Ferris State School of Education

Lesson Plan Format

Name: Lauren Jayne Date: October 2019
Curriculum/Course: Math/PE Grade level: 4th

Time/Period: about 45 minutes Materials: masking tape and worksheets (attached)

Standards:
CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Works safely with peers and equipment in physical activity settings. (S4.6.4)

Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment. (S3.4.4)
Objectives (I can statements):

Given the various rectangular tape shapes on the gym floor, I can accurately give and explain what the area formula
and perimeter formula would be for a particular rectangle.

While in the gym, I can demonstrate and follow safety rules to make sure that my peers and I are safe.

Before and after this lesson, I will actively participate in warm-up and cool-down stretches for health and safety
reasons.
Assessment (Formative, Summative):

Formative : Watch how/where the children are moving in relation to their given rectangles (are they inside or walking around?)
and also call out names during the lesson to have them give and explain the formula for both the perimeter and area.

Summative : To end the lesson, we will head back to the classroom to do a review worksheet on area and perimeter.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge:

The class has already previously went over both area and perimeter, but are still confusing the two at times. This lesson
is meant to help better understand the material by seeing/applying it in a more kinesthetic manner. Once at the gym
(and previously setting up rectangles that have been divided into area blocks), ask the students to first make sure that
their shoes are tied as well as their neighbor’s shoes. Then ask them to do some simple stretches because we will be
moving around today. Do arm circles. Neck circles. Touch the ground. Lift your foot up to your butt while balancing on
one foot. Switch sides. Who can tell me what we are looking at when we are talking about a perimeter? What about
area? We also have equations that will help us to solve while looking for both parts of a rectangle. Can someone tell me
what the formula for a perimeter would be? How about for the area? Great. So for the perimeter, we add. And for
area, we multiply. Today, we will be using the gym and my tape rectangles to help reinforce our knowledge on area and
perimeter.
Steps in the lesson:
1. Now that we are stretched out and reviewed our definitions of both perimeter and area, let’s first apply it to
the gym itself. If I were to say, “let’s jog around the perimeter of the room”, where would we jog? Yes, let’s do
one lap!
2. Awesome, let’s recollect over here. What if I was to say, “jog anywhere around the area of the gym”? Where
would we run? Right! All over the gym floor! Let’s do it real quick.
3. Perfect, that is enough practice for jogging around the area of the gym. Come to this rectangle for a second.
We will be splitting off into groups of three, with one group of two. There are 9 rectangles set up in this room
similar to this one. As you can see, I have divided them into squares so that we can tell what the area and
perimeter would be without measuring. For this one, can someone tell me what the length of this rectangle is?
How about the width? Awesome, so knowing these two pieces of information, we can either do some addition
or multiplication to figure out the area or perimeter.
4. Go to a rectangle around the room. Remember, no more than three people and no less than two people to a
shape. Let’s do jumping jacks around the perimeter of your shape. Check to see that everyone is working in the
space they are supposed to (around the outside of the shape). Alright stop. Call out a student from each group
to share the length and width of the rectangle, explain the formula for how to get the perimeter, and what
 their perimeter is.
5. Move to the next rectangle as a group. This time, let’s do squats around the area of the rectangle. Check to see
that everyone is working inside their rectangle. Alright stop. Now a new group member has to share the length
and width of this rectangle, the equation they used to find the area, and the total they got.
6. This is our last rotation, find one last rectangle you haven’t done. Let’s do lunges, but this time your group can
choose to do perimeter or area. Walk around and ask each group what they are doing. Share with the last
person who did not talk with either perimeter or area.
7. Thank them and tell them they did a great job. Ask them to space out one last time to cool down by doing neck
circles, arm circles touch the ground, and stretch their legs.
8. Line up and walk back to class.
Closure/Wrap up:

Now that we had a chance to show area and perimeter in a new way, let’s complete this quick worksheet to apply our
knowledge of area and perimeter.

Extension Activities:
As an extension activity, the students could label something that represents the perimeter of the classroom (walls) and
something that represents the area of the classroom (carpet).

Accommodation /Modification:
Specific Student/Group:
For students that are struggling with area and perimeter, this lesson is meant to help them specifically. For the rest of
the students, this is a way to get them active while applying their knowledge in new ways. It is okay to help clarify and
work through the problem with students who are struggling.

For the summative assessment, students who struggle will be given step by step help to solve each problem, students
at grade level will be given a little less help, and students above this content will be given the least (see worksheets).

Differentiation:

What will I differentiate? Content Process Product Environment

Explain: For the assessment, there are three different worksheets to test their knowledge on area and perimeter. Some
worksheets have more steps to guide the learner than others.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: Students who are able to tackle area and perimeter problems without much help will be given less
material/guidance to complete the worksheet, where as students who are still refining their skills will have more
guidance.

Diversity:
To address the different levels of background knowledge and skill, this lesson starts off by reviewing and defining the
terms despite how many of them already know the definitions. From there, it builds up to increase in skill/knowledge
needed and difficulty.
 Technology:
None required for this lesson.

Reflection/Teacher Notes: