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**ELED 533 LESSON PLAN FORMAT – Two Lessons from Unit Planning Project
**

JMU Elementary Education Program

Lesson #1

A. Spaghetti and Meatball for All! (Week 1, Day 1)

B. Standards

Standard 3:10 – Strand: Measurement

The student will

a) measure the distance around a polygon in order to determine perimeter; and

b) count the number of square units needed to cover a given surface in order to determine area.

English

Oral Language

Standard 3.1

The student will use effective communication skills in group activities

b) Ask and respond to questions from teachers and other group members

c) Explain what has been learned.

d) Use language appropriate context.

e) Increase listening and speaking vocabularies.

Reading

Standard 3.4

The student will expand vocabulary when reading.

e) Discuss meanings of words and develop vocabulary by listening and reading text

f) Use vocabulary from other content areas.

Standard 3.5

The student will read and demonstrate comprehension of fictional text

b) Make connections between previous experiences and reading selections

f) Ask and answer questions about what is read.

h) Identify the problem and the solution.

**Process/Practice Standards: (Common Core Standards)
**

Grade 3 - Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

Geometric measurement: recognize perimeter.

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

C. LEARNING OBJECTIVES

Understand – what are the broad

generalizations/concepts the students

should begin to develop? (These are

typically difficult to assess in one

lesson.)

U2: Students will understand that

perimeter and area can be used as

measuring tools to help us work

efficiently in our daily lives.

U3: Students will understand that

polygons with the same area can

sometimes have different perimeters.

**Know – what are the tools,
**

vocabulary, symbols, etc. the

students will gain through this lesson?

(These “knows” must be assessed in

your lesson.)

K2: Perimeter- measures the distance

around a polygon. Measured in units.

K3: Area- The number of iterations of

a two-dimensional units needed to

cover a surface.

**Do – what are the specific thinking
**

behaviors/procedures students will be

able to do through this lesson? (These

will also be assessed in your lesson.)

D1: Students will measure each side of

a variety of polygons and add the

measures of the sides to determine

the perimeter of each polygon.

D2: Students will estimate and then

count the number of square units

needed to cover the surface to

determine the area of a given surface.

D3: Students will solve real life

problems that involve area and

perimeter.

D4: Students will relate area to

operations of multiplication and

addition.

D. ASSESSING LEARNING

Remember – every objective must be assessed for every student during the lessons!

Objective

Assessment Tool

What documentation will you have for each

student?

Data Collected

What will your students do and say,

specifically, that indicate each student has

achieved your objectives?

**U2: Students will understand that
**

perimeter and area can be used as

measuring tools to help us work

efficiently in our daily lives.

**Student Monitoring Chart: I will make
**

note of any verbal student responses

the students give when they are asked

how perimeter and area can be used

in the real world during a think-pairshare. Students’ homework activity

also relates to this question. Students

will come back to school with

responses in their math journals. I will

collect math journals to see student

responses.

**I will ask students how perimeter and
**

area can help us in our everyday lives

during a think-pair-share. I will walk

around the classroom as students

discuss content. I will check off or

right notes by students’ names if I

hear appropriate responses such as:

Perimeter: fencing, frames, distance

around room, dog pen, soccer field,

etc.; Area: carpet, paint, wallpaper,

wrapping a present, tile, inside of a

garden, etc.) Some students may say

that finding the perimeter and area of

things can save you money! Ex.

Buying the right amount of fencing or

carpeting will save you money and

time. You should find the perimeter or

area of something before buying a

certain amount of material for it. I will

look for the above type of responses

when I look at student’s homework

too. I will also look at jobs carpenter,

architect, etc.

U3: Students will understand that

Math Journals: Students will respond to

Students will say that polygons with

**polygons with the same area can
**

sometimes have different perimeters.

**the question, “If polygons have the
**

same area, do they always have the

same perimeter?” in their math

journals. After class, I will collect math

journals to see student responses.

Student Monitoring Chart: I will also

walk around the room while students

respond to this question in their

journals. I will make note of which

students get it and which do not. I will

look to see who is explaining with

words and who is explaining by using

pictures.

**K2: Perimeter- measures the distance
**

around a polygon. Measured in units.

**Student Monitoring Chart: I will listen
**

in on student discussions. I will make

note of who does and who doesn’t

know what perimeter is.

**K3: Area- The number of iterations of
**

two-dimensional units needed to

cover a surface.

**Student Monitoring Chart: I will listen
**

in on student discussions. I will make

note of who does and who doesn’t

know what area is.

**D1: Students will measure each side
**

of a variety of polygons and add the

measures of the sides to determine

the perimeter of each polygon.

**Math Journals: Students will show work
**

in their math journals.

Seating Chart: Students will write

perimeter for each table on seating

chart.

