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# Lander University Teacher Education Lesson Plan Template

Rev. 2013

## Lesson # 4 Date and Time of Lesson: 4/1/14

When working with shapes 4th grade students, should be able to determine the perimeter of a rectangle or square. Alignment with Standards:

CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

## Developmental Appropriateness or Cross-curricular connections: Students should already have previous

knowledge of addition and multiplication. They should also know about the properties that make a square and rectangle a square and rectangle form geometry. Students should be able to do this in a timely manner by working efficiently.

## Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment

When working with shapes 4th grade students, should be able to determine the perimeter of a rectangle or square.

Pre-assessment, will be a short four-question worksheet on perimeter; it will allow me to see if students know the material before I teach it. During assessment, students will be working on perimeter problems. Students will have to work in a timely manner in order to complete all 25 problems. Post assessment, will be what I observed while they were working on the 25 perimeter problems.

After the chapter is over, we will have a weekly quiz or test to see what the students learned thus far. I will be testing them on their knowledge of finding the perimeter of shapes with all sides label with numbers and shapes that are missing numbers. I will also be testing them on their ability of being able to simply identify the lines as either perpendicular

## Lander University Teacher Education Lesson Plan Template

Rev. 2013

or parallel lines. Once graded, if the averages of all grades are not high enough I will make time and re-teach the lesson in small groups. I will also know by doing this any misconceptions the students may have had, I can address them be more prepared for the years to come.

Accommodations: For my advanced students, that find the new information presented easier than others I will have questions already prepared to give to them at my desk in a small group setting. Those questions will more perplexing than before. For my students that are on grade level and appear to understand the topic I will have prepared more examples to work with. For my students that seem not to be catching on, I will pull them to my desk for small group during class or after school to work with them more, I could even re-teach the lesson if need to because this information is important for them to fully understand the concept due to the geometry they experience in years to come will be building off simply be building off this information and I dont want to set them up for failure. For my ESL students, I will pull them to the carpet and listen to them read the problems aloud and watch them answer them. They might fully understand the question and know how to proceed in ways to get to the answer if not, I will be there to help them. Since I have a student that is autistic, I will meet with his follow before the lesson and explain the lesson to her so she can be more prepared, along with me, assist the student with whatever assistance they may need. Materials: Chart paper, painters tape, pencil, worksheet, and Smart Board, Procedures: