USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able

MACC.3.MD.4.8: Recognize perimeter as an attribute of plane figures and distinguish

between linear and area measures.
MAFS.3.MD.3.6Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
MAFS.3.MD.3.7: Relate area to the operations of multiplication and addition.
FEAPS A.A: Aligns instruction with state-adopted standards at the appropriate level of
rigor.
I can compare perimeter of rectangles that have the same area.

After a modeled lesson focusing on perimeter as an attribute of plane figures student will
be able to recognize they can compare rectangles with the same area and complete their
ticket out the door numbered 11.10. (This is on a piece of paper that that students will be
handed out. It goes along with the math lesson 11.10)

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

to re-write the sentence in

future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either

Teaching this lesson will allow tudents to solve real world and mathematical problems
involving perimeters of polygons. As student progress to higher level grades they will
continue building upon this knowledge. I am teaching it this way so that students are
able to visulaize, listen and pratice what they are taught. It is important for students to
learn this concept bevcause later in life they will need to apply this when wanting to find
the area and perimeter in their home or possibly a career.

FEAPS A.D: Selects appropriate formative assessments to monitor learning.

Formative: Students need to work on their ticket out the door for lesson 11.10. If they dont get it correct this
will show me I need to find their misconception and go over it again.
Summative: Students will be assed on this objective on a test on Thursday 1/29/15.

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

during this lesson or in

upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Teacher needs to know what the dfference between area and perimeter are. Area- the
number of square units needed to cover a flat surface Perimeter- distance around a
shape
Finding the perimeter can be done using a ruler, geoboard, or grid paper. Area can be
found with the same but must be counted for whats inside using square units. Area can
only be found if there are no gaps or overlaps.
Length-longer side
Width- short side
A square is a special kind of rectangle, it is one where all the sides have the same length.
Thus, every square is a rectangle because it is a quadrilateral with all four angles right
angles. However not every rectangle is a square, to be a square its sides must have the
same length.
Students need to be able to:
compute basic multiplication facts
understand defnition of area and perimter
find area and perimter of rectangles and squares

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

What misconceptions
might students have about
this content?

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

Students may confuse perimeter and area.

Students may determine the area or perimeter incorrectly.
Students will not read directions completely.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Guided release
demonstration
Direct instruction

Time

Who is
responsibl
e (Teacher
or

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

a substitute to carry out the

lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Students)?

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

Explanation/Organizing the Idea; Extend/Applying the Idea;

Evaluation).
**Pass out square tiles and grid paper so that each students has
about 20 square tiles and 1 piece of grid paper. While passing out
make sure to give instruction not to play with the tiles. (If student
does this during instruction give a verbal reminder as a whole class
I still see some friends playing with the tiles I instructed not to touch
yet. Please make sure you are follwing directions.) If students
continue to play with them move their clip down.

11:30
Teacher

I DO

WE DO

Post the following question on the board and pass out grid paper
11.10 to each student. (similar problem can be found on p.471 in
math book): Marcy is making a rectangular pen to hold rabbits. The
area of the pen should be 16 meters with side lengths that are
whole numbers. What is the least amount of fencing she needs?
(ans. 4 meters by 4 meters= 16 meters)
Say: Yesterday we learned that rectangles could have the same
perimeter but different areas. Today we will look at rectangles that
have the same area but different perimeters.
Lets take a look at what we have to solve on the board. Read the
question outloud.
Ask: What does the least amount of fencing represent? (perimeter)
Say: So now that we know we are looking for perimeter lets find out
what the answer is. Take out your square tiles and find one way to
make a rectangle with 16 tiles on yourt desk. Once you have it
record it on your grid paper along with a multiplication equation.
(Show an example on the projector) Then find two other ways to

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

create rectangles with an area of 16 sq. Meters. Once you have each
of your rectangles drawn write an equation for the area and
perimeter. (exmaples of what students may have are on page 471
under activity in the mathbook.)
Check their progress: I have created a checklist with each students name so that
I can go around and mark off who is able to do the work on their own. This list will
show me who needs to be placed in what group.

11:45
Students
We DO

12:00
Students
THEY DO

(Allow students to show how they got their answer) *While students
are coming up remind friends that we must be respectful and
attentive while watching someone else show their work.*
Seat students at desks based on what group needs are. Work
together on page 472 Try This. Allow stduents that need more
help to use tiles to have a better visual and kinesthetic
understanding.

Students should practice on page 474 #10-11 and if time poermits

p.473 on your own.
As their progress is being monitored ask H.O.T questions:
What happens to the perimeters as the lengths and widths of
the rectangles get closer to eachother in value? (the
perimeters decrease)
Which rectangle do you expect would have a samller
perimeter, one that is 2 units by 12 units or one that is 6 units
by 12 units or one that is 6 units by 4 units.
(Mrs. F will take over so that Miss. Schaller can conference.)

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

Formative: Pass out the ticket out the door

a student struggles with the content?
The student will be pulled to a group with other students that are struggling and receive
instruction from either I or Mrs. F.
a student masters the content quickly?
They will need to create three rectangles with different perimeters but same area and
form a word problem that goes along with their drawing. Have them find the difference
of the largest and smallest perimeter.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Learning to figure the area and perimter of various objects is a lifelong skill that is very
important to know. This skill can be applied anywhere in the world using the same or
different measurements.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
They will need to create three rectangles with different periemters but same area and
form a word problem that goes along with their drawing. Have them find the difference
of the largest and smallest perimeter.
How will you differentiate instruction for students who need additional
language support?
na

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15

S.C- will need to use the square tiles and needs more time to draw
Br.- guidance on math problems, check in with him to see how he is progressing
(Both of these students receive teir instruction from an ESE teacher. She will preview the
information with them in another room and they will come back to finish their work.)

Square tiles/cheezeits
Grid paper
Math book
Pencils
Mrs. F

Name____________________________________

Instructions: Create three rectangles on graph paper that have the same area but different perimeters. Form a
word problem that goes along with your drawing. Find the difference of the largest and smallest perimeter.
Show your work:

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ____Sabrina
Group
Size:
whole and
small

Date of Lesson: 1/27/15