Lesson Planning Form

Teachers: Mary LePage and Joline Andrews

Date
3/7/16

Subject/ Topic/ Theme

Perimeter and Area

I. Objectives
What are your objectives for this lesson? (As many as needed.)
1) Contrast the concepts of area and perimeter
2) Develop an understanding of the relationship between area and perimeter of different shapes when the area is fixed
3) Compare and contrast the units used to measure perimeter and those used to measure area
State applicable Common Core State Standards: both content (e.g., CCSSM. MATH.CONTENT.2.G.A.1 and statements) and
Standards for Mathematical Practices (e.g., Model with Mathematics)

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised
units).
CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown
side length, and exhibiting rectangles with the same perimeter and different areas or with the same
area and different perimeters.

II. Before you start

Prerequisite knowledge and skills

Assessment
(formative and summative)
Attach handouts if needed

Identify those students

(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
(e.g., English Language Learners)
May need to include more after
meeting the students first day
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Socio-Emotional - Students at this level enjoy working in groups and have a

great amount of energy. We will let them pick the option of working in groups or
working alone.
Cognitive -problem solving is best explained using manipulative to illustrate
thinking. We will give them tiles so they can use them to show their thinking.
Enjoy explaining ideas with their developing vocabulary. We will discuss the
vocabulary words and allow them multiple opportunities to use the vocabulary to
express their ideas.
Observe: are students confusing perimeter and area? Are they aware the area
is not changing? Are they looking for patterns and how to find the perimeter?
Ask: What is the area of the rectangle you just made? Whats the perimeter
of the rectangle you just made? How is area different than perimeter? How do you
measure area? Perimeter? How are the units different? Similar?
School with a large population of Hispanic students that are ELLs. 20142015 survey stated 335 students in school were Hispanic, 42 African American, 46
white, and 12 of other races.
As discussed in class, we will make sure instructions and
information is broken down into simple vocabulary and vocabulary is
explained. We will talk to the teacher to find out how she normally
accommodates for students who struggle with language barriers. Joline and I
both speak Spanish so we can accommodate for students with Spanish if
necessary.
36 square tiles, such as color tiles
Two or three sheets of Rectangles Made with 36 Tiles grid paper
Fixed Area recording sheet

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time Lead
Teacher

Parts
Before
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you describe teacher activities
and student activities
Day 1:
Have students build a rectangle on their desks using 12 tiles. Explain
that the rectangle should be filled in, not just a border. After eliciting some
ideas, ask a student to come to the document camera to explain how they made
their rectangle. How did you make this? Did you try anything else before?
Why didnt your other options work? Did anyone try something different?
Model sketching the rectangle on a grid. Record the dimensions of the
rectangle in the recording chart. For example, 2 by 6.
Discuss what is perimeter? What is area? perimeter - length around the
outside. area- space in the inside
Ask, What do we mean by perimeter? How do we measure
perimeter? After helping students define perimeter and describe how it is
measured, ask students for the perimeter of this rectangle. Ask a students to
come to the document camera to measure the perimeter of the rectangle. (Use
either the rectangle made from tiles or the one sketched on grid paper.
Emphasize that the units used to measure perimeter are one-dimensional, or
linear, and that their perimeter is just the distance around an object. Record the
perimeter in a chart.
Ask, What do we mean by area? How do we measure area? After
helping students define area and describe how it is measured, ask students for
the area of this rectangle. Here you want to make explicit that the units used to
measure area are two-dimensional and, therefore, cover a region. After counting
the tiles, record the area in square units on the chart.
Have students make a different rectangle using 12 tiles at their desks
and record the perimeter and area as before. Students with need to decide what
different means. Is a 2x6 rectangle different from a 6x2 rectangle? Although
these are congruent, students may wish to consider these as being different,
which is okay for this activity
Present focus to the class:
See how many different rectangles can be made with 36 tiles (work in
partners)
Determine and record the perimeter and area for each rectangle
Provide clear expectations:
Write on the board
1. Find a rectangle using all 36 tiles.
2. Sketch the rectangle on the grid paper
3. Measure and record the perimeter and area of the rectangle on the
recording chart
4. Find a new rectangle using all 36 tiles and repeat steps 2-4
Let students work independently or in pairs and work collaboratively
but require that each student draw his or her own sketches and use his or her
own recording sheet

During
(Development)

Day 2:

figure

Start with illustration of perimeter that has notches on every side of the
each side needs to be counted
what is area? what is perimeter? how do we count them?
garden example - tiles are plants, mike & ikes are fence

Hand out tiles and mike & ikes and tiles

make a garden, tell us how many plants and how many pieces of fence
You have 12 pieces of fence, how many plants can you fit inside? 5x1

You have 6 plants, whats your biggest fence? smallest?

what happens to the shape of the area when the
perimeter is longest? shortest?

Assessment

4x2

After
(Closure)

Your reflection on the lesson including ideas for improvement for next time: