Math Unit:

Geometry & Area and Perimeter

Big Ideas and Standards

Foundational (BIG) Ideas: Construction, Categorization.

I plan to create a 10-lesson geometry unit on shapes, area, and perimeter. Within
this unit, my students will learn about different shapes, their characteristics, the
categories each shape belongs to, and they will compare and contrast the qualities of each
category. The other big idea I chose for my lesson is construction because students will
be working in small groups, and as a whole class, to construct the formulas for area and
perimeter. They will collaborate with their peers to discuss their thoughts and ideas, as
well as construct their own creations and work to find the area and perimeter of them.
Not only will they be constructing formulas based off of observations, realizations, and
peer input, but they will also be constructing their own unique creations to measure using
area and perimeter.

Importance/Relevance:
It is important for students to learn about different shapes and their characteristics
so that they have an understanding of spatial relations, such as the position, size, and
shape of a figure. For example, students shall recognize that a square can be turned on its
side, stretched, or shrunk, and still be a square. A firm understanding of spatial relations
will also prepare students for exposure to three-dimensional shapes in the future. An
understanding of shapes and sizes will also provide students with an increased
understanding of measurement, and the relationships of lines, angles, and surfaces or the
faces of a shape.
Having an understanding of area and perimeter will also aid in a students
understanding of spatial relations. It is important for students to learn about the area and
perimeter of different shapes so that they have an understanding of spatial relations, such
as the position, size, and shape of a figure. A firm understanding of spatial relations will
prepare students for exposure to three-dimensional shapes. An understanding of shapes
and sizes will also provide students with an increased understanding of measurement, and
the relationships of lines, angles, and surfaces or the faces of a shape. Through
learning about shapes, and area and perimeter, students will be able to recognize these
shapes, and all of their attributes, in the real world. Shapes are everywhere and can be
used to describe objects, give or follow directions, and even to play video games.
Students could also see builders constructing new shapes or structures, and thus relate to
the importance of area and perimeter.

Common Core State Standards (CCSS):

o CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, 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.
! This CCSS signifies that students will be able to identify and categorize
different shapes into their respective categories, such as polygons,
parallelograms, quadrilaterals, etc. This CCSS also indicates that students
will be able to define, and thus compare, the different shapes and
categories. For example, students will learn that a polygon is closed plane
figure with at least three sides and three angles, whereas a quadrilateral is
a closed plane figure with four sides and four angles.
o CCSS.Math.Content.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area
measurement.
CCSS.Math.Content.3.MD.C.5.a
A square with side length 1 unit, called "a unit square," is said to have "one square
unit" of area, and can be used to measure area.
CCSS.Math.Content.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).
! These standards support the big idea of construction because they will
help with creating a foundation for students to eventually understand and
discover how to calculate or construct the formula for perimeter and area.
Students must first understand that we will be measuring with a unit
square. If students do not understand the concept of the unit square, they
will have trouble comprehending and constructing the formulas for area
and perimeter.
o CCSS.Math.Content.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
! This standard supports the big idea of construction because students will
be solving real world mathematical problems that involve finding both the
area and perimeter of a shape. Students will also be constructing figures
of their own that they will have to find the area and perimeter for.
Learning area and perimeter together will help construct a stronger
understanding of the measurement of shapes in general.

Choose one Standard for Mathematical Practice from the CCSS that you plan to continue
to develop with your students.
I plan for my students to continue developing their abilities to construct viable
arguments and critique the reasoning of others. I chose this practice because ones
ability to construct practical mathematical arguments, and critique the reasoning of
others, will only continue to improve through practice. Constructing arguments from
evaluating data and critiquing others reasoning from your own understanding or findings
are key ways to explore the thinking behind mathematical practices. I plan to support my

students work on developing this practice by giving them chances to analyze and discuss
the mathematical ideas and reasoning behind a shapes or objects area and perimeter. I
will give students chances to examine and talk about the different attributes of shapes, as
well as work together to categorize the different shapes in their respective categories. I
will also provoke students to construct the formulas of area and perimeter as well, which
will require students to put their minds together to make connections and realizations
about measuring the area and perimeter of a shape.

Parent Letter
October 16, 14
Dear Parents and Guardians,
As you may know, I am the MSU intern in Ms. Wesleys classroom this school year. I have had
the pleasure of meeting some of you already, and look forward to meeting the rest! I have had so
much fun working with your children thus far, and can only be excited for what the rest of the
year has in store! I am writing to inform you that I will be leading a math unit within the next
few weeks, and I would like to explain the mathematical concepts your children will be working
on.
I will begin the unit by introducing the characteristics of shapes, and follow-up by teaching
students how to determine a shapes area and perimeter.
Throughout my unit, students will learn the characteristics of a square, rectangle, rhombus,
parallelogram, quadrilateral, and polygon. For example, students will learn that a parallelogram
is a shape with two pairs of parallel sides, the opposite angles are equal, and the opposite sides
are parallel. You can help your child enforce this understanding at home by identifying shapes
around the house, and asking them to identify the shape and its qualities.
Students will then use their understanding of shapes to explore the idea of perimeter and area.
They will learn that the perimeter of a shape is the border or distance around a shape. In order to
determine a shapes perimeter, they must add the length of all of the sides of a shape together, no
matter how many sides a shape has. The formula is displayed as P=side+side...+side. Students
will also learn that the area of a shape is the measurement of all the space within, or inside a
shape, and it can be found by counting the unit squares within area is calculate by applying the
formula A=LxW (length x width). A simple way to help your child further their understanding
of area and perimeter is to point out shapes within your home and challenge them to find its area
and perimeter. It can be as simple as arranging cheeze-it crackers out on the counter into
different shapes, and having your child find the area and the perimeter of the shape before eating
a yummy snack!
Let me know if any questions arise. I look forward to working with your children this year, and
cant wait to see all they accomplish!
Warmly,
Tori Howe

Formative Assessments
It is important for teachers to assess their students learning during a unit in order to determine
which students understand the material, and where students are having trouble. Formative
assessments give teachers the ability to conclude whether students are ready to move forward in
a lesson, or need more time to develop a concept or understanding. Throughout my lesson, I will
formatively assess my students learning through journaling, observing, and viewing their written
work.
I plan to use journaling as a form of formative assessment because, as Kling and BayWilliams mentioned, children at any grade level can find ways to incorporate pictures, words,
and numbers to communicate their strategies (Assessing Basic Fact Fluency, pg. 493). Asking
students to explain their thinking, or prompting them to explain (in writing) a mathematical
concept to a friend, allows you as a teacher to see the students thought process and understand
their reasoning. In my classroom math is taught right before lunch, so I plan to use journaling by
asking my students assessment questions or prompts as an exit ticket. Students will need to
answer/explain their thinking in writing, and will hand me their response on their way out the
door. Journaling allows me to check-in with my students throughout the unit, and for those
students who struggle with writing, journaling provides students the option of using pictures
instead of words. There are a few students that I may need to scribe for, but I will have the
student verbally explain their answer/thinking, and I will just write it for them.
I will use our whole class and small group discussions to observe my students learning and
understanding, as well as viewing their written work. Observing discussions and written work
can display a students mathematical thinking and learning, as well as provide the teacher with a
detailed explanation of student thinking. Through observing whole group and small group
discussions, and students written work, I will get a sense of what my students are struggling
with, and what they understand. Kling and Bay-Williams explained that identifying the
strategies or concepts students know, can provide valuable insight to help students as they learn
new strategies and concepts (Assessing Basic Fluency Facts). Observing students in small group
and whole group settings will also give me the opportunity to dispel or try to diminish the
dilemma of group work, and entice all students to share their thoughts regardless of their
status.
The summative assessment I plan to use for my unit on area and perimeter involves
individual work where each student has to create a robot, and identify the area and perimeter of
the robot. The robots are required to have a head, arms, legs, and a body that is no smaller than
an area of 36. This, in addition to having students use more than half of a piece of graph paper,
will ensure that students do not make a tiny robot that will take seconds to find the area and
perimeter for. After creating their own robots and finding their robots area and perimeter, the
class will participate in a gallery walk where they will walk around and view all of their
classmates robot creations and measurements. Finally, we will discuss students methods for
calculating the area and perimeter of their robots. Journaling, observing, and viewing of written
work connect to my summative assessment because I will be able to observe small group work
and gather information through those small group discussions, I will be able to assess their
written work by checking their calculations of area and perimeter of their robots, and I can still
use journaling as a way to check-in with each students and see how they are doing and
understanding the task.

