Lesson Plan Form

Teacher Education Department CSUDH

CANDIDATE: SUBJECT(S): GRADE LEVELS: DATE:

Ana Ruan Math/Dance 3rd 3/13/2018

STANDARD(S): Single/Multi-day
CCSS.MATH.CONTENT.3.G.A.1 Lesson:
Understand that shapes in different categories (e.g., rhombuses, Perimeter Dance
rectangles, and others) may share attributes (e.g., having four sides),
and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories

Development of Motor Skills and Technical Expertise 1.1 Combine and

perform basic locomotor skills, moving on a specific pathway (e.g., skip in
circles, slide in zigzags, run in a variety of linear paths). Combine and
perform locomotor and axial movements (e.g., walk and turn.

Connections and Applications Across Disciplines 5.1 Explain relationships

between dance elements and other subjects (e.g., spatial pathways— maps
and grids; geometric shapes—body shapes).

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Teacher will teach Students about perimeter through dance, demonstration and lecture to
third grade students.

II. LEARNING OUTCOME (Objective):

Students will successfully understand, identify, explain and demonstrate perimeter by
participating in class activities and group activity.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
Introduction to geometry to help prepare for higher math concepts in higher grade levels.

IV. INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

Geometry Dance:
 Teacher will post large images of different shapes and ask students to name as

1
 many as possible. Triangle, square, rectangle, star, diamond, trapezoid and
octagon.
 Teacher will then explain perimeter: every side of the shape makes up the
perimeter.
 Add numbers to some of the shapes to show examples of adding up perimeter.
 Teacher will show students that every shape has a dance movement that they
need to do once they solve each perimeter.
Square: Jump and clap
Star: spin and fold hands to side
Etc.

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Build students’ knowledge of adding by relating perimeter to dance.
 Teacher will go over what is perimeter: all the sides of a shape.
To find perimeter we must add all sides.

Teaching relation of dance to geometry;

 Teacher will explain to students that dancers demonstrate shapes through dance,
arms and legs.
 Teacher will explain to students that dancers need to know the perimeter of an area
to determine what dances they can do.

Teaching application of perimeter to dance:

 Teacher will instruct students on movements for certain shapes.
 Teacher will have class divide into groups of three.
 Teacher will ask students to start at one shape that is placed around class.
 Teacher will ask students to work as group to find shapes perimeter
 Teacher will ask students to do dance movements that are in shape.
 Teacher will ask students to be aware of their perimeter in order to execute
dance movements.

C) APPLICATION ACTIVITY (Practice and/or Reflection):

 Teacher will help students review and practice the different movements after the
activity.
 Teacher will asks same groups to come up with small dance routine using the
movements they did to solve perimeter.
 Teacher will go to each group to check if they understand instructions and to check
their routines.
Demonstration and identification
 Teacher will ask students to identify shapes that have certain perimeters.
 Students will be asked to reflect on the differences between shapes.

Discussions of learning
Teacher will ask students to make a shape and come up with their own perimeter.

D) MATERIALS AND RESOURCES:

2
  Large poster paper to make shapes
 Markers
 Writing board
 Music

V. ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

 As students are working in their three partner groups teacher will walk around
listening to make notes about questions students are having.

 Group activity to make a dance out of movements learned

 Immediate feedback will provide students with feedback of their work.

VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

 Movements can be modified for student with disability.
 Demonstrations will help students who are ELL
 Teacher can further explain in Spanish if needed.

VII. HOMEWORK:
Teacher will hand out worksheets with various examples different than the ones done in
class for students to practice at home. Teacher will ask students to show someone in their
household the movements for each shape.