Name: Brittney Tuttle

Lesson Title: Perimeter Spies

Content: Mathematics: Finding Perimeter
Grade: 2
READINESS
I.

Goals/Objectives/Standard(s)
A. Goals

1.
2.

The students will be able to identify the definition of a perimeter and apply the
definition to a given problem regarding perimeter concepts.
The students will be able to measure the side lengths of various shapes and use these
lengths to find the perimeter.
B. Objectives

1. Given a shape made out of caution tape on the floor, students will be able to measure the
lengths of the sides with a ruler and identify the corresponding perimeter with 80%
accuracy of performed attempts.
2. Given a mystery perimeter problem, students will be able to exercise their problemsolving skills, transfer the problem onto graph paper, identify the perimeter, and record
the perimeter on a recording sheet accurately 80% of performed attempts.
3. After completing the lesson, students will be able to identify and recognize the definition
of a perimeter by reciting a perimeter song.
C. Standards
PS.1: Make sense of problems and persevere in solving them. Mathematically proficient students
start by explaining to themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. Mathematically proficient
students understand how mathematical ideas interconnect and build on one another to produce a
coherent whole.
2.CA.2: Solve real-world problems involving addition and subtraction within 100 in situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts
of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem).
2.M.2: Estimate and measure the length of an object by selecting and using appropriate tools,
such as rulers, yardsticks, meter sticks, and measuring tapes to the nearest inch, foot, yard,
centimeter and meter.

II.

Materials

A. Time
Total: 45 minutes
Anticipatory Set: 5 minutes
Instruction: 35 minutes
Closure: 5 minutes
B. Space
During the lesson, the teacher will use the classroom space around the
students desks. For the anticipatory set, the students will be seated on their
individual desks. During instruction, the students will use the space around
the desks to measure the distance around the desks in steps, as well as to
measure the tape shapes on the floor. While solving real-world applicable
problems with the teacher, the students will return to their individual desks
and work with manipulatives. For closure, the students will be seated at
their desks. For grouping, the teacher will group students based on desk
location. She will group the first two rows together, and the last two rows
together.
C. Behavior
Teacher will be patient and guiding in her questions. Students will learn how
to cooperate with each other during the interactive games built within the
lesson plan. The teacher will enforce a behavior management system. The
system will involve giving students classroom dollars to reinforce good
behavior during the lesson and taking away classroom dollars to monitor
bad behavior. The teacher will use a clapping method to gain student
attention and to monitor transitions integrated into the lesson.
D. Materials
Graphing paper
Pictures of big and small rooms or distances
Pencils
Laminated magnifying glasses for each student
Caution tape for floor shapes
Name sheets
Copy of the perimeter song for each student
A set of laminated airplane, car, and tractor cut-outs with magnets for
teacher use on front board
Rulers
Recording sheets
Teacher observation notes


III.

Saxon worksheet

Anticipatory Set

The teacher will begin the lesson by having the students complete their differentiated sheets of
basic facts. After this routine is completed, the teacher will begin her anticipatory set regarding
the concept of perimeter.
The teacher will gain the students attention at the front of the class using the clapping method.
For the anticipatory set, the teacher will explain to the students that they are going to become
detectives for math that day. She will begin by reminding the students to raise their hands and
then asking the students the following questions:
1. How many of you have played the game CLUE?
2. When you play the game CLUE, you pretend to be detectives, dont you?
The teacher will explain to the class that they are going to be detectives in class that day. We
are going to be detective in math today! She will pass out the magnifying glasses for the
students to use at this time. As she is passing out the glasses she will explain, I am giving you
magnifying glasses to be detectives, and we will put our hands around our eyes like this (the
teacher models) to have binoculars. Detectives have to solve problems at crime scenes, and
we will be doing that today. When I ask a question, to answer it you must raise up your
magnifying glasses like you would your hand. Raise your glasses to answer a question!
After the teacher has passed out the supplies, she will show pictures of large rooms versus small
rooms (ex: a football field stadium versus an office). With the magnifying glasses, they will
survey the pictures and determine whether or not they are big or small areas, and the teacher will
emphasize the distance of the room in the picture. She will ask the following questions:
1. If we were detectives in this big stadium, would it take us longer to find clues than in
this small office? Why do you think so? What kind of surroundings around the
space would we have to consider?
The teacher will conclude the anticipatory set by asking the following questions:
1. How many of you have to clean up the toys all around your room? Is your room big
or small?
2. Have you ever ran all the way around your house when you were playing outside?
3. When we are cleaning our room and running around our house, did you know that
you are actually being detective? What? I will explain how.
IV.