Meeting the Needs of Diverse Learners

My lesson plan meets the needs of diverse learners in multiple ways. First, I have
provided many options for participation preferences throughout my lesson. Students will
participate in small group and whole group discussions, as well spending some time to work
independently. Participating in a whole group setting gives each student a chance to contribute
to the discussion and share a thought or idea with the entire class, however, it can be difficult or
intimidating for some students. By providing the opportunity for students to work in small
groups creates a more comfortable setting by giving students a chance to speak their mind
amongst a smaller audience. When discussing as a whole group, students will have the
opportunity to share their thoughts with the class, but will also have the option to just listen and
soak in the discussion. I will also have students work individually a few times during the unit,
and this gives students a chance to just work on their own. However, I will allow students to
converse with their tablemates while they work on their individual assignment so that they can
use each other as resources for help and assistance.
Secondly, I have provided social preferences throughout my lesson plans. By engaging
students in small group collaboration, whole group discussions, and opportunities for individual
work, students will have the chance to talk and share their mind, while also getting a chance to
work alone and not socialize with others. Small groups provide support for those who need
assistance with staying on task, and whole group discussions provide opportunities for students
to socialize with all classmates and express their personal thoughts and ideas. Some student just
need to talk, so engaging students in plenty of group discussions will be beneficial for those
students. Emphasizing group work throughout this unit will also give me a chance to work
toward eliminating a status order within the classroom, as explained in The Dilemmas of Group
Work. I will observe small groups as they work, and if I notice particular students dominating
the conversation I will step in and try to redirect the conversation so that all students are
providing their input. I will also do this during whole group discussions. If I notice all of the
same students are answering questions or raising their hands to participate, I will prompt others
to participate and get some different ideas on the table.
Lastly, I have met the needs of diverse learners in terms of prior math knowledge. By
having students work in small groups, whole group, and individually at their tables, I have
created opportunities for students to learn from each other and seek help amongst their peers.
All students have a different range of prior math knowledge, so working with peers provides the
opportunity for all students to share what they know and learn from one another. Brooks and
Dixon (2013) demonstrated in their article Changing The Rules to increase Discourse, that all it
takes is providing students with an opportunity to discuss amongst each other, no matter the
differences in their thought process; Although students had different answers, they worked it
out together rather than turning to the teacher as the authority. Students were able to critique one
anothers reasoning in an effort to come to a shared understanding (pg. 87). Small groups also
provide support for those who are struggling or need assistance. In small groups, students are
able to learn from each other, develop or form new understandings, and learn how to work
together. The whole group discussions will further allow students to learn from their peers, and
exposes them to thoughts or ideas they did not think of originally. Small group and whole group
discussions benefit most learners because there is extra support from group members, and more
people to assist with developing thoughts and ideas.

Projected Sequence of Lessons

Lesson 1
Date: 10/27/14
Learning Target(s)/Objective(s): Students will learn the qualities and characteristics of a square,
rectangle, and rhombus. They will classify them based on sides and angles, as well as begin to classify
the categories each shape belongs to (ex. a square is a rectangle and a rhombus, but rectangles and
rhombuses are not squares).
Materials Needed: Plastic shapes (squares, rectangles, rhombuses) for students to examine, paper,
pencils, anchor chart.
Brief description/overview of lesson:
In small groups, students will examine a plastic square, rectangle, and rhombus. The square and rectangle
will be distributed and compared first, and then the rhombus will be added.
What do you see here? Do you notice any similarities or difference amongst the shapes? What do
you notice about the sides (line segments) and angles of each shape?
Students will each be given a comparative worksheet to record everything they notice about each shape.
After small group discussion, I will bring students to the carpet and we will discuss what they discovered
about each shape.
What did your table groups discuss? What did you discover about the shapes? In what ways are
they similar? In what ways are they different? Can we infer anything about the relationship between
these shapes?
I will begin making an ongoing anchor chart that displays the relationship between squares, rectangles,
and rhombuses, and the characteristics of each shape. This chart will continue to grow throughout the
unit.
-Square: all sides are equal; has four right angles; opposite sides are parallel
-Rectangle: four right angles; opposite sides are parallel
-Rhombus: all sides are equal; opposite angels are equal
Assessment:
I will be assessing whether students learned the characteristics of squares, rectangles, and rhombuses
through listening and observing during the whole group discussion, as well as by examining the
worksheets students wrote in their small groups of their observations.
Diverse Learners
Within this lesson, I am meeting the needs of diverse learners by having students work in small groups so
that certain students will receive the extra support, and so students can express themselves through
speaking since often times students are able to share more through speaking than writing. By bringing the
small group discussions to a whole group, I am ensuring that all groups will be exposed to the correct
information. The whole group discussion will also give all students a chance to share their findings,
whilst not pressuring others to share if they are uncomfortable.
Daily Reflection:
What I learned from my lesson today is that my students are able to recognize and name a square,
rectangle, and diamond (rhombus). They learned that another name for a diamond is a rhombus, and they
were able to identify some characteristics of the shapes we discussed. For example, students shared that
all 3 shapes have 4 sides and 4 angles, and that all the sides of a square are the same size. What I learned

is that most of my students are unaware of the term parallel, and had trouble understanding its meaning.
Due to this, some students were unclear about the characteristics of a rectangle and a rhombus. Since I
noticed some of my students are struggling with understanding some of the characteristics of a rectangle
and rhombus, I plan to review these characteristics during the lesson tomorrow in an attempt to secure
these understandings and reiterate the characteristics learned today.

Lesson 2
Date: 10/28/14
Learning Target(s)/Objective(s): Students will learn the qualities and characteristics of a parallelogram
and quadrilateral. They will classify them based on sides and angles, and begin to classify the shapes that
belong within these categories, including the shapes discussed the day before (square, rectangle, rhombus)
Materials Needed: 40 copies of My Little Book of Geometry, pencils, categorizing worksheet.
Brief description/overview of lesson:
Students will learn about parallelograms and quadrilaterals through the My Little Book of Geometry. I
will instruct them in filling out their book, and then they will practice categorizing shapes in their
respective category.
-Parallelograms: two pairs of parallel sides; opposite angles are equal; opposite sides are
parallel.
-Quadrilateral: four sides; four angles
We will meet as a group on the carpet for a discussion and to add parallelograms and quadrilaterals to the
ongoing anchor chart.
Where should I place parallelograms on this chart? What about quadrilaterals? Is a square a
parallelogram? Is a quadrilateral a parallelogram?
The students will reiterate to the class what they know about the characteristics of a parallelogram and a
quadrilateral.
Assessment:
I will be assessing whether students learned the characteristics of parallelograms or quadrilaterals based
on the whole group discussion about parallelograms and quadrilaterals. I will also examine the activity
they completed of categorizing shapes in their respective categories.
Diverse Learners:
The geometry booklet will require students to fill in the blanks, which supports those who struggle with
writing. Students will be working in their table groups when they draw their shapes, so the individuals
who do not need support can work on their own, and those that do will have the help of their tablemates.
Also, the Geometry booklet and anchor chart provide detailed visuals for those who are visual learners.
Daily Reflection:
Today, I reviewed what we learned about rectangles, squares, and rhombuses, and felt that my students
were comfortable and ready to move onto learning about parallelograms and quadrilaterals. The Little
Book of Geometry that students filled out was a great way to organize the material to be learned, and I
noticed that my students were picking up the material fairly quickly. I also learned that a few students
remembered learning about parallelograms in second grade, which means a part this lesson was more as a
review for them. I learned that my students picked up the material quickly because they were able to give
me example of parallelograms and quadrilaterals, as well as categorize shapes into these categories. From
what I learned about my students during this lesson, I can plan to move forward and introduce polygons

to my students and have them continue to practice placing shapes in these categories.

