Annica Duffner

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will review area and perimeter and practice using manipulatives.
B. Objective(s)—Students will demonstrate their ability to find area and perimeter of an
object by using cheezits to create shapes and find the area and perimeter.
Provide: 1.) conditions; 2.) desired learning; 3.) observable behavior; and 4.) accuracy
(as necessary)
C. Standard(s): 3.M.6: Multiply side lengths to find areas of rectangles with whole-number
side lengths to solve real-world problems and other mathematical problems, and represent
whole-number products as rectangular areas in mathematical reasoning.
3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length.
II. Materials
• Cheezits
• Recording sheets
• projector
III. Anticipatory Set
• You all know how much I love cats, so I’m going to show you this video that I
really like that will help you remember the equations for area and perimeter.
When you watch this I want you guys to really focus on the formulas. I know
they can be tough to remember but this might be helpful when you’re stuck
and can’t remember them. I think you will enjoy this video because I definitely
did! After video I will ask students what they thought of the video and if they
think it will help them remember the formulas.
https://www.youtube.com/watch?v=qU8aWpRd6Qw
IV. Purpose: When you know the equations for perimeter and area by heart, you will be
able to find the perimeter and area of anything. That is a great skill to have because
if you ever need to find out how much materials you need for a project, you will be
able to measure and buy the exact amount.
PLAN FOR INSTRUCTION
Use major concepts, principles, theories, and research to construct learning opportunities that
support students’ development, acquisition of knowledge, and motivation.
(ACEI 1.0)
V. Adaptation to Diverse Students—I will have some students spread out to other
tables so that there are less students in each group to create less distractions for
students who get easily off task. I will also cut out squares for any student who may
not be able to handle using Cheezits. If any student seems to be struggling with the
actual content, I will pair them up with someone who I know can guide their peer.

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 (ACEI 3.2)
VI. Lesson Presentation (Input/Output)
How did you guys like that video? Do you think you’ll remember what the formulas for area and
perimeter are now? Let’s do a little review just to make sure we all are confident before we do
our activity. Right the formulas on the board. Can someone tell me what the word dimensions
mean? The dimension of an object or shape means the size or measurement. So what if I told
you the dimensions of a shape were 4ft by 4ft, how would you draw that? Have student come
up to the board and draw the shape. Do a few examples of drawing shape from a given
dimension and finding the area and perimeter. Wow you guys are so smart! I think we’re ready
to start our activity.
Before we start our fun activity that I have planned for us, I want you to know my expectations.
We will be using cheezits to make shapes, but if you can’t handle using cheezits and you decided
to mess around, I will have paper squares for you use instead. You can eat the cheezits at the
end, but you will need all of the cheezits that I give you for the activity so please do not eat them
until I let you know when you can. The activity that you get to do today involves making shapes
out of cheezits and then finding the area and perimeter of those shapes. I’m going to hand out a
recording sheet that will tell you the dimensions of the shape you will be creating.
(ACEI 2.3)
(ACEI 3.3)
VII. Check for understanding:
• Ask questions and listen to students answers
o How can we use perimeter and area in real life?
o How do you think this will help you in the future?
• Listen to student discussion
• Walk around the room and observe student’s work
• Evaluate if I need to go back and reteach anything
• Ask the students to hold up a thumb to see how good they feel about the content

VIII. Review learning outcomes / Closure

You all did a great job with finding the area and perimeter of your shapes. Can we all
say the formula for perimeter together? Now lets say the formula for area together.
Good job. Now you may eat your cheezits and listen to Mrs. Priday for your next
directions.

PLAN FOR ASSESSMENT

Formative- observe students and walk around while they work on their recording sheets. Listen
to conversations and answers to questions
Summative- Look at the recording sheets and see how well students were able to find area and
perimeter
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?

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4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Was having cheezits in the activity a motivator or distraction for students?
8. Were my adaptations effective and if not, what could I have done differently?