Purpose

Following the anticipatory set, the teacher will state the purpose of the lesson to the students,
exaggerating the application to real-world situations.
When detectives are working, they are solving problems. They have to look at the crime
scene and look at the distance around the crime scene. When we are looking at distances
around objects, we have to find the perimeter. Perimeter is the distance around something.

We have to know how to find perimeter so that we can measure the distance around objects
to build gardens, drive around the block, build a swimming pool, or plant a corn crop.
Being able to find the perimeter is important because it helps us measure and build objects.
When we are finding perimeter, we must also keep in mind the perimeters surroundings.
Is the garden surrounded by soil? Is the house surrounded by brick? An objects
surroundings can impact the perimeter. Surroundings matter.
PLAN FOR INSTRUCTION
V.

Adaptation

For students that struggle with abstract concepts, the teacher will provide concrete manipulatives
and real-world comparisons so that the students are able to build the connection between the
concrete object and the abstract concept. For students that struggle with reading, the teacher will
read aloud the perimeter song so that the struggling readers are able to follow along better. For
visual learners, the teacher will provide graph paper for students to transfer measurements onto,
as well as provide pictures of the story problem presented. For kinesthetic learners, the teacher
will have the students walk around the desks, work with manipulatives, and measure large shapes
taped on the floor. For students that work best with others, the teacher will allow them to work in
groups to measure the shapes on the floor, as well as discuss with others their findings on their
recording sheets. For students that work best alone, the teacher will provide opportunities for
them to work independently to fill out their recording sheets. Lastly, for the students that struggle
with filling out the graphic organizer, the teacher will partner them up with a peer, or provide
assistance as she is walking around the classroom.
Jesse will be included in a group and partner discussion for aid.
Kalef and Zylah will work with others for support and be given graph paper with an example on
the paper for them so that they will have a more concrete example to follow.
VI.

Lesson Presentation

To begin the lesson presentation, the teacher will walk around one group of students desks,
asking the students to count aloud with her how many steps she is taking. After she walks around
each side, she will stop and a student to record the number of steps it took to walk that side on
the board, and then start over in her counting when she walks the next side. After she walks
completely around the desk group. She will ask the students the following questions:
1. How can we find how many steps it took to walk around the whole group?
2. Why do you think that will work?
The teacher will compare and contrast different students ways of solving the problem. She will
ask the students if there are any other ways to find the total number of steps. The teacher will
guide the students in figuring out the total number of steps, and then present the definition of a
perimeter. When we count the distance around an object, it is called perimeter. The
amount of steps it just took me to walk around the desks is the perimeter in steps of around
the desks. We are going to learn a song to help us remember how to find perimeter. The

teacher passes out a slip of paper to each student with the perimeter song listed on it. The
perimeter song is:
We measure each side
And add them up
Measure each side
And add them up
Add them up
We measure each side
And add them up
To find the perimeter
PERIMETER YEAH
The teacher will sing it first, and then ask the students to repeat each line back to her. After this,
the teacher and the students will sing the perimeter song all together. The teacher will refer back
to the song throughout the lesson.
Now you can try to find the perimeter. We are going to make a circle and find the
perimeter around both groups of desks. Everyone count out loud. The students and teacher
will walk around both groups of desks, and after walking around, the teacher will ask the
students to sit back down and record the perimeter around both groups of desks. We are going
to record how many steps it took to walk the perimeter around the desks! Write desks
under the column that says item, and write the perimeter number (25 est.) under the
column that says perimeter. The teacher will model how to fill out the recording sheet on
the board.
After the teacher and students determine the perimeter around both groups of desks, the teacher
will ask the students to determine the perimeter around their own desks by measuring the sides of
their desk with a ruler and then adding up the sides. The students are then to transfer this data
onto their recording sheet. We are going to measure our desks! Take out our ruler and
measure each side. After you measure one side, STOP, and write the number down with a
line on your graphing paper. Then measure the next side and put that side and number on
your graphing sheet as well. When you are done measuring all 4 sides, add up each side and
find the perimeter. Record the perimeter on your sheet. Put desk under item and the
number under perimeter. Measure in inches. The teacher will model by giving an example
problem on the board. The students will compare the perimeters of their desks to see if all their
desks have the same desktop perimeter, or if some students have bigger desktops than others.
Raise your hands! And tell me what you got for your perimeter around your desk! We will
compare them and see if everyone got the same perimeter or if some people have bigger
desks than others. While they are measuring their desks, the teacher will walk around and
make sure the students are transferring and recording the data correctly.

After the students measure and record the perimeter of their individual desktops, the teacher will
explain to the students to get their spy gear ready because the teacher just got a report of stolen
milk from the cafeteria. The two areas on the floor that are outlined in caution tape are the two
crime scenes in the cafeteria that show footprints and spilled milk. The teacher will divide the
class into two groups (by desk groups), and the students have to determine the perimeter of each
crime scene. The students are to record the data on their sheets and report back to their desks to
discuss the findings. Once all the students are back at their desks, the students will share and
discuss the two perimeters. Guess what? I just got a report from the cafeteria. The lunch
ladies said that there has been stolen milk from the lunch room! They called us to help
figure out the problem because they heard that we are perimeter detectives. There are 2
crime scenes on the floor where the milk was spilled. Each group table is going to go to one
of the crime scenes, Kelsey and Nathans rows will go to the square crime scene and Aiden
and Alexs rows will go to the triangle crime scene. Each group will have to find the
perimeter of the crime scene, record them on your sheets, and report back to your desks.
Then we will talk about the perimeters around the spilled milk! Measure in feet.
After the students discuss the cafeteria crime scene, the teacher will explain to the students that
she just got another report from a farmer concerning his stolen corn. The teacher draws the
triangular crop crime scene on the board and the students transfer the shape onto their graphing
paper. The students then measure the sides and determine the perimeter of the triangle crop and
compare it to the original perimeter that the farmer claimed he had prior to the corn theft. The
students record the data on their recording sheet. Okay good detective skills guys and girls!
Now I just received another report from a farmer. The farmer said that his corn crop was
square (the teacher draws a square on the board), but now it is triangular because someone is
stealing his corn! He needs are detective skills to figure out how much corn was stolen!
Draw the square and triangle on the graphing paper like I did on the board. The square
lengths are (the teacher lists lengths to find perimeter) and the triangle lengths are (the teacher
lists). After you find the perimeter of the square crop and the triangle crop, we will discuss
how much corn is missing and how we figured it out! Go ahead and find the perimeter and
record them on your sheet. Perimeter is the distance SURROUNDING the Remember to
find perimeter we measure all the sides and add them up! Measure in inches.
The teacher will engage the students in the following questions throughout the lesson:
1. Do you think that this distance will be larger or smaller than the (previous shape)
measured? Why do you think so? Prediction
2. How did you solve for the perimeter? Is there another way to add up the sides to get
the same answer? How?
3. How does this perimeter compare to the triangle perimeter?
4. What are some other items that we could measure in this room to find the
perimeter?
5. What surroundings could be around the crime scene of the spilled milk?
If time, present problems involving an airplane flying to 3 different locations and a car driving
around the block in the same fashion as the crop and farmer problem was presented.

The teacher will conclude direct instruction by completing Side A of the Saxon worksheet with
the students. Side B will be sent home with the students to complete as homework. Okay we
are going to complete side A of the worksheet together. Everyone clear off your desks
except for the worksheet. Lets read number one together.

VII.

Check for Understanding

To check for understanding throughout the lesson, the teacher will ask comprehension questions
and analyze student answers. She will observe the students interactions with each other during
the group activities, as well as their thought processes when decomposing the sides of the shapes
to determine the perimeter. During direct instruction, the teacher will ask the students to repeat
the definition of a perimeter to determine their understanding of what a perimeter is. In addition
to asking the students to repeat the perimeter definition, the teacher will observe student behavior
when they are individually measuring and configuring the perimeter of the problems presented.
If students appear to be struggling, the teacher will assist them at their desk or have them talk to
the peer seated beside them. The teacher will use the recording sheets and graph papers of each
student to determine each students ability level regarding the transferring of objects and data
recording skills.
Based on checklist data and observation: If 80% of the students show mastery of content, move
forward in the lesson and unit. Address the 20% in a small group setting for reinforcement and
re-teaching, scheduled for a meeting time sometime throughout that week. If less than 80% show
mastery, then re-teach the lesson to the whole class, using different instructional strategies.