Lesson 3
Date: 10/29/14
Learning Target(s)/Objective(s): Students will learn the qualities and characteristics of a regular and
irregular polygon. They will classify them based on sides, angles, and their closed plane figures.
Students will be able to classify the shapes that belong within these categories. Additionally, students
will be able to identify squares, rectangles, rhombuses, parallelograms, quadrilaterals, and
regular/irregular polygons, and the respective categories they belong to.
Materials Needed: Students will need their My Little Book of Geometry, pencils.
Brief description/overview of lesson:
While continuing to complete the My Little Book of Geometry, students will learn about regular and
irregular polygons. I will guide them through the booklet as they discover the characteristics of a
polygon, and practice identifying them.
-Polygons: have three or more line segments
-Regular Polygons: all sides are the same lengths; all angles are the same sizes
-Irregular Polygons: the sides can be different lengths; the angles can be different sizes
What are some examples of polygons? Whats the difference between regular and irregular
polygons? Are all shapes polygons?
We will add polygons to the ongoing anchor chart, and observe the relationship between all of the shapes
and categories weve learned about as a whole group.
Looking at the chart we have made, what are some things you notice? Are any of these shapes or
categories related in any way? Give students time to discuss with a neighbor, and then bring the
discussion back to whole group.
-A square is a: rectangle, rhombuses, parallelogram, quadrilateral, and (regular) polygon
-A rectangle is a: parallelogram, quadrilateral, (irregular) polygon
-A rhombus is a: parallelogram, quadrilateral, (irregular) polygon
-A parallelogram is a: quadrilateral, polygon
-A Quadrilateral is a: polygon
Then students will be given a blank piece of paper and a handful of different shapes to explore (squares,
rectangles, rhombuses, hexagons, trapezoids, etc.). Students will trace the shapes to create a picture. This
activity will give them a chance to explore these different shapes, based on their sides, angles, and
structure. It will also give them time to create something meaningful to them.
Assessment:
I will be assessing students understanding of the different characteristics of squares, rectangles,
rhombuses, parallelograms, quadrilaterals, and polygons through listening and observing during the
whole group discussion, and by examining students as they explore the shapes they use in their pictures.
Diverse Learners:
The geometry booklet will require students to fill in the blanks, which supports those who struggle with
writing. By bringing a group discussion to the whole group, I am ensuring that all students will be
exposed to the correct information. The whole group discussion will also give all students a chance to
share their findings, whilst not pressuring others to share if they are uncomfortable. Also, the Geometry
booklet and anchor chart provide detailed visuals for those who are visual learners.

Daily Reflection:
Today, I reviewed with my students what parallelograms and quadrilaterals are. Then, I moved on and
introduced my students to irregular and regular polygons. Students continued completing their geometry
booklet, and practiced categorizing shapes based on the number of sides and angles, the size of sides and
angles, parallel lines, and parallel angles. I learned that my students enjoyed this topic. They were very
engaged and eager to participate and draw these shapes. I also learned that most all of my students were
able to identify or draw a square, rhombus, rectangle, parallelogram, quadrilateral, and regular/irregular
polygons. My students also have their geometry booklets to use as resources throughout the lesson as
need be. They also really enjoyed exploring with the shapes, and it was very exciting to hear all of their
realizations, comments, and observations. I will still continue working with my students a little bit in
terms of categorizing shapes, but they have a general understanding as of right now.

Lesson 4
Date: 10/30/14
Learning Target(s)/Objective(s): Students will learn the definition of perimeter, and discover how to
find the perimeter of a 2D shape.
Materials Needed: graph paper, shape worksheet, pencils, Farmer Dan worksheet.
Brief description/overview of lesson:
Present small groups with the following task:
- Ms. Lange just bought some horses to add to her farm. But, now she needs a place to keep her
horses so that they have enough room to run around. She decided to build a fence around a
section of her field, but she doesnt know how much material she will need to make the fence
fit all the way around the field. She wants YOUR help figuring out how big her fence needs
to be.
- I will give students 3 pieces of graph paper, each with a sketch of Mrs. Langes farm on it.
However, each sketch will have different fence options for the horses new pen. Students will
then work together to figure out how big the fence needs to be.
After students work in their small groups, will meet as a whole group on the carpet to discuss the task,
and I will ask some groups to explain their findings to the class so that we can explore the different
answers and strategies.
So what was Mrs. Langes problem? How did you figure out how big the fence needs to be? Can
you show us how you came up with your answer? Which fence size would give the horses the most
room to run around?
After our discussion of the problem, I will introduce/discuss the meaning of perimeter.
The perimeter of a shape is the border of the shape, or the distance around a shape.
Then I will probe students to construct the formula for perimeter.
Looking back at Farmer Dans problem, how exactly did we find the perimeter of the fence? What
does farmer Dan need to do to figure out how big his fence needs to be? Is there a formula we could
make that applies to every situation where we need to find the perimeter of something?
If there is time left after concluding the whole group discussion, students will go back to their desks and
complete a worksheet that will help them practice finding the perimeter of shapes by using the formula,
and checking their answers through counting the units on the graph paper.
Assessment:
I will assess my students progression towards an understanding of perimeter by walking around and

observing each group as they work on the math task. I will evaluate the different solutions, explanations,
and group discussions that are taking place. I will also be assessing my students understanding of
perimeter through their interactions and findings discovered during the whole group discussion.
Additionally, I will observe whether my students construct the formula for perimeter or not, and how they
came to their reasoning.
Diverse Learners:
Within this lesson, I am meeting the needs of diverse learners by having students work in small groups so
that certain students will receive extra support. By bringing the small group discussions to a whole group,
I am ensuring that all groups will be exposed to the different processes or ideas each small group has to
offer. Additionally, having each small group present their findings together will help make some students
more comfortable with speaking in front of the class, as well as giving all students a chance to share their
task solution whilst not pressuring others to share if they are uncomfortable.
Daily Reflection:
Today I gave my students a task where they needed to measure the size of a fence, and thus find the
perimeter of a shape. I noticed that about half of the class was panicked and asked to use rulers to
measure the fence. Of the students that used rulers, only a few of them measured each side and then
added all of the sides together. The other half of the class used the unit squares on the paper to measure
the size of the fence, but only a few used the squares correctly. Many students counted the squares along
the outside of the fence, but they also counted the square on each corner of the shape, which then gave
them the wrong answer. Only a few students corrected counted the lines along the outside of the shape,
and came up with the correct answer. However, I also learned that some of my students knew the term
perimeter as they brought it up during the discussion. My students appeared to have grasped the
concept of perimeter according to our discussion afterwards, but I plan to observe their understanding
better as they practice measuring perimeter throughout the lesson. As for now, I believe my students are
ready to be introduced to area.

