Name: Daniela Cupples

Math Lesson Plan 3

Course & topic addressed: Area and Perimeter

Date 6/7/16

Grade 4

Learning Objective/s associated with the content for this lesson

Specific learning objectives for
Students will be able to calculate the area and the perimeter of a rectangle.
this lesson.
Students will use measuring devices to find the perimeter.
Student will be able to make real life connections and identify areas in their lives where they
need to know the area or the perimeter of a rectangle.
Language Objectives

Describe the connection to

previous lessons. (Prior
knowledge of students this
builds upon)

Students will be able to listen and respond to presentations about area and perimeter.
Students will use their speaking and presentation skills to present their final projects to the
class.
Students previously learned how to use a ruler measure shapes and how to use different types of
measurement.

State-adopted Academic Content Standards/Benchmarks

List the state academic content
Measurement and Data 4.MD
standards/benchmarks with
Solve problems involving measurement and conversion of measurements from a larger unit to a
which this lesson is aligned (the smaller unit.
overall target of student
1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb,
learning). Include state
oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in
abbreviation and number & text terms of a smaller unit. Record measure-ment equivalents in a two-column table. For example, know that
of the benchmarks. If only a
1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for
portion of a benchmark is
feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .
addressed, then list only that
portion.
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 equation with an unknown factor.
Rev. 5/1/16

Speaking and Listening Standards SL

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace. a. Plan and deliver a narrative presentation that: relates ideas, observations,
or recollections; provides a clear context; and includes clear insight into why the event or
experience is memorable.

Academic Language Support

What planned instructional supports might you
use to assist students to understand key academic
language to express and develop their content
learning?
What will you do to provide varying supports for
students at different levels of academic language
development?

I will preteach key vocabulary terms and display the words on a visual word wall. I
will add pictures to each word to support the students understanding of the
terminology.
Academic Vocabulary:
Area: the number of square units in a figure
Perimeter: the distance around the figure
Trapezoid: a quadrilateral with one pair of parallel sides and one pair of sides that are
not parallel
Square: a rectangle with four equal side and four right angles.
Rectangle: a plane figure with four right angles and four sides
Centimeter: There 10 millimeters in a centimeter.
Meter: There are 100 centimeters in a meter.
I will provide sentence frames for the students who are in the emerging and
expanding group of the ELD continuum.

Materials
Materials needed by the teacher
for this lesson.

Rev. 5/1/16

Laptop connected to LCD projector and document camera

Access to the Internet to play the video of the reading of the book Spaghetti and Meatballs for All
by Marilyn Burns. https://www.youtube.com/watch?v=jN_GmgeU5cw
Square pattern blocks
Chart paper and markers

Materials needed by the students

for this lesson.

Paper
Post it notes
Pencils and crayons
10 square tiles for each student
Shoebox
1 cm grid paper
Table Arrangement Worksheet (attached)
1 ruler per student
Scissors and glue per student

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED)
Amount Teaching & Learning Activities
Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time
during this part of the lesson.
Orientation/Engagement/Motivation
15
Activate prior knowledge:
KWL Anchor Chart Whole group activity: students write their answers on a post
it note and place the post it under the proper heading.
K (What do you know?

W (What do you want to

know?)

L (What have you

learned)

Rectangles
have 4
sides.

10

Anticipatory Set

https://www.youtube.com/watch?v=jN_GmgeU5cw
Spaghetti and Meatballs for All by Marilyn Burns
The video features a reading of the book Spaghetti and Meatballs for All by Marilyn
Burns. The book show cases one real life connection of perimeter and area, which can
be found in table arrangements.

Rev. 5/1/16

10

Instruction Strategies:
(direct instruction, modeling,
demonstration, etc.)

Whole class direct instruction:

Teacher models through the use of the document camera:
Today we will arrange the tables just like Mrs. Comfort did in the story.
We will use the tiles to arrange the tables.
Teacher models how to arrange the tables.
Teacher models how to measure the tables in centimeters.
Teacher starts with the first seating arrangement:
Mr. and Mrs. Comfort sit with their daughter, her husband and their two children.
I can arrange the tables like this; teacher uses the tiles to model how to arrange the
tables and draws an x for each seat.
Next the teacher models how to calculate the perimeter of the table.
Teacher: Who remembers what the perimeter is?
Student: The distance around the figure.
Teacher: How could we figure out the distance around the figure?
Student: We could add up all the sides.
Teacher lets try our example:
Lets add all the sides of the table.
1 unit + 2 units + 1 unit + 2 unit = 6 units
Next lets calculate the area of the table. The area of the table is length x width.
Teacher: Who can tell me the length of the table?
Student: 2 units
Teacher: What is the width of the table?
Student: 1 unit.
Teacher: Who can tell me the area?
Student: 1 x 2 = 2
Remember areas always have to be expressed as square units.

Rev. 5/1/16

Lets record our calculations on the worksheet.

Guests Seated
Mrs. Comforts
daughter and her
husband with 2
children and Mr.
and Mrs. Comfort.
6 people total.

Table Arrangement
x
x
x
x
x
x

Perimeter
6 units

Area
2 square units

The teacher demonstrates the next seating arrangement and models how to fill out the
worksheet.
6 more people join the party; create a seating assignment for 12 people all sitting at one
table.
Students use the attached Table Arrangement Worksheet to record their answers.
20

Structured Practice/Exploration:
Guided Practice/Feedback:

Guided Instruction
Next the teacher displays the remaining seating assignments: Students complete the
next 2 of the seating arrangements with a partner. Students complete the last two table
arrangements on their own.

4 more people join the party. Create a seating arrangement for 16 people; the people
will sit at two tables.
2 more people join the party. Create a seating arrangement for 18 people; the people
will sit at 1 table.
2 more people join the party. Create a seating arrangement for 20 people. The people
will sit at two tables.