Student Monitoring Chart: I will

**the same area sometimes have
**

different perimeters. In their math

journals students should provide a

written explanation of how some

polygons have the same area, but

different perimeters. Students can

provide a numerical example in their

explanation (2 by 5 rectangle and a 1

by 10 rectangle have the same area,

but different perimeter) or students

can provide a visual representation by

drawing a 2 by 5 rectangle and a 10

by 1 rectangle, and describing how

they have the same area but different

perimeters. Students may provide

both a visual and written explanation.

During think-pair-share I will walk

around the room and I will hear for

students saying something along the

lines of: “Perimeter is the distance

around a shape.”

During think-pair-share I will walk

around the room and I will hear for

students saying something along the

lines of: “Area is number of iterations

of two-dimensional units needed to

cover a surface.”

I will look to see if students have the

correct perimeters in the seating

chart. I will observe to see if students

are adding to find the perimeter.

**D2: Students will estimate and then
**

count the number of square units

needed to cover the surface to

determine the area of a given surface.

**D3: Students will solve real life
**

problems that involve area and

perimeter.

**D4: Students will relate area to
**

operations of multiplication and

addition.

E. MATERIALS NEEDED

**observe students finding the
**

perimeter of the tables.

Math Journals: Any work students did

would be in their math journals or their

seating chart worksheet – which I will

both collect.

Seating Chart: Student will find the

area for each table

Student Monitoring Chart: I will

observe when students are working

and finding the area of the tables.

Math Journals: Students will solve a

real life problem in their math journals.

Student Monitoring Chart: While

students arrange the square tile

manipulatives, or draw in their

notebooks, I will make note of how

students are solving the problem.

Math Journals: Any work students did

would be in their math journals or their

seating chart worksheet – which I will

both collect. If I see students using

addition or multiplication, then I know

they related the operations to area

and perimeter.

Student Monitoring Chart: I will

observe when students are working

and see who is relating perimeter and

area to multiplication and addition.

**I will look to see if students have the
**

correct areas in the seating chart. I

will observe to see if students are

adding or multiplying to find the area.

**Students will rearrange tables and fit
**

guests around the tables to solve the

problems= of seating guests. I will

look to see if students are using

manipulatives or drawing. I will look to

see students filling out the perimeter

and area of the tables on their

worksheet.

Students will use multiplication or

addition when finding out the area.

Students will use addition when

finding out the perimeter. Students

may use multiplication when

answering the essential question.

Students may try to find factors and a

multiple to justify the answer.

**Book: Spaghetti and Meatballs For All By: Marilyn Burns
**

Math Journals

Small square tiles for each student

Doc cam with square tile manipulatives

Student copies of seating chart worksheet

Pencils

G1

**ANTICIPATION OF STUDENTS’ MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE
**

PORTION OF THE LESSON

**Essential Question: If polygons have the same area, do they always have the same perimeter?
**

1. Students may have said yes. These students may try out drawings or math problems to figure this out, but

they may not find numbers or pictures that help them answer this question; therefore, they may think that the

answer to this question is yes.

2. Students may just guess, and say yes. Their explanation may fail to explain their thinking.

3. Students may have said no.

a. Some students may provide a picture to illustrate with square units how there can be two shapes that

have the same area, but different perimeter

b. Some students may explain their answer by describing their explanation by using words only.

c. Some students may support their answer by providing a picture/drawing and written out explanation of

what they think.

d. Some students might use multiplication/factors/multiples to find out the answer. Ex. 2 X 10 rectangle,

and a 4 X 5 rectangle have the same area (20), but different perimeter. The students could think of a

multiple (20) and they could think about factors that would make 20, to find two shapes that have the

area of 20, but different perimeters.

e. Some students could use trial and error to see if they can draw 2 polygons with the same area but

different perimeter.

f. Some students may have drawn their own boxes, and some students may have used graph paper.

4. Some students might say yes or no, and provide no explanation.

During the Reading: Arranging of the tables: Students will arrange tables throughout the story as they listen.

1. Some students may have a hard time following along with the story and moving the tables. I will make sure to

read slow and give students time.

2.

3.

4.

5.

**Some students may choose to move the square tiles by hand during the story
**

Some students may choose to draw the tables during the story

Students can add or count to find perimeter of table

Students can count of multiply to find the area of the table

I will pick 2-3 students to come up to the doc cam to share their responses to the essential question (based on levels

of representation (concret, semi-concrete, or abstract). I will have a sequence of presenters (concrete -> semiconcrete -> abstract)

1. Students may have a hard time explaining how they solved/ answered the question. Students may not have a

hard time writing or drawing their thoughts down on paper, but they may have a hard time explaining their

work aloud. If students have a hard time explaining their work, I will ask them specific questions such as:

a. “I notice you changed your answer. Why? What were you thinking?

b. “How do the pictures show your thinking?”

c. “What did you try first?”

d. “What challenged you?”