Lesson 5
Date: 11/3/14
Learning Target(s)/Objective(s): Students will learn the definition of area, and discover how to find the
area of a 2D shape.
Materials Needed: graph paper, shapes worksheet, pencils.
Brief description/overview of lesson:
Present small groups with the following task:
- Ms. Wesley and I would like to host a dinner party for all of my students in both the A.M.
class and the P.M. class. However, I do not have a table big enough for everyone to fit
around. Instead of going shopping to look at some different options of tables I could get, I
have decided that I would rather hear my students opinion. So, what size table or tables
should I buy so that everyone in both classes will have a seat at dinner? It is up to you to save
this dinner party!
- Students will be given graph paper to help them explore their options.
After the small group work, we will meet as a whole group on the carpet to discuss the task.
So, what was the problem here? What did you need to help Ms. Howe with? What size do you think
Ms. Howes table or tables need to be? Can you show us how you came up with that particular sized
table?

Have students share their findings, and then I will introduce/discuss the meaning of area.
Then I will probe students to construct the formula for area.
Looking back at the dinner party problem, how exactly did we determine the area of the tables? What
did you have to do? Is there a formula we could make that applies to every situation where we need to
find the area of something?
If there is time left after concluding the whole group discussion, students will go back to their desks and
complete a worksheet that will help them practice finding the area of shapes by using the formula, and
checking their answers through counting the units on the graph paper.
Assessment:
I will assess my students knowledge and understanding of area through evaluating their findings during
the small group math task. I will walk around and observe each group as they work on the math task, as
well as observing the interactions and findings discovered during the whole group discussions.
Additionally, I will observe whether my students construct the formula for perimeter or not, and how they
came to their reasoning.
Diverse Learners:
Within this lesson, I am meeting the needs of diverse learners by having students work in small groups so
that certain students will receive extra support. By bringing the small group discussions to a whole group,
I am ensuring that all groups will be exposed to the different processes or ideas each small group has to
offer. Whole group discussions will further allow students to learn from their peers, and exposes them to
thoughts or ideas they did not think of originally, as well as giving all students a chance to share their task
solution whilst not pressuring others to share if they are uncomfortable.
Daily Reflection:
Today I presented my students with a task that required them to find the area of a dinner table or dinner
tables. After exploring their own individual ideas, students shared their ideas with the class and we
discussed that it is important to find the area of the dinner table because we could make many different
shapes and sized tables with only knowing the perimeter. A couple students mentioned the term area in
the beginning of the lesson, so I learned that a few students were previously familiar with the term or
idea. I also learned that most of my students were able to quickly pick up the idea that the area of a shape
is the measurement of all the space within or inside a shape. Based on their experience with counting the
perimeter, students were able to count the unit squares within the shape to find the area. Few, but some
students even saw that if you multiply the length and width of the table, you could find the area
without having to count all of the unit squares inside the shape. These students explained this idea and
sparked a class discussion. After analyzing this lesson, I learned that many of my students are scared of
the thought of multiplication since they learned a very minimal amount about multiplication in second
grade. I think the idea of a formula (A=LxW) is scary to them, so I think I will have to ease them into the
application of the formula and allow them to practice by counting the unit squares within shapes for a bit.

Lesson 6
Date: 11/4/14
Learning Target(s)/Objective(s): Through exploring real life experiences, students will learn the
meaningful purpose of knowing how to find area and perimeter. Students will also continue to practice
calculating area and perimeter.
Materials Needed: Prepared PowerPoint presentation, computer, projection lens, graph paper, pencils,
and 40 copies of the homework worksheet.

Brief description/overview of lesson:

In a whole class setting, I will elicit a discussion on how perimeter and area are useful to people in the
real world.
- When might we need to calculate area and perimeter out in the real world?
- What types of situations require you to calculate area and/or perimeter?
- What types of jobs might require you to calculate area and/or perimeter?
Throughout the discussion, I will guide the students through a PowerPoint presentation, which will
display examples of situations when perimeter and area are useful in the real world.
Next, I will present a math task that we will solve as a class.
- The blacktop outside of Averill measures 20 yards by 10 yards (show image of this on screen).
In order for everyone to share the blacktop, half of the space is for sports, and the other half is
for all other things, such as 4 square, chalk, jump rope, etc. If basketball and football had to
evenly share the sports half of the black top, how much space would there be for each
activities on the blacktop?
What is the perimeter and area of the blacktop
altogether?
What would the perimeter and area for basketball be?
What would the perimeter and area for football be?
What would the perimeter and area for the non-sports activities be?
As a whole group, we would solve this task together, although I would also give students some time to
discuss within their table groups, and then bring the task back to a whole group discussion.
Then, students will have time to work on their calculations of area and perimeter on their own. They will
complete a worksheet individually, but they will still be sitting in their table groups so they can get
support from their table group members if needed.
Assessment:
Through observing students questions, comments, and small group discussions, I will assess their
comprehension of the real world uses of area and perimeter. I will assess my students growing
understanding of area and perimeter by monitoring their discussion of the whole group math task, and by
observing their calculations of the area and perimeter on their worksheets. Additionally, I will be sending
home homework so the students can practice utilizing their own knowledge of area and perimeter
individually. This homework will provide a more explicit assessment of each students individual
understanding of area and perimeter.
Diverse Learners:
This lesson addresses diverse learners through the small group and whole group work. The small groups
provide support for those who are struggling or need assistance with staying on task. In small groups,
students are able to learn from each other, develop or form new understandings, and learn how to work
together. The whole group discussions will further allow students to learn from their peers, and exposes
them to thoughts or ideas they did not think of originally. Small group and whole group discussions
benefit most learners because there is extra support from group members, and more people to assist with
developing thoughts and ideas.
Daily Reflection:
Today I presented students with a task that required them to split a rectangle into sections based on the

activities that take place on the blacktop outside of the school during recess. Students were to find the
area and perimeter of the different sections of the blacktop in order to determine the amount of space each
activity is allotted on the blacktop. I read the task out loud as students listened and thought about the
task, and began to interpret or attempt solving it. Some students panicked when I alluded for them to cut
a shape in half, and then cut one of the halves in half again. They needed me to repeat the directions a
few times, but they worked together with their teammates and they explained it to each other. I learned
that my students did a good job calculating the area and perimeter of the blacktop areas, but I also learned
that some of them messed up their counting since they counted the area and perimeters by ones.
However, some students discovered that you dont have to count all of the sides of a shape or unit squares
within a shape to find the area or perimeter. Many of them discovered the shapes were in rows of fives or
tens, so they counted by five or tens to find the area. Some students also realized they could count the
length and width of a rectangle, and knew that the opposite sides of a rectangle and square are the
same length. Thus, those students added all of the sides together, without having to count along the edge
of the shape by ones. So, you could just add all of the sides together instead of having to count around
the shape by ones. These students shared their reasoning with the class, and helped teach the class an
easier, quicker way to find the area and perimeter. Based on todays findings, I think that my students
could still use a little more practice with calculating area and perimeter in order to strengthen their skills
and confidence. Practice makes perfect, anyway!

Lesson 7
Date: 11/5/14
Learning Target(s)/Objective(s): Students will continue to practice calculating area and perimeter, only
now they will learn how to find the area and perimeter of imperfect shapes.
Materials Needed: Large paper for an anchor chart, marker, 40 copies of a worksheet, pencils.
Brief description/overview of lesson:
In a whole group discussion, draw an irregular shape on anchor chart graph paper. Ask students to take a
minute to observe the shape and think about how they would find the perimeter of the shape. Solve for
the perimeter. Then ask students to think about how they would find the area of the shape. Give them
about 45 seconds to share their ideas with the person next to them, and then bring the discussion back to
whole group.
Whats different about this shape here on the board?
Can someone remind me how we find the area of a shape?
So if we multiply the length of the shape times the length of the shape, what do we do in this situation?
After an elaborate group discussion, and the creation of an anchor chart, students will work individually at
their table groups and practice solving for the area of imperfect shapes. They will work to find the area
and perimeter of their spelling words by writing the words in a grid, and drawing a box around their
spelling words based of the tall, normal, and long letters. They will be able to collaborate with their
table members if questions arise. We will go over the answers by having students come up to the Elmo
and explain their work.
Assessment:
I will assess my students understanding of calculating the area of an imperfect shape through evaluating
the whole group discussion. I will ask students for reassurance that they understand the material, and will
reiterate or restructure the way I present the information if I notice some students that seem confused or
distant. I will also assess my students based on the individual worksheets they will fill out.

Diverse Learners:
This lesson supports diverse learners because most of this lesson will be completed in a whole group
setting. Through a whole group setting, each student benefits from learning through hearing his or her
peers questions, thoughts, ideas, and input. Students profit from hearing their peers questions because
most the time when a student is confused, there are other students confused as well. They also profit from
hearing their peers thoughts and ideas because they could help other students look at the problem in a
different way. During the individual work time, students will still be able to converse with their
neighbors so that they can assist each other when help is needed.
Daily Reflection:
Today, my students practiced their understanding of area and perimeter. They also explored how to find
the area and perimeter of an imperfect shape. I discovered that most of my students were able to figure
out how to find the perimeter of an imperfect shape. They mentioned that you just need to add all of the
sides of the shape together, no matter how many sides the shape has. The same thing goes for finding the
area of an imperfect shape when there are unit squares present, you can just add up all unit squares
within the shape. One student brought up the blacktop problem solved yesterday and mentioned that he
found the area of the smaller shapes within the entire blacktop, and then added them together in order to
find the area of the entire blacktop. Many students seemed very confused or checked out after this point.
Students then practiced finding the area of an imperfect shape using unit squares. I learned that students
could use a more explicit explanation and practice of finding the area of imperfect shapes without using
unit squares.

Lesson 8
Date: 11/6/14
Learning Target(s)/Objective(s): Students will continue practicing their knowledge of area and
perimeter by working to solve for the area and perimeter of their names, and some shapes without unit
squares within them.
Materials Needed: 40 pieces of graph paper, worksheet, pencils, and colored pencils, crayons, or
markers.
Brief description/overview of lesson:
We will quickly review what we know about area and perimeter. I will call on students to share
something that they learned or that they know.
When I say, go, I want you to pretend that your partner has never heard of area or perimeter before.
They are about to take a test in 1 minute on area and perimeter, and you are their hope! You must teach
them everything you know about area and perimeter so that he or she can pass their test!
Students will turn to a partner next to them and recite everything they know about area and perimeter.
During this time, I will walk around and listen to their conversations. After 1 minute is up, students will
switch roles and their partner will speak.
Then, in a whole group setting, I will call on students to share their knowledge of area and perimeter.
Then I will present students with the following task:
Mr. Harvell would like to re-do the floors in our classroom, Mrs. Bossies classroom, and the hallway
between our rooms. But in order to do this, he needs the area and perimeter of the flooring that needs to
be re-done so that he can order the correct amount of material. He would like your help to find the area
and perimeter of the flooring!
How should you start?
What should you do since there are no unit squares to count?

Students will work in small groups to solve this task, and we will discuss their methods as a whole group.
Finally, students will complete a worksheet that will help them practice finding the area and perimeter of
imperfect shapes without counting unit squares.
Assessment:
I will assess my students understanding of the task by walking around the room and listening in on their
conversations with their partner on their understanding of area and perimeter. I will also observe each
groups methods of solving the task and pay attention during the whole group discussion to evaluate the
information students share about area and perimeter, as well as re-direct or have students correct each
others confusion. Additionally, I will analyze the worksheets they complete, and their calculations of the
area and perimeter or their names.
Diverse Learners:
Students are working with partners, so they can put their minds together and help one another complete
the task. I am also assisting diverse learners in this lesson by reviewing what we have learned thus far as
a whole group, in order to iron out any confusions or misconceptions that might stand. By having
students explain their thinking to a partner, I am preparing them to think about the topic so that they have
time to formulate any questions they might have. Also, students will work individually on their
worksheets, but will be able to talk to their group members if they need extra support.
Daily Reflection:
Today I had students review everything they know about area and perimeter in order to get their minds
flowing. Then, I presented them with a task that required them to find the area and perimeter of an
imperfect shape without unit squares. I learned that my students can come together to solve a challenging
task. I learned that my students are capable of finding the area and perimeter of an imperfect shape that
does not have unit squares within in. Students figured out that they had to split the shape into sections to
break up the imperfect shape, find the area/perimeter of each individual shape, and then add the
areas/perimeters together. Students were able to verbally explain their method, but struggled to explain it
in ways their classmates understand. So, they had to explain their thinking a few times, and I asked a few
follow up questions in order to clarify their explanation. In the end, I learned that my students understand
area and perimeter well enough to find the area and perimeter of imperfect shapes, without the help of
unit squares.

Lesson 9
Date: 11/7/14
Learning Target(s)/Objective(s): Students will create their own area and perimeter robots. Students will
use one piece of graph paper to make body parts of a robot, and construct their own robot.
Materials Needed: 40 pieces of graph paper, 40 pieces of construction paper, scissors, glue sticks,
pencils, and light colored pencils, markers, or crayons.
Brief description/overview of lesson:
We will quickly review what we know about area, perimeter, and solving area for imperfect shapes.
What does perimeter mean, and how do I find it?
What about area, what does area mean? How do I find it?
What do I need to do in order to find the area of an imperfect shape?
Introduce the Robot activity:
- Students will be given one piece of graph paper to make their own robot. They must create their body

parts first, cut them out, and then construct their robot by gluing it onto a construction paper. Their robots
must have arms, legs, a body, and a head.
- Students must try and use as much of the graph paper as they can, and cannot use less than half of the
paper.
- Students can create their robots however they please, but their robots body cannot have an area smaller
than 36.
- Show students the example robots made prior to the lesson, but do not leave them out throughout the
entire lesson so that students dont copy the example robots! I want their work to be independent and a
product of their own creation.
Students will create their own individual robots, but they will be working in their table groups and will be
able to converse or share ideas with their group mates. Students will only create their robots today, and
will work to finish their robots and find the area and perimeter of their robots tomorrow. I will not tell
them that they will be calculating the area and perimeter of their robots until the next day because I do not
want them to hold back on creating their robots in fear of having to find its area and perimeter. Students
can begin to color their robots once they finish creating it.
Assessment:
I will assess my students knowledge and understanding of area and perimeter during the quick review I
will lead before introducing the area and perimeter robots.
Diverse Learners:
This lesson is definitely attractive to visual learners. They are no longer looking at just a shape; they are
focusing on creating a robot! This lesson continues to help diverse learners due to the visual elements of
lesson. Students will be working with robot body parts as opposed to just shapes, and they will also be
constructing, cutting, gluing, and coloring, which will create a more fun learning atmosphere for those
who have trouble staying focused for too long. The small group setting will provide a more comforting
environment for students to make suggestions and share their thoughts, and will also expose students to
more ideas than just their own.
Daily Reflection:
I started off the lesson by quickly reviewing what we have learned about finding the area and perimeter of
a shape, as well as an imperfect shape. My students rattled off explanations of each question I asked, and
some built off one another to complete and answer or thought. Then we moved onto something a little
more hands-on. Today my students worked to set up their next task involving area and perimeter. They
used their artistic and creative minds to create their own robots using graph paper, scissors, and glue
sticks. These students were very excited about the task, and it was really nice to see them with smiles on
their face as they studied their graph paper to figure out how big each body part should be. There were a
few students that felt incapable of making a robot, and were a little discouraged at the beginning of the
lesson. However, the students around them gave them some motivation and ideas to get started, which
was great to see. Today I learned that most of my students are excited about tasks that allow them to
build, create, and be creative. I will definitely keep this in mind when it comes to planning lessons in the
future! Based on what I learned today, I know my students will enjoy coloring their robots tomorrow,
after they calculate the area and perimeter of their robots of course!

