.(usepriorknowledgeofareatoexplain
whythisareahasthesameperimeterbutadifferentarea)
Givethestudentsafewminutestomakechangestotheirenclosuresifneededand
askthemtotracetheirfinalenclosuredesignsonthetwolabeledsheetsandlabelthe
areaandperimetersofbothenclosures.
Givethestudentsafewminutestodiscussamongstthemselveshowtheenclosures
aresimilaranddifferentandhavethemwriteasummarizingstatementcomparing
andcontrastingthetwo.
Thestudentswillthensharetheirstatementswiththeothergroups.

FormativeAssessment/CheckingforUnderstanding
Givenasmallpapergrid,studentswilldrawandcutouttwoshapeswiththesame
perimeter,butwithdifferentareasasanexitticket.
Teacherwillalsocheckforunderstandingthroughoutthelessonbyobservingand
listeningtostudentconversationsthroughoutcooperativeexperience.

BEYOND
(applicationorpresentationoflearning,summativeassessment)
Classdiscussion:Whyisitimportanttoknowhowtheareacanbedifferentevenifthe
perimeteristhesame?Whataresomeothersituationswherethismathwouldbeimportant
inourlives?
IndependentPractice/SummativeAssessment:
Activity:Mathjournalentryusingnewbedroommathproblem(studentswillpaste
thequestionanddrawingsintotheirmathjournalandanswerthequestions
provided).

ASSESSMENTMODIFICATIONS:
VisualsForELL&StrugglingLearners