Extension: Use the tiles to investigate similar problems by changing the number of people that are seated or the

amount of tables used. Ask students, “How would you seat 12, 16, 24 people?” (Students will have a choice of what

number they want to work with).

1. Students can us square tile manipulatives

2. Students can draw the tables

3. Students can use addition when adding the number of guests. Students can use addition when finding

perimeter

4. Students can count to find area

5. Students can multiply to find area

6. Students can arrange tables however they want, as long as it will seat the right amount of people.

G2

PROCEDURE

Include a DETAILED description of each step, including how you will get the students’ attention, your introduction

of the activity, the directions you will give students, the questions you will ask, and appropriate closure. Write

exactly what you will SAY and DO. Think of this as a script.

BEFORE: Engagement

Introduction: Today, we are going to help someone prepare for a Spaghetti and Meatball dinner!

Put essential question on the board: If polygons have the same area, do they always have the same

perimeter?

A. Tell students to make their prediction to this question in their math journals. Tell students they can

draw a picture to help them illustrate their answer. Students have a choice or answering his question

in writing, or drawing a picture or both) Tell students that we are going find an answer to this question

today, to see if their prediction was right or wrong!

B. Provide graph paper, so students can use it to help them at anytime in the lesson.

Activate Prior Knowledge:

A. Graffiti Activity to activate prior knowledge about area and perimeter

B. Let’s do a think-pair share about perimeter and area! Discuss what each term means with a partner.

Allow students to share their answers. Clarify any misconceptions.

Be sure the task is understood:

A. Tell students that we are going to read a book that will help us find an answer to our essential

question. Introduce the book to the class and explain how Mrs. Comfort (the character in the book)

needs some help from them. Tell the students that you are going to read the book to them once. Tell

them to really listen to Mrs. Comfort’s situation, so they can begin to think about how to help her. Tell

students that when you read the book to them, they are to just listen.

Establish Clear Expectations for reading:

A. When I’m reading, listen carefully. Keep your hands to your self. Be silent so everyone can listen. Raise

your hand if you have a question. Raise your hand if you want to answer a question I ask.

Read the story once to set the context. But, STOP at the next to last page.

Discuss the problems Mr. and Mrs. Comfort face during their family reunion. Review the facts presented in

the book:

A. 32 people are coming to the reunion

B. Mrs. Comfort has ordered 8 square tables for the guests.

C. As the guests arrive, tables are rearranged to accommodate seating.

D. With each new arrangement, Mrs. Comfort says, “But that won’t work!” until she finally gives up!

Ask students, “Why does Mrs. Comfort keep saying, “But that doesn’t work?” How does she know that their

arrangements are wrong? Allow students to discuss their observations from the book and explain their

reasoning’s for Mrs. Comfort’s skepticism.

Have the students re-read their math journal entries, and respond to the same question again (If polygons

have the same area, do they always have the same perimeter?). Encourage them to draw examples from the

book to help explain and adjust their answers. b) Ask them to predict how the story will end. Review the

present arrangement of tables (4 arrangements of 2 tables each) and ask them to write a solution or ending

to the story in their journals.

Establish Clear Expectations:

A. You will be given the problem. You will be given a choice of using either the square manipulatives or

drawing pictures.

B. If you get 8 square tiles (the amount of tables they have in the book) you can rearrange the tiles

according to the table arrangements. Or, you can choose to draw instead. With each arrangement,

record the guests seated, the table arrangement, the perimeter, and the areas of the tables on the

Seating Chart worksheet (hand out seating chart worksheet to each student).

C. Rearrange your square tiles or draw the new arrangements each time more company comes and

record the data on your worksheet, while I model and record the process on the doc cam.

DURING: Implementation

Let go!

A. Ask students the anchor problem from the book: There are 32 people and 8 square tables – how many

arrangements will work?

B. Give students time to explore the question. Students will either choose to draw the table

arrangements or use the tile manipulatives to help them solve the problem.

Notice children’s mathematical thinking

C. Observe students as they rearrange the tiles or draw pictures of the tables. Observe manipulation of

tiles and record notes on student monitoring sheet.

Provide appropriate support

D. Provide support of student choice/interest by having students use tiles or draw tables.

E. Provide support to students by allowing them to look back at parts in the book if they need more

support.

F. Questions for students to answer:

a.

b.

**“What is happening to the perimeter, each time the seats are changed?”
**

“How do you think Mrs. Comfort’s problem will be solved?” Just when she is ready to give up,

what do they think will happen next in the story?

c. With each arrangement, record the guests seated, the table arrangement, the perimeter, and

the areas of the tables on the Seating Chart worksheet (hand out seating chart worksheet to

each student).

G. Tell students to talk to each other about the size of each arrangement and the number of people the

new arrangement seats.

H. Allow students to adjust the solutions entered in their math journals earlier.

Provide worthwhile extensions:

I. Have students use the tiles to investigate similar problems by changing the number of people that are

seated or the amount of tables used

J. Ask students, “How would you seat 12, 16, or 24 people?” (Students will have a choice of what number

they want to work with)

K. Challenge students, “What if you only had tables that were pentagonal that only seat 5 people per a

table (show students a pentagon shape). Explain how you would seat 30 relatives.

L. Challenge students by allowing them to pick other shaped tables that each seat a certain amount of

people (ex. triangle -3, hexagon- 6) and have them come up with table arrangements for each shaped

table for a certain amount of guests that need to be seated. Students can find out ways to rearrange

tables to seat their guests/relatives.

AFTER: Engage the class in full discussion

Promote a community of learners:

1. Show the different arrangements on the overhead after students have had time to explore and the teacher

has had time to observe manipulation of tiles.

2. Read the last page of Spaghetti and Meatballs For All by Marilyn Burns. Discuss with students whether their

predictions were correct.

3. After completing the Seating Chart and reading the solution, have students return to their math journals and

re-answer the question from Session I: -If polygons have the same area, do they always have the same

perimeter? Explain your answer. Encourage students to draw examples from their observations today to

support and adjust their ideas.

4. I will tell students that I’m going to select a couple of students to come up to the front of the room to share

with the class their journal responses to - If polygons have the same area, do they always have the same

**perimeter? Explain your answer. - I will tell students to respect others as they share their work.
**

5. I will pick 2-3 students who had different journal responses to come up to the doc cam to share their work.

This way, students can see how different students answered the question and how they came to the answer

of the question, differently.

a. I will first pick a student who answered the question wrong the first time, but then changed his/her

answer as he/she completed the class activity. This student will be able to explain the change in

his/her thinking and why it changed.

b. The second person I will pick will have had the correct answer the first time, and then he/she would

have expanded his/her knowledge by completing the class activity. This person may have expanded

and made his answer more detailed each time. This student will be able to explain why he/she got the

question right in the first place as he/she explained their thinking, and then how he/she expanded

their responses from what they learned in class.

c. Have students share in an appropriate sequence: Consider the levels of representation learning

progressions the students use (concrete, semi-concrete, and abstract). *Choose a person who

explained by just using simple pictures first with no explanation (concrete). Then pick a person who

explained using just words and pictures who explained fully (abstract). If you have time for a third

person, select a student who had a semi-concrete response, but have them share before the abstract

student. This progression will go from more concrete examples, to more abstract, so students can see

the different ways of thinking and solving questions/problems.

6. Encourage other students to ask questions.

7. Prompt students with questions if they do not know what to say:

a. “I notice you changed your answer. Why? What were you thinking?

b. “How do the pictures show your thinking?”

c. “What did you try first?”

d. “What challenged you?”

8. Generate discussion and explore mathematical meanings and relationships: Connect strategies of students:

a. “How could we know for sure?”

b. “Will this always work?”

c. “What would happen if you drew a picture to help explain your thinking?”

d. Who agrees/disagrees? Why?

e. Can someone else show me another way you answered this question?

f. Does anyone want to add to that?

g. *Compare, contrast, and connect student responses.

**i. Ask students, How are these similar/ different?
**

h. Connect area and perimeter to operations of multiplication and addition.

Listen actively without evaluation:

9. As students share their responses/creations and explain how they solved/answered the question, listen

actively.

10.Look for opportunities to highlight significant ideas in students’ work to make these mathematical ideas more

explicit to all students (make connections).

11.Notice children’s mathematical thinking and make it visible to other students (avoid judging the correctness

of an answer so students are more willing to share their ideas.)

Summarize main ideas and identify future problems:

12.Highlight main ideas of lesson: polygons with the same area can sometimes have different perimeters.

Perimeter and area can be used to help us in our daily lives.

13.Think-pair-share:

a. Ask students if they have ever experienced perimeter and area situations like the one in Spaghetti and

Meatball for All, in real life?

14.Think-pair-share:

a. Ask students to come up with examples of how perimeter and area can be used as measuring tools to

help us work efficiently in our daily lives (Ex: Perimeter: fencing, frames, distance around room, dog

pen, soccer field, etc.; Area: carpet, paint, wallpaper, wrapping a present, tile, inside of a garden, etc.)