Lesson 10
Date: 11/8/14
Learning Target(s)/Objective(s): Students will find the area and perimeter of their own robots. Then,

students will exercise their ability to cooperatively and collaboratively work in a large group setting by
participating in a gallery walk and observe their classmates area and perimeter robots.
Materials Needed: Students robots, colored pencils, crayons, and markers.
Brief description/overview of lesson:
Students will be finishing cutting, gluing, and coloring their robots onto construction paper, if they have
not already finished.
Then, once everyone, or most everyone, is finished creating their robots, I will tell them that they are to
find the area and perimeter of their robot.
I will remind the class to think about all the ways we have discussed finding the area and perimeter of
shapes, and apply that thinking to this task.
How do we start? What should we do first?
What are some ways we can calculate the area and perimeter without having to count by ones the entire
time?
I would like students to realize that they can calculate the area/perimeter of each body part on its own, and
then add the area/perimeter of each shape together to reach the total area/perimeter.
Students will write their answers in the phrase, My robot is special because his/her perimeter=_______,
area=_______.
Students may work with one another to find the area and perimeter of their robots. Once each student has
found the area and perimeter of their robot, I will hang their robots around the room and students will
walk around and observe each others robots. Then, we will have a class discussion about how everyone
calculated his or her robots area and perimeter.
Later, I will hang the robots in the hallway to share their robots with the school!
Then, I will administer my post-assessment so that I can evaluate how much my students learned.
Assessment:
My final assessment will be an observation and evaluation of how my students found their robots area and
perimeter. I will also observe hoe students worked with their teammates. I will observe this by walking
around and examining the students as they work on their own, or worked together. I will also be
evaluating my students overall understanding of area and perimeter through their post-assessment
test/worksheet. I will evaluate each students pre and post assessments together in order to determine
how much each student learned throughout this lesson.
Diverse Learners:
This lesson continues to help diverse learners due to the visual elements of lesson. Students will be
working with robot body parts as opposed to just shapes, and they will be able to see the entire robot
put together before solving for the total area and perimeter. This visual will help those who work better
when they can see the problem in front of them before attempting to solve it. Having the ability to work
with a classmate to find the area and perimeter of your robot will give students a chance to work together
to solve a problem. The gallery walk will also provide students with the opportunity to share their
knowledge of area and perimeter!
Daily Reflection:
Today my students displayed excitement when it came to finding the area and perimeter of the robots they
created. I saw most students counting by ones to find the area and perimeter, but there were a few
students that noticed a robot body part was in rows of three or five, and then continued to count by threes
or fives to find their answers. I also noticed many students kept count of the number they were counting
by ones. I observed students that would make a check point every so often along the robot so that if they

lost count, they could go back to that check point. I also saw some students add up the body parts
individually, and then go back and add all of the perimeter measurements together, and then all of the area
measurements together. Finally, students got the chance to color their robots and make it even more of
their own creation. Students engaged in a gallery walk and observed their classmates robots, and made
some comparisons based on the different areas and perimeters of all the robots. I learned today that my
students get very into their work when they are excited and took part in creating it.

3 Detailed Lesson Plans

Date: 10/30/14
Learning Target/Objectives: Students will learn the definition of perimeter, and discover how to find
the perimeter of a 2D shape.
Materials Needed: paper, pencils, Farmer Dan worksheet, measurement tool (ruler or yard stick).

LAUNCH
I will present a PowerPoint with pictures of farms to familiarize my students with the content of the math task to follow. The pictures will also
help them visualize, and hopefully provide motivation for solving the task!
Mrs. Lange is my friend, and an intern in Mrs. Stepters first grade classroom. Do any of you have younger siblings in Mrs. Stepter and Mrs.
Langes classroom? Well, this weekend Mrs. Lange went to her hometown of Lapeer, Michigan. Lapeer is North East of where we are in Lansing
(show the location of Lapeer, MI on the picture provided in the PowerPoint). Has anyone ever been to Lapeer? Well there is a lot of farmland in
Lapeer, MI. If you were to go to a farm, what are some things you might find there? Well here are some pictures of what Mrs. Langes farm
looks like (go through the pictures and let students make comments). You may be wondering why I am talking to you about Mrs. Langes farm
well, she came to me because she has a problem she needs to solve, and I was telling her how smart you all are, so she thought you third graders
would be able to help her. Her first graders tried to help her but were unsuccessful, so you are her last hope! Do you accept the challenge? Can
we try to help Mrs. Lange?
Launch events: (10 minutes)

EXPLORE
Mathematical Task:
Ms. Lange just bought some horses to add to her farm. But, now she needs a place to keep her horses so that they have enough room to run
around. She decided to build a fence around a section of her open field, but she doesnt know how much material she will need to make the fence
fit all the way around the field. She wants YOUR help figuring out how big her fence needs to be.
Pass out all 3 sketches of Mrs. Langes farm to each group. The farm is sketched on graphing paper so students can use the squares/units2 to
solve the task.
Here are 3 different sketches of possible shapes Mrs. Lange could use to make her fence. She needs help determining how big each fence is so
that she can buy the correct amount of material to build the fence.
So, what exactly is Mrs. Langes problem?
How did you figure out how big the fence needs to be?
Can you show me how you came up with your answer?
Which fence size would give the horses the most room to run around?
I anticipate that some students will be perplexed about how to measure the size of the fences with no measuring tool. I think that some students
will request a measuring tool, like a ruler, to measure the sides of the fence. I also anticipate students counting the squares along the inside of the
shape, and not counting the squares along each side of the fence individually, thus not double counting the corners. I also anticipate that some
students will correctly count the squares along each side of the fence, and then add the size of the sides together.
I will help students listen actively to each other in their small groups by briefly reminding them of the rules or guidelines of group work to ensure
a productive and respectful conversations occur.
Respect each others ideas and opinions
Stay on task
Use quiet voices so other groups around you can concentrate
Participate and stay in your group!
Key Events: (15 minutes)

DISCUSS
I would like for my students to recognize that in order to measure the border or the distance around the shape (perimeter), they must add the
length of all the sides together. I want my students to understand that the term perimeter is referring to the measurement of the distance around
a shape. I would also like my students to determine the strategy for finding the perimeter of an object based on their experiences solving the
fence task. Perimeter formula: side+side+side. Students will learn that the formula for perimeter consists of adding all the sides of a shape, no
matter the amount of sides a shape has. I will provoke them to construct the formula themselves, but I will assist them if progress is not being
made.
I anticipate using a variety of all five talk moves in an attempt to elicit the conversation and provoke students deep thinking. Specifically, I think

revoicing and prompting students for further participation will be most useful in this discussion, especially for provoking students to find the
formula for perimeter. It is important for me to clarify a students unclear explanation because it could help turn an unclear statement into a rich
thought, and then ignite ideas or realizations for other students. It is also important for me to prompt students for further participation because I
understand constructing the formula for perimeter is a challenging task, but prompting students to add onto each others ideas will at least be an
attempt toward further the conversation and constructing the perimeter formula.
To bring closure to the lesson, I will reiterate the definition of perimeter and explain the reasoning behind the formula through a verbal and visual
description.
Perimeter is the distance around a shape. We can find the perimeter of a shape by applying the formula P=side+side+side.
I will demonstrate this by drawing a shape on the board, labeling the sides of the shape, and adding each side together.
If there is time left near the end of the lesson, I will have students head back to their seats and complete a worksheet to practice finding the
perimeter of shapes by using the formula, and checking their answers by counting the units on the graph paper.
Discussion and closure events: (20 minutes)
Assessment:
I will assess my students progression towards an understanding of perimeter by walking around and observing each group as they work on the
math task. I will evaluate the different solutions, explanations, and group discussions that are taking place. I will also be assessing my students
understanding of perimeter through their interactions and findings discovered during the whole group discussion. Additionally, I will observe
whether my students construct the formula for perimeter or not, and how they came to their reasoning.
Diverse Learners:
Within this lesson, I am meeting the needs of diverse learners by having students work in small groups so that certain students will receive extra
support. By bringing the small group discussions to a whole group, I am ensuring that all groups will be exposed to the different processes or
ideas each small group has to offer. Whole group discussions will further allow students to learn from their peers, and exposes them to thoughts
or ideas they did not think of originally, as well as giving all students a chance to share their task solution whilst not pressuring others to share if
they are uncomfortable.

