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# Lesson Plan

Nam
e:

Gra
de
Dat
e

Raylene McCreath

Topic Math--Measurement

Allotted 1 hour
Time

## 1. Rationale: Why is this lesson relevant at this time with these

students?
As part of a mathematics unit on measurement, students will already have
a general understanding of estimation and measurement of some kind, as
well as the concepts of length and width. Next students will be able to
identify and calculate the perimeter of a shape. Students will learn about
perimeter and the units used to measure perimeter using a variety of
materials
2. Big Idea:
Gr. 3: We can measure and describe, and compare spatial relationships:
standard units are used to measure attributes of objects shapes
Gr. 4: We can describe, measure, and compare spatial relationships

3. Assessment
Learning
Intention
What students can
do or understand?
I can identify the
perimeter of a
shape.
I can use the
vocabulary of
perimeter.

Sources of Evidence
What product or action
will show what students
have learned?
Explain one example of
shapes perimeter.
Modelling examples of
finding manipulatives
perimeter

Criteria
What will you look for in
this evidence?
Identify the perimeter of
a shape manipulative
Build own shapes using
pre-cut straws
(class list note who can
explain and who is still
needing support)

## 4. Resources, Material and Preparation: What resources, materials

and preparation are required?
Vocabulary list: length, width, perimeter, measurement,
varied: rectangle, triangle, square, pentagon, polygon, irregular
shape

Shapes (manipulatives)
5. Lesson Development
Pacin
g
Introduction: Connect to prior lessons/or intro to new ideas
Tell the learners the Learning Intention for today:
I can identify the perimeter of a shape.
I can use the vocabulary of perimeter: length, width, perimeter,
measurement, varied: rectangle, triangle, square, pentagon,
polygon, irregular shape.
Teaching/Learning Sequence:

I do: Perimeter
After viewing (listen/watch with purpose)
Who has an idea of what they think it means?
They do:
Share ideas/thoughts of what perimeter is

## I do: Model examples

State various lengths of sides
Add all sides together = perimeter
Use the vocabulary of perimeter as I am doing this
modelling
They do: Turn and talk or think, pair share to complete your
examples with me.

5
min

5 min

10
min

5 min

I do:
At carpet: Measure shape manipulatives
find shapes perimeter
Pre-organize student pairing (partners)
They do:
Using manipulatives, measure shapes
Round to nearest cm for more accurate measurement
Using piece of paper, record measurements
Add measurements together (showing work) finding
perimeter
Switch with their partner, making sure each person
gets a turn measuring

10
min

5 min

## I do: Introduce them to a new activity

Bring out my pre-cut straws
We are going to be making our own shapes using these straws, and
figuring out the shapes (youve created) perimeter
Model a couple examples
They do: Follow along and observe
I do: Model a few more examples to make sure students are following
(if needed)
I do: When you go back to your desks, I want you to start trying to build different
shapes (squares, rectangles, triangles, and polygons)
They do: Create different shapes
I do: Next, I want you to draw on your sheet of paper, the shape you made.
Measure the length of each straw you use. (with Ruler and measuring
in cm)
Write the number indicating the size of the straw youve measured
beside the line on your illustration
This shows me you are or are not getting an understanding of what
perimeter is.
They do:
Create shapes
Draw/illustrate shape(s)
Measure each line on your drawing.
Indicate each line measurement on drawing of shape