Carly Lewis

EDU 354

Dr. Leffler

10/16/18

Indiana Wesleyan University

Elementary Education Lesson Plan Template

2007 ACEI Standards

Math Lesson Plan

Lesson Rationale: I am teaching this lesson on area and perimeter as a refresher to what they briefly
went over in the beginning of the school year. The use of problem-solving, real world application,
collaboration and graphing sheets, students will gain a deeper understanding on the concept of area and
perimeter.

READINESS

I. Goals/Objectives/Standard(s)
A. Goal(s) — Students will observe the area and perimeter of different sized polygons.

B. Objective(s)—

1. Students will be able to create polygons and find the area and perimeter of each using 1 square
unit graph paper.

2. Students will be able to determine the difference between area and perimeter.

3. Using real-world problems, students will be able to apply the area and perimeter formula and
display their findings.

C. Standard(s):
IAS: 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems
and other mathematical problems. Recognize area as additive and find the area of complex
shapes composed of rectangles by decomposing them into non-overlapping rectangles and
adding the areas of the non-overlapping parts; apply this technique to solve real-world
problems and other mathematical problems.

II. Materials & Management

A. Materials:
i. Read aloud book
ii. Ipads
iii. 1 square unit graph paper
iv. Pencil
v. Chart on ipads
B. Time: 45- 50 mins
 C. Space: Classroom, on the carpet and in their seats for the majority of the lesson. I have a
specific seating chart for them when they work individually on their clips.
D. Behavior: “Before we begin I want to go through my expectations for you throughout the
lesson. I need each of you to be seated, crisscrossed apple sauce with your hands and feet
to yourself. There should be no talking without raising your hand or when someone else is
talking. I am really excited to share with you all today and think you are going to have a
lot of fun, think you can listen and give me five today? Give me a thumbs up if you can do
that.”
E. Technology: Ipads for inserting the data in a chart/ clips and videos
III. Anticipatory Set (5-10 mins)
Read Aloud: Zachary Zormer: A Shape Transformer

“What do you remember about area and perimeter?”

*Have students gather on the carpet. “Today we will be

reading, Zachary Zormer: A Shape Transformer. Pay close
attention to what type of math Zachary uses throughout the
story.” Read the story*

Ask- “Did you enjoy the story? What did you learn about area and perimeter? Did you notice
how math can be fun? Give me some examples from the book.”

Vl. Purpose:

“Today we are going to be learning about area and perimeter of different shapes. It is important to know
how to find these because it helps with our problem solving and critical thinking skills. When we are able
to find the area and perimeter of different shapes and items we can apply that to our everyday life.”

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students-- Demonstrate your understanding of the development and
approaches to learning unique to the students in this class as you describe the specific
instructional opportunities provided in this lesson.
A. Remediation: I have a student diagnosed with ADHD. Paying attention/ sitting still in class
is more difficult for him. He also has a hard time grasping the concepts unless it is
explained to him in greater depth one on one; mainly due to the fact that he does not pay
attention in class. For him, I would go up and talk to him after giving initial instruction, and
explain it to him, providing him with more guidance. I will also have the teacher or the
assistant in the classroom keep an eye on him, making sure he stays on task.
a. I will observe how well some of the struggling students are doing and make
adjustments as needed. For example, I will inform some students they only have to
furnish their room with two of the pieces of furniture so they are able to
accomplish everything.
B. Enrichment: For my more advanced students, I will have a list of prices that each piece of
furniture is worth, so the students are able to estimate how much it would cost to furnish
the room. Also, I will inform students they can add extra items to their room if they finish
with the three required.
C. I differentiated the reading groups by interest while also keeping in mind who I knew could
and could not work together. I knew that my Fortnite group was going to be a little more
challenging so I decided to make that group smaller, while the others contained 5 or 6
 students. I chose not to group by size, rather by what the students would participate in
effectively.
(ACEI 3.2)

IV.Lesson Presentation (Input/Output)

(ACEI 2.4)

Instruction:

1. Direct Instruction: (5 mins)

*Have the students go to the carpet and use the board to write out the formulas and examples.*

“Can anyone tell me how to find the perimeter of a shape? Remember the story we just read and from
the beginning of the year? *wait for student reply*. You find the perimeter of the shape by adding up all
the sides. *Draw a rectangle on the board and put numbers around it*. Can someone tell me how I
would set up this problem? *Have the students bring their math journals to the carpet and take notes
and follow along that way.* Now, can someone tell me how to find the area of a shape? *repeat the
same process*. *See Anchor Chart for how it will look*

*Introduce next activity, then dismiss students back to their seats by their table groups.*
2. Interior Design Instructional Activity (15 mins)

“Today we are going to be Interior Designers! Can someone tell me what an Interior Designer does? We
will be designing your dream bedroom. You will all receive a piece of graph paper where you will draw
the outside of your room, we will all have the same size room. Once we have completed that as a class,
you will draw a bed, closet and another item of your choice to fit in your room.

*Show students my example room, then draw a rectangle on an example graph piece of paper.
Choose numbers to determine the size of the room and find the area before drawing it on the paper.
Show students how to write these on the side of the rectangle. As a class, determine the area and
perimeter of the room.*

After you have completed this, you will use the chart to write down your findings. *Model for the
students how to write down the information gathered.* Make sure to write down your answer in square
units because that is the unit of measurement we are working with today. Make sure all your
information is entered into your graph and show your work.

*The students will be sent the graph via slides, then they will use a split screen of their IPad to show
their work on notebook and write their answer on the slide.*

Take the next few minutes to finish up, we will be moving on to another activity and I will need
everyone’s attention on the board. *Allow time for students to finish up, walk around the classroom
helping were need be.*

(ACEI 3.3)
 V. Check for understanding. How do you know students have learned? What strategies will you
implement if all students have not met lesson outcomes? Employ one or more strategies to
determine student learning. (15 min)

*Here, I will have the students create a clip, showing us their room they created. The students
use an app that allows them to video record and voice over it. So, they will explain how they
got their answers, and give us a walkthrough of their room.*
*Show students my example first, they know how to navigate this app. After my example, they
should know what to do. Mrs. Cooper and I will be walking around the class as well.*
*Start the classroom dojo timer* “I am going to give you 10 minutes to create your clips, by the
time the timer is up I would like you in your seats; even if you have not finished your clip.”

VI.Review learning outcomes / Closure (5 min)

“Who can tell me what perimeter is? Now, who can tell me what area is? How do you find it?
*Allow time for students to share their work. Randomly select students through classroom dojo to
display their video through airplay.*

PLAN FOR ASSESSMENT

A. Formative: Questions, listening to student responses, walking around the classroom and
observing, data chart, graph paper interior design sheet
B. Summative: Their Room Video Clips
(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?
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
Include additional self-answer questions that specifically address unique lesson content and
methodology.

7. Were the students able to understand how to find the perimeter and area of a shape?
8. What could I do differently to help them understand?

Revision Date: August 25, 2015

2007 ACEI Standard

 The Room Closet Bed

_______________

Perimeter

Area

Cost of Furniture

Bed Closet *Choose your extra

piece*

_________________ TOTAL:
Price $$ 255$ 368$ *Create the price*

_________________
Name: _________________________