Lesson Plan Teaching Candidate: Colavito McKie School: Brookdale Elementary School Title of Lesson: Subject Area: Grade

Level: Goal of the Lesson: Common Core Curriculum Standard: Date: Mentor Teacher: April 9, 2014 JoAnna allace

Lesson Objective: Materials !esources:

Accommodations Modifications:

!erimeter in the "eal orld Mathematic# $rd %he &oal o' thi# le##on i# 'or #t(dent# to apply #trate&ie# in 'indin& the perimeter o' a &iven o)*ect+ $+M, .eometric Mea#(rement/ reco&ni0e perimeter a# an attri)(te o' plane 'i&(re# and di#tin&(i#h )et1een linear and area mea#(re#+ Solve real 1orld and mathematical pro)lem# involvin& perimeter# o' poly&on#, incl(din& 'indin& the perimeter &iven the #ide len&th#, 'indin& an (nkno1n #ide len&th, and e2hi)itin& rectan&le# 1ith the #ame perimeter and di''erent area# or 1ith the #ame area and di''erent perimeter#+ At the concl(#ion o' thi# le##on, #t(dent# 1ill )e a)le to apply #trate&ie# in comin& (p 1ith the perimeter o' &iven o)*ect# 1here one part o' the len&th and 1idth i# provided 1ith -341005 acc(racy+ Perimeter, Area, and Volume: A Monster Book of Dimensions )y ,avid A+ Adler 2 card)oard %o1er C()e !aper to1el# )o2e# 6'or Manip(lative# 6cla## #et7 ho(#e7 8iploc )a&# !aper plate# ,ice Ba#e %en Marker# !la#tic clear Block 6cla## #et7 c(p# Manip(lative# 9n the event that #t(dent# cate&ori0ed a# E::, .i'ted ; %alented, or have E2ceptional <eed#, the teacher 1ill modi'y the le##on a# o(tline )elo1/ =or E:: #t(dent#, the teacher 1ill con#(lt the ES>: teacher in an e''ort to provide #t(dent# 1ith direction# 'or the activity in )oth their native lan&(a&e and the En&li#h lan&(a&e+ Small &ro(p in#tr(ction provided )y the teacher or ES>: teacher may )e nece##ary 'or #t(dent# to ma#ter the o)*ective# in thi# le##on+ =or .i'ted ; %alented #t(dent#, the teacher 1ill provide more challen&in& activitie# that re?(ire #t(dent# to think critically a)o(t certain #it(ation#+ Some o' the#e activitie# incl(de vario(# 1ord pro)lem# that may &ive the len&th and 1idth 1here #t(dent# 1ill )e re?(ired to 'ind the perimeter+ =or enrichment p(rpo#e#, the teacher 1ill provide #t(dent# 1ith a &ame, (#in& a deck o' card#+ 9n #mall &ro(p#, #t(dent# 1ill pick t1o card# 'rom the deck, in 1hich the 'ir#t n(m)er 1ill repre#ent the len&th and the #econd n(m)er 1ill repre#ent the 1idth+ @#in& the t1o card#, #t(dent# 1ill come (p 1ith 1ay# to ill(#trate the perimeter+ Choice# are not limited to mental addition onlyA other method# can incl(de demon#tration#, etc+ =or #t(dent# 1ith e2ceptional need#, the teacher 1ill or&ani0e the cla##room #et4(p, to meet the diver#e need# o' each #t(dent+ Each #t(dent 1ill )e po#itioned clo#e to the 'ront o' the cla##room, #o that the teacher can provide immediate #(pport+ >nce the#e #t(dent# )e&in to

Assessments:

"efore:

1ork, the teacher 1ill or&ani0e the cla##room #o that the#e #t(dent# can )e &ro(ped 1ith the teacher in a #mall &ro(p #ettin&+ Beca(#e o' timin&, i' #t(dent# cate&ori0ed a# e2ceptional donBt receive the nece##ary Cone4 on4oneD #(pport they need d(rin& the activity, the teacher 1ill retain the#e #t(dent# d(rin& related art# to 1ork 1ith them in a more private #ettin&+ %he teacher 1ill (#e the S%A" )oard to dra1 vi#(al ill(#tration# 'or #t(dent# to re'er to 1hile learnin& a)o(t perimeter+ St(dent# 1ill choo#e a n(m)er 'rom the deck o' card# or )y rollin& the dice to o)tain a n(m)er that repre#ent# the len&th and the 1idth o' the o)*ect pre#ented via S%A" )oard+ ,(rin& thi# activity, the teacher 1ill 1alk aro(nd the cla##room, vi#itin& &ro(p# 1hile o''erin& a##i#tance to #t(dent# 1ho may re?(ire additional #(pport+ All #t(dent# 1ill demon#trate that they have learned the concept o' o)tainin& the perimeter 'or &iven #hape# 'eat(red in mathematical #it(ation#, 1here #t(dent# m(#t o)tain the perimeter+ 1+7 @#in& a K4 4: chart, a#k #t(dent# 1hat they already kno1 a)o(t perimeter+ Eave #t(dent# po#t their re#pon#e# on a !o#t49t and place the !o#t49t in the CKD cate&ory o' the chart+ =ollo1in& 1hat #t(dent# already kno1 a)o(t perimeter, have #t(dent# 1rite 1hat they 1ant to kno1 a)o(t perimeter in the C D cate&ory o' the K4 4: chart+ %he K4 4: chart #ho(ld clo#ely re#em)le the one )elo1+ P#!$M#T#! % ' L &'hat do (ou &'hat *ould (ou &'hat have (ou )no* about li)e to )no* about learned about +erimeter,+erimeter,+erimeter,-

