Internship Lesson Plan: Elementary Education (Fishburn Park Elementary)

Lesson Plan
Name:
Virginia SOL:
Grade:
Date:
Victoria Brown
3.10 (TSW measure
3
2/19/16
perimeter and area).
Subject:
Start time:
Stop time:
Math
9:00
9:20
Lesson Title:
Measuring Perimeter and Area with Cheese-Its
Objectives (What do you want students to know, do, or feel as a result of your
instruction?)
1.
TSW measure the perimeter of a rectangle using the length of Cheez-Its
as a unit of measure.
2.
TSW measure the area of a rectangle using Cheez-Its.
3.
TSW define perimeter and area as the distance around a figure and the
square units inside a figure respectively.
Perimeter, area, measure, inch, square unit, distance
Critical vocabulary:
Cheez-its, Cheez-it area/perimeter worksheet, pencils,
Materials/resources:
Smartboard/whiteboard
Pre-assessment:
1. Students will be instructed to stand up and go to the perimeter of the classroom
(as close to the wall as possible and spread out). Teacher will ask students how
they knew where to stand? What is perimeter? If someone stands in the middle of
the room, are they a part of the perimeter?
2. Ask students how area could be represented? Where could they stand in the
classroom? Why? Have students define area.
Intro:
3. Ask students to return to their seats. Pass out the Cheez-It worksheet and
Cheez-Its to each student (at least 16 each). Dont eat them yet!
Body:
4. Instruct students to place their Cheez-Its into a 4x4 rectangle and draw a
diagram on the right side of their paper (under Draw-It). Model using the
SmartBoard. Ask student how they could find the perimeter of the rectangle. Count
it out as a class. Ask students what units they are measuring in (each brand-name
Cheeze-it is exactly one inch on all sides). How can they find the area? Count it out
as a class. What are the units for area? (Square inches)
6. Go over the next problem as a class, then allow students to work individually,
while providing support as needed.
7. Students will write down their own definitions of area and perimeter at the
bottom of the Cheez-it worksheet.
Closure:
8. Eat the Cheez-Its!
9. Collect student work.
Homework:
None
Assessment:
Cheez-It activity will be checked for accuracy to make sure students understand
the concept.
Reflections:

The great thing about this lesson was that I got to teach it twice, once to each
3rd grade class. The first time I taught the lesson I noticed that students really
struggled with perimeter being distance and area being the square units inside
the figure, so when I taught the lesson again I went over that before we even
started the Cheez-it activity, and told students that the definitions would come in
handy, so they should remember them (since they would have to write them at the
bottom of their worksheet). Since I was not present when the students learned
about area, I needed to double check with the teacher about what exactly they
covered and what I needed to go over in more detail. I also noticed that students
were not counting all the Cheez-its when they were counting the area of their
rectangle. The first time they got confused, I wasnt sure where they were coming
up with their answers, but after some guidance from my clinical teacher, I realized
they were leaving out all Cheeze-its that had an edge on the outside of the figure
(thus leaving out the majority of the area of the figure). When I taught the lesson a
second time, I was anticipating their incorrect answer and colored in the squares
they specified (on my SmartBoard copy) and then asked them if I had filled in the
entire area. They realized their answer was incorrect and I helped them to count up
the rest of the Cheez-its to find the area of the rectangle.
If I ever teach this lesson again I would still have students go to the perimeter
of the room and discuss the definition of area and perimeter, but I would be sure to
emphasize that perimeter is the distance around the figure and area is the square
units inside the figure the first time around. I would also go through an example of
each before starting the Cheez-it activity, so students have the chance to review
the process of finding perimeter and area. Overall, the students did really well with
the activity after they got started, so I would definitely do this lesson again with
the edits!
Idea courtesy of Dana Witt, 3rd Grade Teacher, Fishburn Park Elementary School
Worksheet from Sonja McGinnis 2012
https://www.teacherspayteachers.com/Product/Area-and-Perimeter-with-Cheez-Its207095