Lesson Plan Template

Candidate Name: Kim Carter

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;
C/C Thinking; Metaphorical; Windows Notes; Other
Unit Name
Unit 4: Geometry
Lesson Name
Perimeter and Area Review
Grade
3

Subject
Math

Time Needed (Hours/Days)

45 60 Minutes
Course

Standards/Elements: CCGPS, GPS/GSE (where applicable) and TAG Standards

MGSE3.MD.7 Relate area to the operations of multiplication and addition.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters
of polygons, including finding the perimeter given the side lengths, finding an
unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
Standards For Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
Tag Standard: Advanced Communications Skills
Creative Thinking and Problem Solving Skills
2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when
problem solving (e.g. recognizes problems, defines problems, identifies possible solutions, selects
optimal solution, implements solution, and evaluates solution)

Enduring Understanding
Students will be able to transfer knowledge of area and perimeter to solve real world and mathematical
problems.

Essential Question(s)
What should students know when lesson is completed?

What is the relationship between area and perimeter?

Teacher Lesson Preparation

Copies of Task Rotation

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Before distributing the Task Rotation to students, the teacher will spend a few minutes reviewing the
class previous lessons on area and perimeter. The teacher will then present the students with the
following scenario:
Imagine that youre a member of the school playground committee. The school has two plots of land
that can be used for the new playground. The principal shows you the perimeters of each plot and
explains that both plots are each 350 feet around. She says that the plots are both the same size. Is
she correct? One thing to remember is that there is a lot of new playground equipment that has to be
installed. The total measurement of the new playground equipment is 4,050 square feet. As a
member of the committee, you must decide which plot would be better for the playground and new
equipment and then present your findings to the principal.

Instructional Sequence and Activities including use of technology

The teacher will then explain to students that they will be working on a very special kind of
assignment called a Task Rotation, and that the idea behind a Task Rotation is that it allows all
students to show what they know in ways that work best for them. At the end of the assignment, the
students will be able to explain which plot of land they think would be the best.
Mastery: Do these two plots of land have the same size, area, and perimeter?
150
100
75

25

Understanding: Explain why area is more important than perimeter of a piece of land when
building a playground. Would the same be true for purchasing flooring (carpet, hardwood) for a
room?
Self-Expressive: Use graph paper to create two shapes that have the same perimeter but different
areas. Can you create two shapes that have the same area but different perimeters? Can you create
two shapes that have the same area and perimeter but are not the same shape?
Interpersonal: Which of the two plots of land from the Mastery Task above would you choose if
you wanted to maximize the amount of space for the new playground?
Why would you choose that plot?

Assessment Strategies

Formative: Accurate computation of perimeter and area, quality of explanation regarding the
importance of area over perimeter in determining which piece of land is better for the playground
and its equipment, and understanding the relationships between area and perimeter using various
shapes.

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment

Intervention: Pair the students together who need extra support and have the teacher provide
support.
Enrichment: Give students an additional piece of land that is not shaped as a rectangle and have
them find the area of that shape but has the same perimeter of the other two pieces of land. Then
have them decide which of the three plots of land would be best.
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120
Materials/Links/Text References/Resources
Task Rotation Sheet