VIII. Closure
For closure, the teacher will ask the following questions:
1. What were some ways that we found perimeter today?
2. If we walked all the way around the school, do you think we would find a big
perimeter or a small perimeter? Why?
3. What is the difference between a triangle and rectangle when finding perimeter?
4. Where are some places that we can find perimeter at a park?
The teacher will then ask questions revolving around the big idea of surroundings matter.
1. How can a spaces surroundings impact the perimeter around?
2. Surroundings matter! Remember that what we surround ourselves with, whether it
is with nature or good friends, matters! Can you think of some reasons why it
matters?
Good job everybody! You were all great spies and detectives for me today! Stay ready,
because I might need your spy skills again soon!

If time, the students will conclude by singing the perimeter song.

PLAN FOR ASSESSMENT

Formative

For formative assessment, the teacher will use the recording sheets and graph paper completed
by the students. The teacher will also use informal observation and discussion questions to check
the students level of comprehension. Lastly, the teacher will use a Saxon worksheet completed
by the students to determine the competency of each students ability to determine perimeter.

Summative

For summative assessment, the teacher will include questions involving finding perimeter on unit
math tests.

Extension

Given time another day, in a follow up activity, the teacher will provide graphing papers for each
student with their individual names spelled out in block letters. Each student is then to find the
perimeter of each letter in their name using the lengths of the square blocks on the graphing
paper.
REFLECTION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
All students met the overall objective of finding perimeter by measuring all the sides and adding
them up. Some areas in which some students struggled were unit conversions and using tools.
Students were able to understand inches, feet, and steps, but were unsure of how to estimate
measurements in order to find an approximate measurement. They also struggled with
differentiating all the markings on a ruler.
2. What were my strengths and weaknesses?
My management of the lesson went really well; the students were receptive to my instruction as
well as my directions. I believe that the theme of detectives engaged the students enough to pay
attention. My weaknesses included grouping. All the students were engaged in measuring the
perimeter around the crime scenes, but I think that I could have made it more effective by
making more crime scenes and dividing up the students into smaller groups. In this way, more
students would be able to be engaged at the same time.

3. How should I alter this lesson?

To alter this lesson, I would give students more explicit instruction of how to estimate
measurements and how to use rulers as tools prior to the lesson. I would also make more crime
scenes to be measured so that I can divide the students into four or five groups rather than only
two.
4. How would I pace it differently?
To pace it differently, I would allow for more time in the lesson to complete the worksheet. I was
about 10 minutes off in my lesson, so I would try and add more time at the end to complete the
worksheet from Saxon.
5. Were all students actively participating? If not, why not?
Yes, all students were actively participating. I only had one interruption that was easily
redirected.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
As the lesson increased in time and materials, I asked higher order level of questions. In
order to integrate critical thinking skills into the lesson, I did not give students the definition and
procedure of finding perimeter at the beginning. First, I had them brainstorm how we would find
the total number of steps around the desks, and tested out their theories. Then, I correlated it to
the definition of a perimeter. Lastly, I compared students different ways of solving perimeter
problems. Students were able to see that different approaches were still able to guide them to the
same solution, and students were able to value each others perspectives.
b. Gardners Multiple Intelligences
For visual learners, I was able to incorporate the crime scenes. For auditory and musical
learners, I incorporated a perimeter song to help students remember the procedure. For
kinesthetic learners, I had students get up and measure the large crime scenes taped onto the
floor.
7. Were students receptive to the comparison between perimeter and detectives?
Yes, the students were extremely receptive to the detective theme. They were able to make the
connections easily, and offered their own ideas concerning detectives.
8. Were the students able to distinguish between a triangular perimeter and a rectangular
perimeter?

Yes, students were able to understand that it doesnt matter how many sides a shape has, as long
as you add up the total number of sides, you will be able to find the perimeter of that shape.
9. Were there any misbehaviors from students during the lesson? Was the behavior
management system effective? Were transitions smooth?
The management went really well during this lesson. I had students hold up their magnifying
glasses if they were confused or had an answer to a question, and this appeared to work well.
They was only one disruption during the lesson, but I was able to get on the same level as the
students and clearly explain what was expected. This was effective enough and he calmed down.
Transitions were extremely smooth. Students only needed to be prompted once, with an
occasional second time.

Name: ____________________________________________

Recording Sheet
Record your measurements in the table below.
Item

Perimeter (label with units)