Homework:

15.Tell students to go home and ask their parent’s/guardian if/how they use perimeter and area, or other forms

of measurement in their job or when doing tasks around the house. If their parents/guardian says they do use

perimeter and area during their job or when doing tasks around the house, tell students to think of other

specific jobs/tasks that would use perimeter and area. Tell students to record the responses in their math

journal and bring it to class tomorrow.

16.Ask students if they have any questions.

H. DIFFERENTIATION

Describe how you plan to meet the needs of all students in your classroom with varied interests and readiness

levels by completing ONE of the six boxes below for each day. You may choose the same box for each day. Use

the learning progressions to support your decisions. Include a specific differentiation plan for each day.

This connects to your During Phase Actions: providing support and extensions.

Content

Interest

**Students will also get to
**

choose which number to

work with for the extension

activity.

Process

Students will be able to

choose whether to use the

square tile manipulatives or

whether to draw pictures of

the different arrangement of

tables while we read

Spaghetti and Meatballs for

All.

Students also had a choice of

answering the essential

question the first time, by

using just words, just a

picture, or both.

Product

Readiness

**I chose to differentiate my lesson by interest because it is one of the first lessons of the unit. This is a conceptual
**

understanding lesson, and I wanted to give students some choice during the lesson by allowing them to choose to

use manipulatives or draw. I wanted every single student to be fully involved by arranging the tiles, or drawing the

tiles as I read. Since I wanted each students to be individually involved during the lesson, It was more appropriate

for students to work individually, as I read, because it would have become loud if students worked in pairs – they

would have had to communicate, which could have caused argument to arise on table arrangements etc. Therefore,

I thought it was appropriate to provide students with a concrete choice of manipulating square tiles, or a semiconcrete choice of drawing table arrangements. Since this was the third lesson in the unit, it is appropriate to have

students working concretely and semi-concretely, while also having them connect the material to the real world.

Having the students relate perimeter and area to the real world throughout this lesson will allow students to develop

conceptual understanding. By completing this lesson, students will begin to truly understand how perimeter and

area can be used as measuring tools to help us work efficiently in our daily lives and how polygons with the same

area can sometimes have different perimeters, which are 2 of my unit objectives. I differentiated by process since I

gave students choice in what materials/ resources they used during the reading. I also gave students a choice when

they answered the essential question the first time, since they could answer it by using words, a picture, or both.

Lastly, I wanted to allow students to have some choice for the extension. I allowed them work with a different

number other then 8, and I gave them the choice of picking a new number (12, 16, or 24) Differentiation of interest

will allow students to have a feeling or emotion that causes them to focus on something because it matters to them

or it may just spark a certain interest in some way. Differentiation by interest will allow students to make the lessons

more meaningful and interesting to them, which ill promote learning, especially at the beginning of the unit.

Seating Chart

Guests Seated

Table Arrangement

Perimeter

Area

Mrs. Comfort’s daughter and her husband with 2 children;

Mr. & Mrs. Comfort

6 units

2 units squared

ELED 533 LESSON PLAN FORMAT – Two Lessons from Unit Planning Project

Lesson #2

JMU Elementary Education Program

17.Comparing and exploring perimeter by using physical models of standard units: (Week 1, Lesson 4)

18.Standards

Standard 3:10 – Strand: Measurement

The student will

measure the distance around a polygon in order to determine perimeter;

Geometric measurement: recognize perimeter.

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.

19.LEARNING OBJECTIVES

Understand – what are the broad

generalizations/concepts the students

should begin to develop? (These are

typically difficult to assess in one

lesson.)

U1: Students will understand that

smaller parts of area can be used to

find the whole area of a polygon and

smaller parts of perimeter can be used

to find the entire perimeter of a

polygon.

**Know – what are the tools, vocabulary,
**

symbols, etc. the students will gain

through this lesson? (These “knows”

must be assessed in your lesson.)

**Do – what are the specific thinking
**

behaviors/procedures students will be

able to do through this lesson? (These

will also be assessed in your lesson.)

**K2: Perimeter- measures the distance
**

around a polygon. Measured in units.

K8: Tools: graph paper, tiles

**D1: Students will measure each side of
**

a variety of polygons and add the

measures of the sides to determine

the perimeter of each polygon.

**20.ASSESSING LEARNING
**

Remember – every objective must be assessed for every student during the lessons!

Objective

Assessment Tool

What documentation will you have for each

student?

Data Collected

What will your students do and say,

specifically, that indicate each student has

achieved your objectives?

**K2: Perimeter- measures the distance
**

around a polygon. Measured in units.

K8: Tools: graph paper, tiles

D1: Students will measure each side

**Centers Recording Sheet: I will collect
**

the recording sheets that each student

completes at each of the centers.

Student Monitoring Sheet/Observation:

As students work in the math centers,

I will walk around observe/listen in on

student discussions. I will take note of

when I see a student really

understanding the math concepts and

I will take note of which students seem

to be confused about a math concept.

