# Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teacher: Ms. Plute

Subject:

Math- Perimeter/Area

4

Date: 04/07
Time: 1 hour
Plan approved by:
Rationale for lesson:
 The students will review what they already know about perimeter and area and practice through a series of activities
the concepts and clear up any misconceptions about the topic before the assessment.
Behavioral Objective(s):

The students will be able to recall what they already know about the concepts of area and perimeter with 80%
accuracy.
 The students will be able to discuss what they already know about the concepts of area and perimeter with 80%
accuracy.
 The students will be able to solve problems about area and perimeter of an object or shape with 70% accuracy.
 The students will be able to create perimeter and area problems given minimal information with 80% accuracy.
Pennsylvania State Academic Standard(s) or Common Core Standards:
 CC.2.4.4.A.1
Materials and/or Equipment:
 crayons/colored pencils
 dice
 graphing paper
 area and perimeter worksheet
 White boards
 Smart board
Modifications for Individual Differences:

The students will be placed in groups so the students have their peers to provide them with extra help or the teacher
can spend more time working with that particular group/table.
Anticipatory Set/ Lesson Opening:
 The teacher will start with having the students to recall their prior knowledge of what area and perimeter are. The
teacher will then have the students close their eyes and read off the definition of perimeter. The teacher will say,
“raise your hand if you think that this is perimeter.” “ raise your hand if you think this is the definition of area.” Same
for the definition of area and two equations for perimeter and area. This allows the teacher to determine what the
students already know and where to start the lesson.
Lesson Sequence:

The teacher will then have the students discuss as a group what they know and spend extra time with the students
that seemed to have been struggling with the concepts. Clearing up misconceptions or understandings.
 The teacher will then tell the students and write what the correct definitions are for the two concepts (fun with vocab
worksheet accompanying definitions).
 The teacher will talk about how the equations for area and perimeter vary based on the shape that they are working
with. They will go over examples for squares and rectangles.
 The students will write the problems on the white board as the teacher goes over them and show their answers.
 Once the teacher is confident the students understand the concepts the students will do a group activity.
 The groups will each receive a task card. On it will be a problem (word problem, which has a bigger area/perimeter,
find the area and perimeter, or find a length given the area). Students will record their answers on a grid paper and
solve as many problems as they can in the allotted time limit.
 Students will then be split into pairs for a game.
 Pairs will each get 2 dice, a piece of graph paper, and 2 colored pencils.
 The students will roll the dice for the number of squares on the graph their shape has to occupy. The student will then
solve for the shape’s area and perimeter.
 Finally, the student may draw the shape.
 Once the students have completed the game, the last 10/15 minutes will be dedicated to the robot area activity, which

is individual work. The students will be provided with a worksheet with a space of graphing paper and questions
underneath. They will make their robot shape however they want, no guidelines. Except for the fact that they will
need to make it so they are able to answer the problems that accompany it.
Formal/Informal Evaluations
Formal evaluation: No formal evaluation will be conducted for the lesson.
Informal evaluation: The initial anticipatory set, the white board practice, and the worksheet will all be informally evaluated
on how much of the concept area and perimeter the students understand. How much they understand before the lesson, during
the lesson, and after the lesson has been completed. I will also collect the group work answer sheets for the problems.

Self Evaluation: The lesson did not go quite as expected. I had planned many application activities for the students to show
they had mastered the concept of perimeter and area, however, the first part with defining the different terms, writing
facts/characteristics about them, giving examples and non-examples. Something that I planned to take many 10 minutes, since
I had everything already written on the board and they just had to copy it ended up being 30-40 minutes. I had the students
do the group activity of task cards and had them start on the creation of the problem and solving it, but only if they had
finished it which some of the groups did not. If I were to do this lesson again, I would do a CLOZE method; where I write
most of the words out but leave a blank for them to fill out.