Daily Reflection:
Today I gave my students a task where they needed to measure the size of a fence, and thus find the
perimeter of a shape. I noticed that about half of the class was panicked and asked to use rulers to
measure the fence. Of the students that used rulers, only a few of them measured each side and then
added all of the sides together. The other half of the class used the unit squares on the paper to measure
the size of the fence, but only a few used the squares correctly. Many students counted the squares along
the outside of the fence, but they also counted the square on each corner of the shape, which then gave
them the wrong answer. Only a few students corrected counted the lines along the outside of the shape,
and came up with the correct answer. However, I also learned that some of my students knew the term
perimeter as they brought it up during the discussion. My students appeared to have grasped the
concept of perimeter according to our discussion afterwards, but I plan to observe their understanding
better as they practice measuring perimeter throughout the lesson. As for now, I believe my students are
ready to be introduced to area.

Date: 11/3/14
Learning Target/Objectives: Students will learn the definition of area, and discover how to find the area
of a 2D shape.
Materials Needed: graph paper, shapes worksheet, pencils, PowerPoint presentation

LAUNCH
I will begin the lesson by familiarizing my students with the content of the math task that will follow. In order to do this, I will discuss dinner
parties with my students, and then show them pictures on a PowerPoint presentation of what a dinner party might look like in case they have
never been to one or seen one before. I will show my students one type of dinner party where all the guests are sitting around one long,
rectangular-shaped table. The other picture will display a dinner party where guests are sitting separately at multiple tables within the same room.
I have a question for everyone. Have you ever been to a dinner party before? What is a dinner party? (Show definition of dinner party on
PowerPoint: A social occasion at which guests eat dinner together.) So, if you were to attend a dinner party, here is what it might look it, or be
set up like (show pictures of dinner party scenes). Can you think of a time where you have eaten a meal with a lot of people? At lunch! You have
lunch party everyday with your classmates. Looking back at these pictures of dinner parties, which picture best represents the type of seating
arrangement you have during lunchtime? Well, Ms. Wesley and I were thinking of hosting a dinner party. However, we ran into some problems
when we were planning the party, and we thought you all could help us because we couldnt come to an agreement.
Launch events: (8 minutes)

EXPLORE
Mathematical Task:
Ms. Wesley and I would like to host a dinner party for all of our students in both the A.M. class and the P.M. class. However, I do not have a
table big enough to fit around. Instead of going shopping to look at some different options of tables I could get, I have decided that I would rather
hear my students opinion first. So, what size table or tables should I buy so that everyone in both classes will have a seat at dinner, and so that
there is enough room in the middle of the table for the food to fit? Also, I can only fit rectangular or square tables in my house, the circular tables
do not fit. It is up to you to save this dinner party!
*It is also very important that you give me the size of the table you create, so that when I go to the store to buy the table, I can tell the sales
person what sized table I need.
I will give each small group only two pieces of graph paper, because if I gave each student their own paper they might feel inclined to just work
on their own, and I want them solving this task as a group! I will also have the dinner party task displayed on the board for the students to refer
to. As students work in their small groups, I will walk around observe their group work.
Students will work in their groups and use their graph paper to draw possible table options that would seat all 38 people.
So, what was the problem here? What did you need to help Ms. Howe and Ms. Wesley with?
What size do you think Ms. Howes table or tables need to be?
Can you show us how you came up with that particular sized table?
How can you prove that each student will have a spot at the dinner table(s)?
Does everyone attending the dinner party need to sit at the same table?
I anticipate that some students will separate the A.M. class from the P.M. class, and thus create two tables: one that seats 18 (the 17 P.M.
students, plus one teacher) and one that seats 20 (the 19 A.M. students, plus one teacher). I can also see some students rounding up and creating
two tables that seat 20 people at each table. I also anticipate that some students will calculate the perimeter of the table and not the area. I
could use this as a learning piece by drawing their perimeter answer in terms of area, and show them the difference between the two. I also
anticipate some students will count the unit squares within their shapes, or give me the dimensions of the table, such as you will need a six by
six table. In this case, I will be able to link their dimension answer to the formula of A=LxW.
I will help students listen actively to each other in their small groups by briefly reminding them of the rules or guidelines of group work to ensure
a productive and respectful conversations occur.
Respect each others ideas and opinions
Stay on task
Use quiet voices so other groups around you can concentrate
Participate and stay in your group!
Key Events: (15 minutes)

DISCUSS
I would like for my students to recognize that in order to measure the size of a shape, they must count all the unit squares within the shape
together. I want my students to understand that the term area is referring to the measurement of all the space within, or inside, a shape. I would
also like my students to determine the strategy for finding the area of an object based on their experiences solving the dinner party task. Area
formula: side1 x side2, or LxW. I will provoke them to construct the formula themselves, but I will assist them if progress is not being made.

I anticipate using a variety of all five talk moves in an attempt to elicit the conversation and provoke students deep thinking. Specifically, I think
revoicing and prompting students for further participation will be most useful in this discussion, especially for provoking students to find the
formula for area. It is important for me to clarify a students unclear explanation because it could help turn an unclear statement into a rich
thought, and then ignite ideas or realizations for other students. It is also important for me to prompt students for further participation because I
understand constructing the formula for area is a challenging task, but prompting students to add onto each others ideas will at least be an
attempt toward further the conversation and constructing the area formula.
To bring closure to the lesson, I will reiterate the definition of area and explain the reasoning behind the formula through a verbal and visual
description. I will also introduce students to the idea of length and width.
So, to find the area of a shape we can count all of the unit squares within the shape, but when there are no unit squares within the shape, we
cannot do that, can we? The other way to find a shapes area is to multiply one side with the other: P=side1 x side2. However, it is very
important that you use the correct sides in your equation.
(Draw a rectangle on the board)
When looking at the sides of this rectangle, I see two different sized sides. Do you? Can anyone tell me the name for the longer side of the shape
(length)? How about the name shorter side of the rectangle (width)? So, when we write the formula for area, we are going to write it like this:
A=LxW, because when you calculate the area of a shape, you must multiply the longer side of the shape (length) by the shorter side of the shape
(width).
Then I will draw a picture of a square on the board.
Looking at the square, are there two different sized sides? So what would the area formula look like for this shape? (A=2x2) The length and the
width are the same size for this shape!
If there is time left near the end of the lesson, I will have students head back to their seats and complete a worksheet to practice finding the area of
shapes by using the formula, and checking their answers by counting the units on the graph paper.
Discussion and closure events: (22 minutes)
Assessment:
I will assess my students knowledge and understanding of area through evaluating their findings during the small group math task. I will walk
around and observe each group as they work on the math task, as well as observing the interactions and findings discovered during the whole
group discussions. Additionally, I will observe whether my students construct the formula for perimeter or not, and how they came to their
reasoning.
Diverse Learners:
Within this lesson, I am meeting the needs of diverse learners by having students work in small groups so that certain students will receive extra
support. By bringing the small group discussions to a whole group, I am ensuring that all groups will be exposed to the different processes or
ideas each small group has to offer. Whole group discussions will further allow students to learn from their peers, and exposes them to thoughts
or ideas they did not think of originally, as well as giving all students a chance to share their task solution whilst not pressuring others to share if
they are uncomfortable.

