SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

DETAILS
Ms. Deanna Mongell
ELL- Mathematics
3rd Grade
90-150 minutes
Understand perimeter as a measurable attribute and
select appropriate units, strategies, and tools to solve
problems involving perimeter.

Objectives

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Students will be able to:

Formative &
Summative
Assessment
Evidence

What is perimeter?
How is perimeter measured?
CC.2.4.3.A.1 Solve problems involving measurement
and estimation of temperature, liquid volume, mass or
length.
CC.2.4.3.A.6 Solve problems involving perimeters of
polygons and distinguish between linear and area
measurements.
Students will explore standard and nonstandard units
of length and width and will apply measurement
concepts to estimate and calculate perimeter. They will
be able to measure and calculate the perimeter of at
least 3 rectangles or squares with 100% accuracy.

Recognize the need for standard units of measuring

lengths and widths.
Measure lengths and widths of objects to the nearest
half-inch.
Compare and order two and three objects by their
lengths.
Estimate length and width by selecting appropriate or
reasonable units.
Find the perimeter of rectangles on grid paper by
counting the units around.
Measure perimeters of rectangles by centimeters and
inches.
Draw rectangles on grid paper to represent given
perimeters.

Regular Education Students:

While students work together to measure and order the
lengths of rectangles, walk around and evaluate. (Use a
checklist or rubric to evaluate student progress)
Teachers can also use the inch or centimeter grid paper
and the Fences activity rectangles to formally assess

CK

students as they draw and measure specific rectangles

and calculate perimeters.
For ELLs:
Speaking: ELL students will be given the opportunity to
practice their newly learned vocabulary words within
their groups or with their partners. They will be working
in either groups or pairs to complete the measurement
activity this will encourage them to engage in
conversation. (BICS and also CALP, BICS- for they will
be conversing within peer group. CALP- for they will be
required to use newly learned vocabulary)
Writing: Students will be working with groups or
partners and writing down their measurement
calculations on a provided answer sheet. (BICS and
also CALP)
Reading: Key vocabulary will be identified for them and
written down using ELL friendly terms. The will also be
provided with the Spanish translation if necessary.
(CALP- academic related vocabulary)
Listening: Students will also be engaged in classroom
discussion. I will be asking them questions and teaching
them from a PowerPoint presentation. They will be
required to use their listening skills in order to develop
an understanding of the new vocabulary and how to
determine perimeter.
Family: Have all students (not just ELLs) bring in a
picture of their whole family or a family member for a
homework assignment, during the next class have
them practice their measurement skills by measuring
the picture of their family member(s). - I could extend
this into an art activity by having the students create a
frame for their family picture! :-)
Culture: I would incorporate the ELL students flag into
the measurement activity, instead of using just plain
rectangles I would provide students with a flag in
replacement of one of their rectangles.
New Addition Assessments Graphic organizer for breaking down new
vocabulary terms
Sentences frames; also used for broadening
academic vocabulary
The game Thumbs up! will be played as a
transition game into our next activity to practice
our newly learned terms and also practice
addition skills.
ISTE Standards
for Students

Students will practice their math vocabulary, perimeter

understanding and addition skills through the use of
digital media to support individual learning.

Framework for
21st Century
Learning

Accommodation
s, Modifications

http://www.sheppardsoftware.com/mathgames/geometr
y/shapeshoot/PerimeterShapesShoot.htm
This game in an excellent tool for practicing how to
calculate perimeter. The game also allows the student
to also use their addition and critical thinking skills.

ELL Students:
Provide the student with visuals on a PowerPoint when
explain the differences between feet and foot
Hand-out with new vocabulary and translations
Model the activity
Read the story using Total Physical Response, pause
during important points in the story and elaborate
Breakdown the activity into smaller steps if necessary
Have students work in groups or pairs to complete
perimeter activity
Provide ELL with adapted ruler labeled with numbers
and the corresponding number words; 1-one, 2-two, 3three and so on.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for
CK
the Learning
Plan
Introduction
Activating Prior Knowledge
To activate prior knowledge I will state the following: In
todays lesson, we are going to measure the
lengths of objects, paths, distances, and even the
distance around some shapes. What are some of
the ways you measure objects and
distances? (Students are likely to name standard
measurement tools such as rulers and tape measures.)
For the ELL student, create a handout sheet with
measurement vocabulary as you are introducing the new
measurement terms to the class; include pictures of a
ruler and explanation of inch in Spanish. What if
these tools are not handy? What could you do
then?(Encourage students to brainstorm nonstandard
ways to estimate measurements, such as the number of
paper clips long, the number of hands high, or the

number of steps it takes to walk down a hallway.)