While observing, I will ask students,

“What is perimeter?” and I will see

what students say.

Centers Recording Sheet: I will collect

the recording sheets that each student

completes at each of the centers.

Student Monitoring Sheet/Observation:

As students work in the math centers,

I will walk around observe/listen in on

student discussions. I will take note of

when I see a student really

understanding the math concepts and

I will take note of which students seem

to be confused about a math concept.

While observing, I can ask students

how graph paper and tiles can help us

find the perimeter of a polygon.

Centers Recording Sheet: I will collect

**If students correctly find the perimeter
**

on the recording sheets, then it will

tell me that they know what perimeter

is. When observing, I will look to see

how students are finding perimeter. I

will listen in on student conversations

if they talk about perimeter. I will

listen to see if they know what

perimeter when they use the term in

conversation. If students say that

perimeter measure the distance

around a polygon, then they will

achieve this objective.

Students will use graph paper and

tiles throughout the math centers. I

will collect any graph paper the

students use. I will observe to see how

students are using the tiles to find the

perimeter. I will make note of who is

using the tools correctly and who is

not using the tools correctly.

If students say that tiles can help us

find the perimeter by laying tiles

around a book and counting them up

by using the tile sides, then they will

show that they know how tiles can be

used to find perimeter. If students say

that graph paper can be used to find

perimeter by counting the square

units, sides just like the tiles, then

students will achieve this objective.

I will look on the recording sheets to

**of a variety of polygons and add the
**

measures of the sides to determine

the perimeter of each polygon.

**U1: Students will understand that
**

smaller parts of area can be used to

find the whole area of a polygon and

smaller parts of perimeter can be

used to find the entire perimeter of a

polygon.

**21.MATERIALS NEEDED
**

Graph Paper

Square unit tiles/ color tiles

Different sized books (4-5)

**the recording sheets that each student
**

completes at each of the centers.

Student Monitoring Sheet/Observation:

As students work in the math centers,

I will walk around observe/listen in on

student discussions. I will take note of

when I see a student really

understanding the math concepts and

I will take note of which students seem

to be confused about a math concept.

Centers Recording Sheet: On their

recording sheets, will show how

adding up the sides of a polygon will

allow them to find the entire perimeter

of a polygon.

Student monitoring

Sheet/Observation: I will observe

students while they engage in the

math centers. I will ask students at

each center, “How did you find the

perimeter?”

**see if/how students found the
**

perimeter. While observing I will make

note of who is finding the perimeter of

shapes in the centers by adding the

measures of the sides.

**On students recording sheets, if I see
**

how they added the sides of the

polygons, to get the entire perimeter

of the polygon, I will sees that they

understand that smaller parts of

perimeter can be used to find the

entire perimeter of a polygon. As I

walk around the room to observe

students at the math centers, I will

ask students how they found the

perimeter of the polygons. If students

say that they added the sides of the

polygon/shape to find the entire

perimeter of the shape then it will tell

me that they understand that smaller

parts of perimeter can be used to find

the entire perimeter of a polygon.

Pentominoes

Center 1 Recording

Center 2 Recording

Center 3 Recording

Center 4 Recording

Sheet:

Sheet:

Sheet:

Sheet:

Book Perimeters

Tile Task

Pentomino Task

Measurement data sheet

Book Perimeters

Some students may but the tiles on each side of the book

Some students may put the tiles around the book

Students my miscount

Students may count the tiles as they put them around the book to find the perimeter.

Students may place the tiles around the book first, and then go back and count the tiles to get the perimeter

Students may place the tiles around the book first, and then add up the four sides of the book to get the

perimeter.

When finding the difference between the two books, students may subtract wrong. Student may write out the

subtraction problem, or some may subtract mentally.

Students my compare the books incorrectly.

Tile Task

Students may make all of the shapes first, and then go back to see how many different perimeters there are of

those shapes.

Students may make each shape and find the perimeter of each shape first, before going to the next shape.

Students may end up counting the same shape twice for the perimeter.

Students may forget to record a shape on the graph paper.

Students may have a hard time transferring/drawing the shape on the graph paper.

Students could be counting the perimeter of the shapes incorrectly, which could affect how many shapes they

find with different perimeters.

Students may accidentally use more than 8 or less than 8 colored tiles when completing this task.

Pentomino Task

Students could find the perimeter of the pentominoes incorrectly.

** Students may not find the shape that has the smallest perimeter.
**

Students may not find the shape that has the largest perimeter.

Students may accidentally use 3 pentominoes instead of 2.

Students may forget to record the shapes.

Estimate then Measure Task

Students may not estimate.

Students may just count/find the perimeter before estimating.