Daily Reflection:
Today I presented my students with a task that required them to find the area of a dinner table or dinner
tables. After exploring their own individual ideas, students shared their ideas with the class and we
discussed that it is important to find the area of the dinner table because we could make many different
shapes and sized tables with only knowing the perimeter. A couple students mentioned the term area in
the beginning of the lesson, so I learned that a few students were previously familiar with the term or
idea. I also learned that most of my students were able to quickly pick up the idea that the area of a shape
is the measurement of all the space within or inside a shape. Based on their experience with counting the
perimeter, students were able to count the unit squares within the shape to find the area. Few, but some
students even saw that if you multiply the length and width of the table, you could find the area
without having to count all of the unit squares inside the shape. These students explained this idea and
sparked a class discussion. After analyzing this lesson, I learned that many of my students are scared of
the thought of multiplication since they learned a very minimal amount about multiplication in second
grade. I think the idea of a formula (A=LxW) is scary to them, so I think I will have to ease them into the
application of the formula and allow them to practice by counting the unit squares within shapes for a bit.

Date: 11/4/14
Learning Target/Objectives: Through exploring real life experiences, students will learn the meaningful
purpose of knowing how to find area and perimeter. Students will also continue to practice calculating
area and perimeter.
Materials Needed: Prepared PowerPoint presentation, computer, projection lens, graph paper, pencils,
and 40 copies of the homework worksheet.

LAUNCH
Since area and perimeter were just introduced the last two days, I think it is now important that students practice calculating area and perimeter.
To begin the lesson, I will present a PowerPoint and elicit a discussion on how area and perimeter are useful to people in the real world. I will
display real examples, and ask students if they can come up with some uses for area and perimeter as well.
Can someone remind me how to find the perimeter of a shape? Can someone remind me how to find the area of a shape? Good. So, Im curious
why you need to know about area and perimeter. Why is it important? Can you think of a time when you might we need to calculate area and
perimeter outside of school? What types of situations or jobs require you to calculate area and/or perimeter? The fence task and the dinner party
task were real problems, werent they?!
After brainstorming with the students, I will display the PowerPoint presentation I made on ways area and perimeter are used within the real
world. After this, I will present a real world math task to the whole class, and we will solve it together.
So lets talk about how we use the blacktop for recess outside. Ive noticed that we have a lot going on at recess, and I was thinking we could
maybe try and split up the space so that balls arent flying everywhere and so everyone has a space to play in.
Launch events: (15 minutes)

EXPLORE
The blacktop outside of Averill measures 20 yards by 10 yards (show image of this on screen). In order for everyone to share the blacktop, half
of the space is for sports, and the other half is for all other things, such as 4 square, chalk, jump rope, etc. If basketball and football had to
evenly share the sports half of the black top, how much space would there be for each activity on the blacktop?
What is the perimeter and area of the blacktop altogether?
What would the perimeter and area for basketball be?
What would the perimeter and area for football be?
What would the perimeter and area for the non-sports activities be?
As a whole group, we would solve this task together, although I would also
give students some time to discuss within their table groups, and then bring
the task back to a whole group discussion.
If we only know the size of the entire blacktop, how do we find out how much space is given to sports and how much space is given to non-sports
activities?
How did you find the area and the perimeter of the space given to basketball? How do you know that its right? (Check answer by making sure
football and basketball space is the same size, since they are supposed to be equal!)
After solving this task, students will complete a worksheet where they will continue to practice calculating area and perimeter.
I anticipate that students will be perplexed about finding the size of the different sections of the blacktop, by only having the dimensions of the
entire blacktop. I also think some students will be thrown off that there are no unit squares to count, since this problem will not be displayed on
graph paper. Additionally, I anticipate that some students figure out how to divide the blacktop in half, but struggle with splitting the sports
section of the blacktop in half again.
I will help students listen actively to each other during the whole group discussion by reminding them to raise their hand when they have
something to say, and to listen closely to their peers thoughts and explanations since their ideas might help develop some of your own ideas. I
will also give students some time to talk amongst their groups so that everyone has a chance to share their thoughts and help others who are
confused. I will also regulate the discussion by calling on table groups to explain their findings. This way, I can control whose talking so that
students arent talking over each other.
Key Events: (20 minutes)

DISCUSS
I would like for my students to be able to correctly use the formulas for area and perimeter, without using the unit squares on graph paper to find
their answers. I would also like for my students to learn how to find the perimeter and area of sections within a shape. This will take some
practice and thinking, as they will need to use the measurements they were given to find the new measurements for the smaller sections.
I anticipate using all five talk moves throughout the lesson, but I think I will mostly use revoicing, asking students to restate someone elses

reasoning, and asking students to apply their own reasoning to someone elses reasoning. Since we will be in a whole group setting for a good
portion of solving the math task, these talk moves will come in handy. Revoicing will allow me to clarify a students attempt at an explanation,
which might help other students understand an originally confusing or unclear reasoning. Asking students to restate someone elses reasoning
will allow students to hear two different explanations of the same idea, as well as keep students on track since it can be easy to drift off during a
whole group lesson. I will also ask students to apply their own reasoning to some elses reasoning because working off of one anothers ideas is a
great indication of a successful discussion, and it help get students think deeper and come up with new thoughts and realizations.
I will bring closure to the lesson by having students work on their calculations of area and perimeter by completing a worksheet. If there is not
much time left for this, I will have students take the worksheet home as homework. If students complete the worksheet in class, I will send them
home with another worksheet for homework. They have worked in small groups and in a whole group setting, so now I think it important now
that students get independent practice with using the area and perimeter formulas. I need to see what understanding they have gained
individually!
Discussion and closure events: (10 minutes)
Assessment:
Through observing students questions, comments, and small group discussions, I will assess their comprehension of the real world uses of area
and perimeter. I will assess my students growing understanding of area and perimeter by monitoring their discussion of the whole group math
task, and by observing their calculations of the area and perimeter on their worksheets. Additionally, I will be sending home homework so the
students can practice utilizing their own knowledge of area and perimeter individually. This homework will provide a more explicit assessment
of each students individual understanding of area and perimeter.
Diverse Learners:
This lesson addresses diverse learners through the small group and whole group work. The small groups provide support for those who are
struggling or need assistance with staying on task. In small groups, students are able to learn from each other, develop or form new
understandings, and learn how to work together. The whole group discussions will further allow students to learn from their peers, and exposes
them to thoughts or ideas they did not think of originally. Small group and whole group discussions benefit most learners because there is extra
support from group members, and more people to assist with developing thoughts and ideas.

Daily Reflection:
Today I presented students with a task that required them to split a rectangle into sections based on the
activities that take place on the blacktop outside of the school during recess. Students were to find the
area and perimeter of the different sections of the blacktop in order to determine the amount of space each
activity is allotted on the blacktop. I read the task out loud as students listened and thought about the
task, and began to interpret or attempt solving it. Some students panicked when I alluded for them to cut
a shape in half, and then cut one of the halves in half again. They needed me to repeat the directions a
few times, but they worked together with their teammates and they explained it to each other. I learned
that my students did a good job calculating the area and perimeter of the blacktop areas, but I also learned
that some of them messed up their counting since they counted the area and perimeters by ones.
However, some students discovered that you dont have to count all of the sides of a shape or unit squares
within a shape to find the area or perimeter. Many of them discovered the shapes were in rows of fives or
tens, so they counted by five or tens to find the area. Some students also realized they could count the
length and width of a rectangle, and knew that the opposite sides of a rectangle and square are the
same length. Thus, those students added all of the sides together, without having to count along the edge
of the shape by ones. So, you could just add all of the sides together instead of having to count around
the shape by ones. These students shared their reasoning with the class, and helped teach the class an
easier, quicker way to find the area and perimeter. Based on todays findings, I think that my students
could still use a little more practice with calculating area and perimeter in order to strengthen their skills
and confidence. Practice makes perfect, anyway!