Abby Hall

Lesson 2

UTL 101

Prof. K, Martin

Ms. Dawn Carlson/ 4th

Lesson Plan

Name of Lesson:

Perimeter and Area Problem Solving

TEK/TEKS:

§111.6. Grade 4, Adopted 2012.

(5) Algebraic reasoning. The student applies mathematical process standards to

develop concepts of expressions and equations. The student is expected to:

(D) solve problems related to perimeter and area of rectangles

where dimensions are whole numbers.

Performance Objective:

At the conclusion of this lesson, the students will be able to correctly identify the

perimeter and area of three of the five different shapes.

Materials:

Seesaw: an interactive journal (pictures of shapes are uploaded in Seesaw)

Powerpoint

https://docs.google.com/presentation/d/1hZ8JcBUUsAY5F7NLECsiRKIXUlII5E

HpZnaSIha69ac/edit?usp=sharing
 Video

https://jr.brainpop.com/math/measurement/area/

If a username and password is needed to see video the username is CEDE148 and

password is dekalb

Video will be under math then measurement and then area

Fake Tweet Template

Gagne’s Nine Events of Instruction

1. Gain Attention

a. I am going to start by having the students come to the front of the classroom and

have them sit in a circle. I am going to tell the students a story. I will tell the

students that I went home to my parents house over the weekend for Easter. While

I was eating, I was talking to my brother and was not paying attention and

knocked over a glass of bright red Kool-Aid onto my mom’s brand new carpet in

the living room. I will then discuss how I had no idea what to do and how the

stain would not come out and how I needed to fix it before my mom got back

home. I will then tell the students that I knew I needed to get new carpet but had

no idea how to know how much carpet to cut and what size that I needed to get. I

will tell the students that I looked for help on youtube and google and could not

find any helpful information and I was wondering if they knew of a way that

would help me decide how much carpet I needed to buy. (They should answer

that I could find the length and width of the living room and multiply those
 together in order to find the area of the living room and that will give me the

information I need to decide how much carpet I should buy.)

2. Inform the Learner of the Objective

a. Your goal for today is to be able to find the perimeter and area of various shapes

and figures

3. Stimulate Recall of Prior Knowledge

a. I will start by reminding the students that they have learned about perimeter and

area. I will then use the think, pair, and share strategy by asking the students to

think about how we find the perimeter of a shape and to share that with their

partner then to think about how we find the area of a shape and to share that with

their partner. I will then ask the students if any of them would like to share their

answers. (I will take answers from 3 different pairs of students). After receiving

the answers, and talking through each answer I will then show a short video about

finding area as this topic can be harder to understand for students.

4. Present the Material

a. I will explain to the students that we are going to continue to learn about finding

the perimeter and area of different shapes. I will ask the students if they have any

questions about finding the perimeter and area before we start the lesson. I will

then answer any questions that may be asked and once all questions have been

answered I will then continue on with the lesson. I will then ask the students to

grab an ipad and to partner up with a partner. The students will then log onto their

Seesaw accounts and once onto their Seesaw account I will ask the students to
 find the area and perimeter of each of the five pictured shapes. The students will

have about five minutes to complete this task. Once the students have completed

this activity, I will ask the students to sit down at the front of the classroom and

we will go over the answers and work through any questions about the problems

that they may have.

b. I will then number off the students from 1 to 4. These numbers represent the

group that they are in. There will be 4 stations and at each station there will be a

problem from the powerpoint that has been made. The students are to read the

problem at their station and work together to come up with an answer to the

problem. Once each group has completed their problem, they will rotate to the

next station and complete the same process. The students will continue this

process until each station is completed. Once each station is completed I will ask

the students to return back to the front of the classroom where we will talk

through each problem.

c. Once all of the questions from each station has been reviewed, I will then pass out

2 pieces of paper that resemble what it looks like when you tweet something on

twitter. In one fake tweet, I will ask the students to explain how to find area in

their own words using only 140 characters. In another fake tweet, I will ask the

students to explain how to find perimeter in their own words using only 140

characters. This will be their exit ticket on their way to recess.

5. Provide Guidance to the Learner

and area of that shape in order to model to the students what is to be expected of

them when working on the seesaw activity.

6. Elicit Performance

a. Students will go to their assigned station where they will find one problem from

the powerpoint above. I will tell the students that their goal is to answer each

problem to the best of their abilities and to ask for help when needed. Once the

students have completed the task they will raise their hands and I will come to

check their work before allowing them to move onto the next station. The students

will then do the same thing at each station.

7. Give Feedback

a. “I love the positive feedback that I am hearing from each person towards their

peers”

b. “I appreciate how this group is working together and helping each other out”

c. “You all have been very attentive today and I love how hard yall worked today. I

am very proud of yall.”

8. Assess Performance

a. I will walk around the groups and visually check to see that the 3 of the 5

perimeters and areas of each shape are being correctly solved.

9. Enhance Retention and Transfer

a. Enhance: I will first ask the students if any of them can explain to the class and I

how to find the perimeter of the a shape. I will then ask the students if any of
 them can explain to the class and I how to find the area of a shape. Using the

thumbs up thumbs down strategy, I will ask the students that if they had a test

over finding the perimeter and area of shapes tomorrow how confident they would

be to take it. Thumbs up being very confident, thumbs in the middle for being

somewhat confident, and then thumbs down for not being confident. After I will

then ask the students that since we know how to find the perimeter and area of

different shapes of various sizes if they could help be decide what size rug I

should buy to cover up the stain that I made on my mom’s carpet.

b. Transfer: I will tell the students that to continue to be able to build and improve

their math skills they need to continue to improve on these building blocks of

math like perimeter and area