Students may estimate incorrectly by just randomly throwing out a number, and not relating it to the actual

shape.

Students will count or add up the tiles to find the perimeter of the shapes

Students may estimate to the nearest half unit.

Provide worthwhile extensions:

I will challenge early finishers by asking questions:

o I see you found one way to do this, are there any other ways to solve the problem?

Students may think of other ways to answer the question. Students may draw more pictures,

come up with a formula for perimeter, or use the manipulatives to check their work

I will pick 2 students from each center to come up to the doc cam to share their work (based on levels of

representation (concrete, semi-concrete, or abstract). I will have a sequence of presenters (concrete -> semiconcrete -> abstract)

1. Students may have a hard time explaining how they solved/ answered the question. Students may not have a

hard time writing or drawing their thoughts down on paper, but they may have a hard time explaining their

work aloud. If students have a hard time explaining their work, I will ask them specific questions such as:

a. What did you try first?

b. What strategy did you use?

c. Why did you choose that strategy?

d. Will this always work? Who agrees or disagrees? How do we know for sure?

e. I noticed you changed your answer. Why? What were you thinking?

G2

PROCEDURE

Include a DETAILED description of each step, including how you will get the students’ attention, your introduction

of the activity, the directions you will give students, the questions you will ask, and appropriate closure. Write

exactly what you will SAY and DO. Think of this as a script.

BEFORE:

Activate Prior Knowledge:

Think-pair-share: What is perimeter?

Think-pair-share: We compared perimeters yesterday, but what are some ways we can measure perimeter?

We can use square unit tiles and explain how each tile = 1 unit square. We can count the sides of unit

squares to find the perimeter of certain objects.

Be sure that the task is understood:

Today, we are going to explore perimeter by using unit tiles in math centers!

There will be 4 math centers and you all will be split up into assigned groups.

We will go over each activity at the math centers so you know what to do when you get to that particular

center. Go over, and model each math center:

o Comparing Book Perimeters

Tell students to use the provided colored tiles to compare the perimeter of 2 different books.

Find the perimeter of the book with the largest perimeter and record on the recording sheet for

that center. Then, record the other book’s perimeter. Lastly, find the difference of the two books.

Show your work and record each step.

o Tile Task:

Use 8 color tiles to find how many shapes you can make with a different perimeter. Record the

shapes you make by drawing the different shapes on the graph paper recording sheet for this

center.

o Pentomino Task:

Show students what a pentomino is. Pentominoes are shapes that have 5 square units. Find the

perimeter for each pentomino. Then arrange 2 pentominos together to create a shape with the

smallest perimeter possible. Draw a picture of that shape and record the perimeter. Then, use 2

pentominos to relate a shape with the largest perimeter possible (conceptual understanding of

perimeter).

o Estimate then Measure Task:

Estimate the perimeter and then count the perimeter of the shape using tiles. Complete a tile

**measurement data sheet for this center.
**

Are there any questions about any of the centers?

Establish Clear Expectations:

Tell students that they are going to be placed into assigned groups for the math centers.

Establish expectations: Say, “I want you to work together and follow directions carefully before completing

the tasks.”

“Keep the noise level down, and to use your “conversation voice” at the math centers.”

** Tell students that in their groups they need to be supportive of each other. If one person finishes their work

earlier, then they can help the others in their groups, if they are having difficulty completing a task on their

own.** (this relates to the way I differentiated) Explain to students how our classroom is like our own little

community, and we can help teach each other to help our community thrive!

Post groupings on doc camera: (I grouped students based on readiness levels I grouped high ability student

with lower ability students to encourage peer assisted learning)

Remind students to not begin their centers until they carefully read the directions on the recording sheet

DURING:

Let go!

Tell students to go to the math center where they are placed and to bring a pencil with them.

Students will be working in groups at math centers. Students will be engaged in the activities and they will

be recording their work on the corresponding recording sheets.

Notice children’s Mathematical Thinking:

I will walk around the math lib centers with my observation chart that has a box for each child. I will monitor

the students as they work. I will listen in on student conversation all of the groups. I will see if students are

filling out their recording sheets. I will remind students if they are not.

I will take note of who seems to get the information and who does not. I will make note of which students I

want to have share their work at the end of class. (I will make notes at each center for who I want to share) I

will see if there are students work where the different levels of representation learning progressions are used

(concrete, semi-concrete, or abstract) I will look for correctness/accuracy of the problem solving as well.

I will ask students questions: “How did you come up with that? Why did you choose that?”

Note any strategies used

Provide appropriate support:

I will ensure that children understand what they are supposed to be doing in each math center. I will assist

students if they need help.

I will answer student questions.

Provide worthwhile extensions:

I will challenge early finishers by asking questions:

o I see you found one way to do this, are there any other ways to solve the problem?

