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**This lesson is to introduction to the concept of Perimeter through the use of literature.
**

The Main objectives in this lesson were as follows:

A. Introduce the concept of Perimeter

B. Apply a mathematical formula for perimeter

C. Use these formulas in a real world situation.

Objectives and Standards: In lesson 1 students will apply what they know about Perimeter in a real world situation using square and

rectangles. 4MD.3 Apply the area and perimeter formulas for rectangles and real-world and mathematical problems. Students will use

materials such as a 1x1 large square for tables and 1x1 inch tiles for chairs and work collaboratively in pairs to find ways that 32

people can sit at 8 tables comfortably. (each guest at a side) They are to record at least one way that works and one way that does

work. MP.1, MP.3 & MP.4 They will use technology (i-Pad) to record their findings to present to the class on the Apple TV. MP.5 .

Reflection:

This lesson was pretty effective and we felt as if the students had a good understanding of perimeter from the start, which made it very

simple to engage them into the lesson. We felt the engage part was very successful and the story caught the students attention and they

wanted to know how it end. We think not finishing the story is good way to peak their interest. Most of the student’s responses were

what was expected so it made for a great start. Students were able to follow the direction for the explore portion of the lesson and they

were able to work cooperatively with great comments and observations. This part of the lesson was smooth and easy, it required little

help from teacher during the explore portion of the lesson. We were also very impressed with their ability to figure out the formula for

perimeter and introduce some area concepts during the debrief part of the lesson. Students had no difficulty with explaining perimeter

and applying in another problem with the check for understanding.

Some of the roadblocks experienced with this lesson, were, the explanation of comfortable. We wanted students to have an

understanding that having their own side was being confortable, this was important to relay that when looking at perimeter of a shape

you are counting the side to add of the distance you have available. Leading students in this was challenging, where is at times they

understood that meant one side. In hindsight asking the students to do show one way that worked and another way that did not work

might have been guiding them too much.

Overall the students did have a firm grasp perimeter and we felt that we were able to move on to area, especially during the first lesson

it had come up from the students in the explain stage of the first lesson. You will see the second lesson start off in the explain portion

of the lesson, because it was felt that they had prior knowledge and could make connections to it. We felt like finishing the story the

second day and asking them the question of having the same perimeter, does that give the same area was a great way to start with area.

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

1

**Team Members: Tiffany Fuhrmeister Amy Schmerer Katie Chock
**

Teaching Dates: 5/12/15

Concept for this lesson: Perimeter Grade Span Fourth Grade

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM,

MPS, NGSS,

21st Century

Engage

**Teacher activated students’ prior knowledge on
**

perimeter. Helped students complete the activity

more efficiently.

**Students will listen to story.
**

Make comments or pose questions of what

is happening in the story.

**Intro the story Spaghetti and Meatballs for All! A
**

Mathematical Story. By Marilyn Burns

Let students know they will be applying what they

know about perimeter to the story I will read to them.

Read the first part of the story up to when Mrs.

Comfort says “ But their won’t be room”

Questions

How many guests will the Comforts be expecting?

How many tables & chairs will they need?

Expected Responses

**How might Mrs. Comfort solve her problem of
**

missing one chair?

**As tables are pushed together you lose
**

seats.

4MD

Measurement

and Data

3. Apply the area

and perimeter

formulas for

rectangles in realworld and

mathematical

problems. For

example, find the

width

of a rectangular

room given the

area of the

flooring and the

length, by

viewing the area

formula as a

multiplication

equation

with an unknown

factor.

Represent and

interpret data.

Time:

10_ minutes

Materials:

The book Spaghetti and

Meatballs for All by

Marilyn Burns.

**Why do you think Mrs. Comfort says there will not
**

be room when they push the two tables together?

Evaluate

Consider Decision

Points Assessments

**Video observation emphasized the definition of
**

“comfortable”; however, students did not completely

demonstrate knowledge of this in the Explain.

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

**30, 30 plus the comforts 32;
**

8 tables and 4 chairs each for a total of

32 chairs

She might borrow a chair from her own

table to use. She might borrow one from a

neighbor.

P21: Core

Subjects

2

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Explore:

**Tell students that they will use what they know about
**

perimeter to design seating arrangements that will

comfortably seat all 32 guests.

**Students will partner up and will get one
**

baggie with materials to begin the activity

Time:

__25_ minutes

Materials:

Per group

8 post- its

32 inch tiles

1 iPad mini for taking a

picture of their

configurations.

Evaluate

Consider Decision

Points Assessments

**Teacher will pass out materials to each pair of
**

students.

**They can spread the tables out, or they can
**

or push them together.

They are to take a picture of 2

configurations, one that does not work and

one that works.

