Active Learning Lesson Plan

Student Name: Michelle Carrasco, Stephanie Garcia, Mary Rye, Stephanie Valdez & Lauren Walker
Course: BED/ ELED 4310
Lesson Topic: Perimeter and Area
Date: Tuesday November 27, 2018
TEKS:
5.4 Algebraic Reasoning
The student applies mathematical process standards to develop concepts of expressions and
equations. The student is expected to:
(H) represent and solve problems related to perimeter and/or area and related to volume.

Learning Outcomes:
1. Students will be able to find the area using cubes.
2. Students will be able to identify who was able to create the most squares.
3. Students will be able to find the perimeter of any given object.
4. Students will be able to identify whether the problem indicates area or perimeter.
5. Students will be able to create the perimeter of the given object using starbursts.

Preparation:

How will Learning Outcomes be Assessed (formal/informal)

The learning outcomes will be assessed informally, through the
active learning centers. The students will be able to show their
understanding within these centers.

Prior Knowledge/Connections:
Students will be asked if they have worked with area and perimeter
before in their classroom. Then the teacher will ask different
students to explain what it is they remember about area and
perimeter.

Planning/Things to Organize or Get:

● Center 1 (Lauren) - Blue

○ Paper
○ Pencils
○ Cubes

● Center 2 (Stephanie V) - Purple

○ Dice
○ Colored pencil or crayon
○ Grid paper

● Center 3 (Mary) - Yellow

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 ○ Handout
○ Books of different sizes
○ Rulers
○ Square chips
○ Pencils

● Center 4 (Stephanie G.) - Green

○ Paper
○ Eraser
○ Pencils
○ Notecards
○ Spinner

● Center 5 (Michelle) - Red

○ Spinners
○ Starbursts
○ Graph paper
○ Pencils

Important Reminders for Students:

1. Be respectful to one another and to the

facilitators at your station
2. When the timer goes off, it is time to rotate
stations.
3. Be courteous when the facilitators are giving
instructions and listen carefully.
4. Raise your hand if you need help, or have a
question.
5. Try your very best.
6. Have fun while you learn!

2
Implementation: Total: 60 minutes
• Introduction (5 minutes)
The facilitators will welcome the students into their classroom. They will direct them where to sit
based on the colored bins that will be located at each station. Once each student is seated at the
correct station the facilitators will introduce themselves to the students. The facilitator will then
ask a couple of questions regarding area and perimeter;
● “ Who has found the area and perimeter before?”
● “Who can tell me what area is and how we find it?”
● “Who can tell me what perimeter is and how we find it?”
After the questions have been answered the facilitators will each explain what they are going to be
doing at their stations. Once each facilitator has explained, the stations will begin.

• Active Learning/Learning Centers (Each station will last 10 minutes)

(Center 1) Lauren - Area

Students will do an activity with area. Students will individually fill out different shapes with cubes.
The cubes will be in the middle of the table and students will be able to grab as many cubes as they
want until they fill up the shape. Then students will write on their paper how many cubes filled up
the shape. If there is still time left students will create a shape with an area of only 24 cubes.

(Center 2) Stephanie Valdez - Area

Students will be playing a game called “Area Dice Game” and in this game students will be in pairs
competing against each other. Each student will have a different colored pencil or crayon and each
pair of students will have their own set of dice and a sheet of grid paper. One of the students must
roll the dice to start the game. Whichever numbers they roll they must multiply the numbers
together to find the area of their rectangle. They must start in the corner of the paper. The students
must continue taking turns filling up the paper. Once the paper is filled up the students have to count
who had the most squares and whoever did is the winner.

(Center 3) Mary - Perimeter

Students are going to be handed a handout which they are going to fill out. The handout is going to
include different objects which they are going to find the perimeter. They will be using hand held
objects to measure different things; a notebook, different sized books, a paper, etc. They will be
using standard and nonstandard forms of measurement to find the perimeter.; rulers and square
chips.

(Center 4) Stephanie Garcia - Area/Perimeter

Students will be completing an activity, in which they will have to determine if from within the
chosen notecard it is either a mathematical problem of area or perimeter. Each individual student
will have the opportunity to take a turn using the spinner and see which number it lands upon.
Depending on which number the spinner lands, they will choose a notecard from within that
specific category. The individual who spinned the spinner will decide aloud if the problem/formula
is area or perimeter. Help will be given from the peers/teacher if needed. After decided if it is
area/perimeter that is being covered within that notecard, all of the students will actually have to
solve out the problem in their own sheet. If the student answers correctly, he will keep the card;
student with highest number of cards will be the winner.

3
 (Center 5) Michelle Carrasco - Perimeter
Students will be given a few shapes to measure with their starbursts and will then record their data
Each student will then get a spinner and they will each spin twice. The first number they land on
Will be the length of the first side and the second number will be the length of the second side.
Students will then use their starbursts to create their perimeter and then draw it on their graph
Paper and share the perimeter they got with their group.

• Closure (5 minutes)
o For a closure the students will have to complete an exit ticket where they will answer two
questions having to find the perimeter and the area of two different shapes.

Reflections:
What went well:
What would I do differently next time:
Next Steps:
Things to Remember