I will also encourage early finishers to ask their group members if they need help. Students will engage in

peer-assisted learning which is beneficial to everyone.

I will ring the bell to tell students it is time to go to the next center. I will post the rotation on the doc cam to assist

students:

Comparing Book Perimeters Tile Task Pentomino Task Estimate then Measure Task

AFTER: Engage the class in a full discussion

*I will tell students that Center Time is up!

Promote a community of learners:

I will tell students that I’m going to select a couple of students to come up to the document camera to share

their work from today’s centers. I will tell students to respect other students’ work.

I will try to select 2 students from each center, depending on if I see different strategies or not. This is good

for students to see how the students solved the problems in different ways.

Have students share in an appropriate sequence based on what strategies they used to solve the problem.

Consider the levels of representation learning progressions the students used (concrete, semi-concrete, and

abstract).

Begin with one station and move to the others. First, for the book center, pick a student who individually

counted the square units all the way around the books to find the perimeter. Second, pick a student who

recorded the length of each side and added up the 4 sides. The first one just shows counting tiles, which is

pretty concrete. The second student who counts the sides but then adds them up, knows that strategy for

finding the perimeter of a shape- which could be more semi-concrete.

For the tile task, have someone come up who has just found a few shapes that they could make out of the

tiles. Prompt this students’ thinking to get him/her to think a little more, to see if they can find more. Then,

have the person who has found the most shapes come up and share their work. Allow him/her to explain

their strategy of how they found so many shapes. This will follow the levels of representation progression.

For the pentomino task, have a student come up to share their smallest perimeter possible. Ask students if

they had a smaller perimeter? If so, ask her/him to come to the doc cam and share. Then have another

**student come share their largest perimeter of 2 pentominoes. Ask students if they had a larger perimeter? If
**

so, ask him/her to come to the doc cam and share. Prompt students to explain their mathematical thinking.

This will naturally follow the levels of representation learning progression.

For the estimate and measure center, have 2 students come to the board who estimated using two different

strategies. One student could have freely guessed, for example, while another student may have had a

strategy he/she used for estimating that could help other learners.

Encourage other students to ask questions. Agree, and disagree with students as they share their work (but

also tell students to remain respectful).

Prompt presenting students with questions if they do not know what to say:

o What did you try first?

o What strategy did you use?

o Why did you choose that strategy?

o Will this always work? Who agrees or disagrees? How do we know for sure?

o I noticed you changed your answer. Why? What were you thinking?

Generate discussion

o Can someone tell me another way to solve the problem?

o Who agrees/disagrees? Why?

o Does anyone want to add to that

Listen actively without evaluation:

As students share their work and explain how they solved the problems, listen actively.

Look for opportunities to highlight significant ideas in students’ work to make these mathematical ideas more

explicit to all students.

Notice children’s mathematical thinking and make it visible to other students (avoid judging the correctness

of an answer so students are more willing to share their ideas.)

Ask other students what they think about the student’s response.

Connect, compare and contrast students’ strategies. (If the strategies are different).

Summarize main ideas and identify future problems:

Highlight main ideas of lesson: Have students engage in a Think-Pair-Share as a teaching strategy to engage

all students. (Every child will get a chance to discuss these topics with a partner).

o Think-pair-share: What are some ways to use physical models to compare and find the perimeter of

shapes?

o

o

I.

Think-pair-share: What is something you learned today that is crystal clear? What is something you are

confused about? What is one question you still have about today’s lesson?

Ask students if they have any questions.

DIFFERENTIATION

Describe how you plan to meet the needs of all students in your classroom with varied interests and readiness

levels by completing ONE of the six boxes below for each day. You may choose the same box for each day. Use

the learning progressions to support your decisions. Include a specific differentiation plan for each day.

This connects to your During Phase Actions: providing support and extensions.

Content

Process

Interest

Readiness

**Students will be placed into
**

groups according to who works

well with who, as well as

according to ability levels. I

want students to experience

helping their peers; therefore, I

created heterogeneous groups

with a mix of ability levels. This

grouping style will allow for

Product

**peer assisted learning and a
**

strong, community of learners.

**I chose to differentiate by readiness because I wanted my students to have practice helping one another out as well
**

as experience peer assisted learning. I feel that it is a good idea to group students by readiness rather than interest,

because you want your groups to work well together and promote learning. By grouping lower students with higher

students, it will allow for peer assisted learning. This is appropriate for this stage of my unit because I wanted to

have my students experience working with a variety of people and the differing ability levels will promote learning

by have the higher students strengthen learning concepts my teaching/ helping the others, while the lower ability

students will learn from their peers. Later in my unit, I will group students in homogenous groups according to

pattern groups and readiness, when I know more about the ability levels and individual needs of the students.

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