Rev. 5/1/16

30

Structured Practice/Exploration:
Independent Practice/Application:

Independent Practice with Conferring

Practice Tasks: Students will use a shoebox to design a room. They will measure the
area of the box (floor), and then cut cm grid paper to design and paste into the box.
They will then measure the perimeter for the wallpaper border, design and paste it.
Students will use items to decorate the shoebox room. Students will include the area
and perimeter for at least four items inside the room. Students will decorate their
shoeboxes to make them look like rooms.
Students will discuss their designs in small groups and provide constructive
feedback to each other.

10

Closure:

Accommodations and Modifications

How might I differentiate instruction for the range
of learners?

Student/Teacher Conferring: The teacher will meet with each student to discuss
their box and ask questions to check for understanding.
Students present their shoebox room designs to the class. They talk about the perimeter
and area of the box and they also talk about the measurements they used and why they
designed their shoe box a certain way.

Students with Special Needs: I will reduce the complexity of the task for the shoebox
room design and reduce the amount of elements required. I will also provide assistance
in a small group.
English Learners: I will provide sentence frames for the presentation activity.
Advanced students: I will encourage students to create an elaborate room design and
include extensive calculations.

Extensions and enrichment:

Extension and enrichment:

Name Banners
Students work in small groups 3-4 to create a name banner. They use the square

Rev. 5/1/16

centimeter graph paper to write out their names. Next they find the area and perimeter
of each letter and add those together to find the area and perimeter of their entire name.

Additional Support:
Based on my observations, I will pull students aside and reteach concepts as needed.
I will gather struggling students in a small group and reteach the concept. I will also
use peer tutoring if many students are struggling.

Assessments: Informal and/or Formal used for this lesson.

Describe the tools/procedures that
Informal /
Formal
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
Informal /
Formal

Informal /
Rev. 5/1/16

Formal

I will observe students as they are participating in the guided

and independent practice activities, I will use my area and
perimeter log to take anecdotal notes. I will use these notes to
provide additional practice and small group instruction for
students who struggle with the concepts.
Small group presentations of shoeboxes and result discussions.
Boxes will be put on display for all students to see.
Presentations by the students will be evaluated through the
attached rubric.
Students complete the attached area and perimeter unit test.

Research/Theories Applied
Identify theories or research that supports the I used modeling, guided practice and independent practice because it offers students the
approach you used.
opportunity to slowly become more familiar and work independently as they understand the
concept. This approach offers a gradual release of responsibility to the students.
I integrated a partner activity to provide support for English learners and students who are
struggling. Students collaborate in groups of 3-4 on the name banner activity.
The groups provide a supportive learning environment that encourages the students to
collaborate; I will assign the students to the group and will assign a task to each student.
Building background knowledge and making connections with learned content is essential for
student success. The shoebox room design activity serves as a real life application.
Furthermore, sharing and presenting the product of the activity increases student engagement
and ownership. The shoe boxes will also be displayed in the 4th grade pod area so that other
classes can view the designs.

Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using as part of
your lesson.

Rev. 5/1/16

Name: ________________________________________________________________________

Table Arrangement Worksheet

Guests Seated

Rev. 5/1/16

Table Arrangement

Perimeter

Area

Student Observation Log Area and Perimeter Lesson

Student Name

Rev. 5/1/16

Student knows how to

properly measure

Students is able to use

tools and strategies to
figure out the perimeter

Student uses tools or

strategies to find the
area.

Comments:

Presentation Rubric
Oral Presentation Rubric: Room Design

Student Name:
CATEGORY 4

________________________________________
3
2

Content

Shows a full
Shows a good understanding Shows a good
understanding of the topic. of the topic.
understanding of parts of
the topic.

Speaks Clearly

Speaks clearly and

Speaks clearly and distinctly
distinctly all (100-95%)
all (100-95%) the time, but
the time, and
mispronounces one word.
mispronounces no words.

Posture and Eye Stands up straight, looks

Contact
relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.

1
Does not seem to understand the
topic very well.

Speaks clearly and

Often mumbles or can not be
distinctly most ( 94-85%) understood OR mispronounces more
of the time. Mispronounces than one word.
no more than one word.

Stands up straight and

Sometimes stands up
Slouches and/or does not look at
establishes eye contact with straight and establishes eye people during the presentation.
everyone in the room during contact.
the presentation.

Uses Complete
Sentences

Always (99-100% of time) Mostly (80-98%) speaks in

speaks in complete
complete sentences.
sentences.

Sometimes (70-80%)
speaks in complete
sentences.

Rarely speaks in complete sentences.

Collaboration
with Peers

Almost always listens to,

shares with, and supports
the efforts of others in the
group. Tries to keep
people working well
together.

Often listens to, shares

with, and supports the
efforts of others in the
group but sometimes is not
a good team member.

Rarely listens to, shares with, and

supports the efforts of others in the
group. Often is not a good team
member.

Rev. 5/1/16

Usually listens to, shares

with, and supports the efforts
of others in the group. Does
not cause \"waves\" in the
group.

References
RubiStar Home. (n.d.). Retrieved June 08, 2016, from http://rubistar.4teachers.org/index.php?ts=1465353342
Spaghetti and Meatballs for All 2012 - 2013 school year. Retrieved June 08, 2016, from https://www.youtube.com/watch?v=jN_GmgeU5cw
Eureka Math: Lesson 1: Investigate and use the formulas for area and perimeter of rectangles Area and Perimeter Test, retrieved June 08, 2016
from https://www.engageny.org/file/33121/.../math-g4-m3-topic-a-lesson-1.docx?token...

Rev. 5/1/16