Standard

CCCSSM,

MPS, NGSS,

21st Century

MP 1,4, and 5.

P21: Learning

and Innovation &

Information,

Media and

Technology

**Students need to be able to explain why
**

their example either worked or didn’t

work.

Questions:

How many people can comfortably fit at one table?

Explain why 4 people can fit comfortably at a table.

**The activity could be more effective if pairs were not
**

sitting right across the table from each other.

Students were tempted to look at the other groups’

configuration.

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

Expected Responses

4

4 people each have their own side

Each person has their own side

You can fit up to 4 people at a table.

Each table sits four people, as you push a

table together you lose two seats.

Example, two separate tables’ sits 8 but

when pushed together they only sit 6.

As you push the tables together you lose

more seats.

3

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM,

MPS, NGSS,

21st Century

Explain:

Students will prepare to share out their findings.

**Some students will display their 2 pictures
**

of the configurations they came up with

one that did not work with explanation.

One that did work.

MPS 1, 3,5, 6

Time:

15 minutes

Materials:

Ipad mini’s

Apple T.V

Stylus

Teacher Questions

What happen when you pushed all the tables

together?

Why does this not work, if there is enough room to

seat all 32 guests?

We call the distance around something the perimeter.

Turn to your partner and repeat that statement.

What do you think is the perimeter of one table is?

How do you know that?

So if we know that this, what would be the perimeter

of 8 tables?

How did you come to find that answer?

What happens to the perimeter when we push the

table together?

How can I relate that change to what I know about

perimeter?

Suggested Question for explanation

How does having your own side relate to perimeter?

PS21:

Information,

Media and

Technology

Expected Responses

It only sat 18 guests.

Every time you add put a table together

you lose a seat to the side that are push

together.

Students repeat phrase to partner.

4.

It is the amount of people who can fit

comfortably around the table.

The perimeter of 8 tables would be 32?

If you have 8 tables and 4 people could sit

at them then you must have a perimeter of

32.

It changes, because now we have

eliminated a side.

When the sides change it changes the

measurement of the perimeter.

Each person needs to have a side so you

can add up all the sides to calculate the

perimeter

Evaluate

Consider Decision

Points Assessments

Stage of Lesson

Teacher Does

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

Student Does

Standard

4

Directions or Teacher Questions

Extend:

Time:

___20 minutes

Materials:Worksheet

for drawings.

Time:

30-40 Minutes

Math Journals

Baggies-8 post-its

32 1x1 tiles

6 Photo copies of

the story

Worksheet to

record

configurations

with area and

perimeter.

**Students will use a drawing to model what they have
**

learned about perimeter.

**Expected Student Responses
**

Student Activities

Students will work independently to

produce 5 different ways they can use 1

unit by 1 units to seat 36 people

**Drawing squares or 1 unit by 1 units use as many as
**

needed to figure out how many configurations you

would need to comfortably seat a group of 36 guest

at your dinner party.

Day 2:

Students will be asked to reflect on yesterday’s

lesson and will be given the question: If shapes

have the same perimeter can they have the same

area?

Have them record their answers in Math Journal

This time students will work together to re-read

the story and arrange the seats as each guest

comes and record what the perimeter and area of

each configuration is when each guest arrives.

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

CCCSSM,

MPS, NGSS,

21st Century

MPS. 1,2, and 4

PS 21: Core

Subjects

Day 2:

Students will write in their journal.

Expected responses:

Yes, they will have the same perimeter

as area.

No, they will not we discovered this

yesterday when trying to find the most

confortable way to seat 32 guest.

Students will use the materials to record

Each of the arrangements as the guest

arrive and compare the area and

perimeter to come to a conclusion about

question presented.

5

Evaluate

Consider Decisions

Point Assessments

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM,

MPS, NGSS,

21st Century

Evaluate:

Exit Ticket

Exit ticket on perimeter

Complete the exit ticket

MPS 2,7

Day 2

Day 2

**Students will take the information and re-visit the
**

question asked at the beginning of the lesson.

**Students will analyze their information
**

and come to a conclusion on whether or

not if a shape as the same perimeter will it

have the same area

Time:5 minutes

Materials:

Time

10 minutes

Expected responses.

Materials

Worksheets with

calcuations.

Math Journal

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

**You can have 2 tables pushed together and
**

the perimeter is 6, but the area it is 2

square units.

You can have 3 tables pushed together and

the perimeter is 8 but the area is 3 square

units.

No if you have the same perimeter you

will not have the same area.

6

Evaluate

Consider Decisions

Point Assessments

**Teaching and Learning Collaborative Lesson Study
**

Adapted from K-12 Alliance/WestEd

7

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