DECIDE Phase outline

Your Name : Sana Waqar

Describe the focus (grade, content, topic):

Secondary 7-12
Specific grade? Grade 7
Subject? Math
Topic? Geometry: Area and perimeter

Identify content standards and NET-S:

7.CC.2.3.7 Geometry

Area and perimeter: word problems (7-X.20)

Student learning goals (What will your students know and be able to do by the end of this
learning experience?):
1. Students should be able to understand the difference between area and perimeter.
2. Students should be able to understand when to apply area and perimeter to reach a logical
solution.
3. Students should be able to apply area and perimeter concepts to real world problems.
4. Students should be able to integrate use of multiple skills and concepts like addition,
multiplication, word problems.
5. Students should be able to demonstrate their understanding of the concepts by successfully
completing the assigned tasks.
How are the following addressed?

Constructivism
o

Students will be working in small groups with their peers to work on their area and
perimeter animal activity as well as creating a multimedia presentation with minimal
assistance from their teacher.

Teacher will guide students by asking questions about the techniques that they are
using and information from previous lessons/knowledge.

Blooms Digital Taxonomy

Students will remember from previous lessons the different types of shapes and be able
to identify them.

Students will apply by using taking their puzzle and presenting the information to the
class.

Students will be able to analyze and present their work and explain to the class their
findings.

Students will evaluate their work, creating and designing a presentation to explain the
reasoning behind their analytical work.

Multiple Intelligences

Students will be accessing the visual-spatial intelligences by taking their shape and
assessments and creating a multimedia presentation.

Students will be accessing the logical-mathematical intelligence by thinking critically

and finding the area and perimeter of their shape.

Cooperative/Collaborative learning

Students will be strategically placed into small groups according to their ability levels
to ensure that all students have the opportunity to contribute to the project.

Since the students would be presenting their work to the class, the whole class will
have the opportunity to contribute/critique the work contributing their feedback and
enhancing the learning.

Identify students prerequisite skills:

1. Students should be able to recognize different shapes.
2. Students should know how to calculate the area and perimeter of

Square

Triangle

Rectangle

Trapezoid

Parallelogram

a. Students should have an understanding of the difference between Perimeter and Area.
Determine how you will monitor and assess student work:
1. Moving throughout the room during small group work to monitor comprehension and what

areas students may be struggling in.

2. Application of skills will be assessed during group multimedia presentations.
How will multimedia be used to enhance the learning process?

Upon completion of their geometric puzzle, students will present to the class how their group
completed the project using a multimedia platform of their choice (PowerPoint, Prezi, Easel.ly
or another application of their choice).

The teacher will use the overhead projector to start the lesson with instruction, revising the
prerequisite topics and introducing the new ones.