Hook/Lead-In/Anticipatory Set
Read, How Big is My Foot? aloud to students. After
discuss with students the multiple meanings of the
words foot and feet. When explaining the difference
between foot and feet provide visuals on a
PowerPoint presentation. Help your ELL visualize the
differences. (This will come during Guiding Practice)
Discuss alternate methods of measuring and explain
why standard units are necessary.
Explicit
Instructions

Big Idea Statement

The Big Idea for this lesson will be written on the whiteboard
and presented throughout the PowerPoint. Clearly display and
read the Big Idea statement point to each word as you read it
aloud. Write the big idea using ELL friendly terms: Perimeter
is the distance around the edge of a figure. In order to find the
perimeter the length of all edges must be measured and
added together. SIOP 1: Displaying the Big Idea
statement and language objectives for your students
allows them to stay focused on the material that will be
covered throughout the day, by posting these
objectives it gives the students an idea of what is
expected from them. Have students read the Big Idea
and language objectives out loud after you have read
them- this simple strategy requires students to speak,
read, and listen.

Introduce graphic organizers to students to have

them breakdown newly learned vocabulary terms.

Essential Questions Statement

The teacher will write the essential questions on the
whiteboard and then verbally ask the students to answer
them. As the teacher is reading the essential questions
she will point to each word and have the class read
along as she reads. Then the students will be given the
opportunity to answer the essential questions. The
answers will also be written on the board.
Objective Statement
The focus of this lesson is to make sure students
understand concepts of linear measurement and then
apply that knowledge to studies in perimeter. The lesson
begins with a story that sets the purpose or need for
standard units of measurement. Follow-up activities
allow students to practice standard and nonstandard
measurement techniques. Then students use regular
and irregular shapes to begin explorations of perimeter.
Explorations with string are extended to formal
measurements of the sides of rectangles, adding the

sides, and defining the result as perimeter. Throughout

the lesson students use rulers, grid paper, and drawings
to demonstrate their understanding of these
measurement and perimeter concepts.
Transition
Have the students stand up at their seats, the teacher
will go around the room providing each student with a
verbal definition of one of the new vocabulary words the
student will provide the answer in order to sit down.
Verbally state the definition but also provide the ELL
with a written definition on a flashcard.
The game Thumbs up! can also be played as a
transitional activity. I will say the definition of
their newly learned math vocabulary and the
students will give me thumbs up or down if the
definition is correct!
Key Vocabulary
Area: The measure, in square units, of the inside of a
plane figure.
Perimeter: The distance around a figure.
Inch: a unit of linear measure equal to one twelfth of a
foot
Foot: is a unit of length in the imperial and US
customary systems of measurement. (12 inches make
a foot)
Feet: Used when talking about multiples of foot
Square Unit: The base unit for measuring the area of
an object. A square with each side measuring one unit.
As stated previously the key terms will be translated on
a handout sheet for the ELL student. Visual examples
will be provided to further explain a square unit.
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

PreAssessment of Students
Allow students some time to practice using a ruler to
measure lengths of some squares and rectangles. Have
students measure classroom objects with both standardmeasuring tools and with string, and then order the
objects from shortest to longest. Model first for the ELL
student; Provide student with a labeled ruler such has
having the names of the numbers written such as 1one, 2-two, 3- three and so on.
Modeling of the Concept
Teacher will display the informational PowerPoint on
perimeter, filled with explanations and examples. SEI 1Use appropriate pacing and speak slowly when
explaining ideas and concepts to students.
Remember that speaking louder isnt going to
help them comprehend, speak slow and
annunciating each word. TPR is a great method

when modeling the concept as well. Keep your

sentences short and use ELL friendly vocabulary.