2+7 $+7

Pose the follo*ing .uestion belo*: hat are #ome 1ay# yo( (#e area in everyday li'eF Post and introduce the follo*ing +roblem/based tas) on the board: Ja#mine and Mekhi live acro## the #treet 'rom Mr+ McKie Mr+ McKie i# tryin& to 'ind the perimeter o' hi# ho(#e+ Mr+ McKie kno1# that the len&th o' one #ide o' hi# ho(#e i# 20 'eet+ Mr+ McKie al#o kno1# that the 1idth o' the )ack #ide o' hi# ho(#e i# 23 'eet+ 9' the len&th# o' )oth #ide# o' Mr+ McKieB# ho(#e are the #ame and the 1idth i# al#o the #ame, help Ja#mine, Mekhi, and Mr+ McKie 'ind 1ith the perimeter+

4+7

3+7 Monster Book During:

A'ter pre#entin& #t(dent# 1ith the pro)lem4)a#ed ta#k, the teacher 1ill in#tr(ct #t(dent# that they 1ill )e &iven time to e2plore the (#e o' &iven o)*ect# 6located in #(pply )a&#7 to determine perimeter independently, come (p 1ith #trate&ie# and an#1er# to pro)lem#, and a'ter1ard#, 1ork in #mall &ro(p# in an e''ort to di#c(## po##i)le #ol(tion# to the pro)lem+ %he teacher 1ill in'orm #t(dent# that a'ter they have e2plored all po##i)le o(tcome# 1ithin their &ro(p, a &ro(p repre#entative 1ill pre#ent their &ro(pB# in'ormation to the cla##+ "ead the )ook Perimeter, Area, and Volume: A of Dimensions )y ,avid A+ Adler

A# #t(dent# are en&a&ed in the #tory, the teacher 1ill in'orm #t(dent# to li#ten o(t 'or term# a##ociated 1ith perimeter+ A# #t(dent# li#ten to the #tory, the teacher 1ill a#k ?(e#tion# #(ch a# C hatB# a dimen#ion,D C hatB# the di''erence )et1een hei&ht and 1idth,D and CEo1 do 1e 'ind the perimeterD in an e''ort to retrieve meanin& 'rom #t(dent# (#in& their o1n 1ord#+ St(dent# 1ill then )e invited to actively participate in the #e?(ence o' event# in the #tory a# they (n'old )y providin& Copen4endedD re#pon#e# to #ome o' the #cenario# andGor #it(ation# the character# enco(nter+ A# the #tory i# read alo(d, the teacher 1ill prompt #t(dent intere#t connectin& #t(dent# to the event# in the #tory )y po#in& ?(e#tion# #(ch a#/ 1+7 hat 1o(ld yo( do in thi# #it(ationA 2+7 9# there another 1ay the a(thor can come (p 1ith a #ol(tionA and $+7 hy mi&ht n(merator# and denominator# )e importantF A'ter the teacher ha# read the #tory, #t(dent# 1ill )e allotted min(te# to e2plore the item# in their po##e##ion+ =ollo1in& the ei&ht min(te#, the teacher 1ill in'orm #t(dent# to (#e their #pice drop# to con#tr(ct a ho(#e that 1ill repre#ent the pro)lem in the pro)lem4)a#ed ta#k+ ,(rin& thi# time, the teacher 1ill 1alk aro(nd the cla##room to vi#(ally #ee 1hoB# &ettin& the concept and 1hoB# not+ =ollo1in& the activity, the teacher 1ill re'er #t(dent#B attention )ack to the dry era#e )oard in an e''ort to revi#it the pro)lem po#ed )y the teacher at the )e&innin& o' cla##+ St(dent# 1ill then (#e their kno1led&e o' o)tainin& the perimeter in an attempt to #olve the pro)lem, independently+ alkin& aro(nd the cla##room, the teacher 1ill po#e the 'ollo1in& ?(e#tion# to #t(dent#/ C hat do 1e kno1 a)o(t thi# pro)lemAD C hat i# thi# pro)lem a#kin&AD and C hat #trate&ie# can 1e (#e to come (p 1ith a rea#ona)le o(tcome 'or Mr+ McKieFD

After:

St(dent# 1ill pre#ent their 'indin&# to the pro)lem4)a#ed ta#k provided on the )oard )y ver)ally #harin& their re#(lt# and mean# o' &ettin& their re#(lt# to the cla## in #mall &ro(p#+ Each &ro(p 1ill )e re#pon#i)le 'or #harin& detailed in'ormation on their method in #olvin& the pro)lem+ A'ter1ard#, #t(dent# 1ill (#e a !o#t49t to apply

1hat they learned d(rin& the activity )y placin& the !o#t4it in the C:D cate&ory o' the K4 4: chart+