Perimeter will be translated into Spanish for the ELL

student and the information from the PowerPoint will
also be displayed on a handout for the ELL student. SEI
2- by adapting the texts and directions into a
students native language it allows them to better
connect and comprehend the materials. Visuals
also provide students with a further
understanding of concepts- give students a
handout with visuals and translations

Guiding the Practice

Ask the class How do you measure the distance
around something? Does anyone know what
special name we use for that measurement? (Few
students may know the word perimeter, but you can
introduce the term and write it on the board.) This is also
a good time to discuss the multiple meanings
of feet and foot, particularly for students whose primary
language is not English. When explaining the difference
between foot and feet provide visuals on a
PowerPoint presentation. Help your ELL visualize the
differences.
Providing the Independent Practice
Before we can measure the distance around an
object or a space, we must be able to measure
length. I am going to give you some rectangles
and squares to measure with a ruler. You will work
together in groups to find the length of each
shape and put the shapes in order from shortest
to longest lengths. The longest side will be the
length. At this time, if necessary, review with students
how to use a ruler to measure. Have students work
together in small groups to measure and record the
length of at least three rectangles. You may use
rectangles and squares cut from art paper or have
students cut apart the provided rectangle cutouts (M-31-2_Rectangles.docx). Then have groups share the
results of each measurement to the nearest half-inch or
centimeter and describe the order from shortest to
longest. SIOP 2: Students will be working within
their small groups or with a partner discussing
the measurement activity, using academic
vocabulary and asking questions to peers or
myself. This Interactive activity will foster smallgroup learning. Students will be speaking,
reading, writing and listening.

Provide ELL student with a handout that displays visual

directions on what to do; also model the activity for the
ELL after placing them within their small group. (Have
ELL work with just a buddy if the group system seems
too overwhelming.)
Continue the group work by giving each group a
collection of three or four common classroom objects
(i.e., folder, sheet of paper, textbook, note card, printout of culturally relevant flags, ect.) that can be
measured with a standard ruler. Again, each group will
record the length of objects to the nearest inch, place
them in order from shortest to longest, and share the
results with the class.

Finally, provide each group a string that is about 3 feet

long. Have students select three of the previous
classroom objects or rectangles, use the string to
measure the perimeter of each object, and cut the string
to match each perimeter. Then have students compare
the outstretched lengths of the strings to put the objects
in order of their perimeters, from least to greatest.
During the classroom discussion after the activity, ask
students whether putting the objects in order of their
lengths resulted in the same order as using the
perimeters. Model how to do this.

Explain to students that scale drawings are often used to

plan the amount of materials needed to make a border
around a space or an object. Provide a visual example

Transition

Have the students stand up at their seats, the teacher

will go around the room providing each student with a
verbal definition of one of the new vocabulary words the
student will provide the answer in order to sit down.
Verbally state the definition but also provide the ELL
with a written definition on a flashcard.

Adaptations/Accommodations for Students with Special

Needs
See red within the lesson plan for ELL
accommodations
Evaluation of
the
Informal Evaluation
Learning/Master
Assess students throughout their work time. Provide
y of the
additional items to measure and have them work with
Concept
partners to resolve any differences they may find. Ask
students to find the perimeter of a rectangle by

Closure

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

measuring only two sides, illustrating that the opposite

sides are the same length and that perimeter can be
found by adding two lengths and two widths in any
order. Break the task down into smaller steps for the ELL
students; have them focus on one rectangle at a time
before moving on to the next. Allow them extra time to
complete the activity.
Monitoring student responses during discussions and
small-group work can be used to informally assess class
progress and to guide instruction. This allows the
teacher to check for vocabulary comprehension. For one
form of written assessment, use the rectangle cutouts.
This time students will measure each side of the
rectangles without cutting them apart. Tell students to
label each side and then add the measurements to find
and record the perimeter of each rectangle. Encourage
students to work together to check one anothers work
and to resolve differing answers. Although the correct
perimeters should be 16 inches, 11 inches, and 14
inches, the focus of the activity is to help students
understand that perimeter is the distance around an
object, or the sum of the sides. Provide the ELL student
with the answer to the perimeter and see if he/she can
figure out how to come up with that number.
Summary & Review of the Learning
To sum up the lesson the teacher will review the new
mathematical vocabulary words through an in class
verbal review. The transition will serve as the review.
The teacher will provide the students with
vocabulary sentence frames to complete in class
or take home as homework if not completed
before the end of the class period.
Homework/Assignments
Have all students bring in a picture of their family or of a
family member for the next class; they will be practicing
their measurement skills by using the photograph.
Rectangle cutouts (M-3-1-2_Rectangles.docx)
Grid paper (M-3-1-2_Grid Paper.docx)
Fences activity (M-3-1-2_Fences.docx)
String
Scissors
Linear measurement tools (rulers, tape measures, yard
sticks, meter sticks, etc.)
Adapted ruler labeled with numbers and the
corresponding number words; 1-one, 2-two, 3- three and
so on.
NOTE: This lesson was taken from and modified from
pdeas.org. Lesson plans for 3rd grade, allowable by PDE.