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C.

Wood – ISTC 301/501

Practical Teaching Experience
Lesson Planning Template
This document is to be completed and submitted before you are scheduled to teach your lesson. Only one copy per student pair (with
both names on the template) need be submitted
Student Pair Names:
Kelly Slack and Mackenzie Venezia
PLANNING FOR TEACHING
Lesson Content Area
Grade Level

Mathematics – Geometric Measurement

3

Title of Lesson

Introduction to Geometric Measurement

Common Core Standard : Math Content 3.MD.D.8
Measurement and Data 3.MD.C.7
Essential Skills/Knowledge:
3.MD.C.7:
Relate area to the operations of multiplication and addition.
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by
multiplying the side lengths. (See in 3.MD.C.7.A)
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and
mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. (See in 3.MD.C.7.B)
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum
of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. (See in 3.MD.C.7.C)
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the
areas of the non-overlapping parts, applying this technique to solve real world problems. (See in 3.MD.C.7.D)
3.MD.D.8:
Geometric measurement: recognize perimeter.
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.
Teacher Preparation/ Equipment & Materials: Handouts; ELMO; Computers; Smart Board; Class Glog; PowerPoint; Kahoot
Technology Integration Students need to be familiar with the use of computers to practice and understand concepts related to
Geometric Measurement; Students need to be familiar with using Smartboard, Kahoot, and a Glog and with using the mouse to
click links and scroll text.
MD Technology Literacy Standards:
3.3.B.1 - Use and explain how technology tools encourage collaboration.
a) Use technology tools to work collaboratively within the classroom.
b) Use technology tools to exchange ideas with individuals or groups outside of the classroom.
c) Participate as part of a class in online collaborative projects or information exchanges.
d) Articulate the advantages of collaboration supported by technology tools

C. Wood – ISTC 301/501

TEACHING THE LESSON
Introducing the Lesson:

1.

Warm-Up: We will start our lesson with a class Glog KWL.

We will play the entire 2 minutes of the “Perimeter & Area Song” YouTube video. This will help the students with their
Recognition Network as they link their prior personal and educational knowledge about measurements to the current content:
Geometric Measures.

2.

Lesson Objective(s): These will be listed on a PowerPoint slide, as we read them aloud.

Our Learning Objective Is:
Students will develop a general understanding of a how to find perimeter and area of various shapes and polygons.

To Meet This Objective:
Students will participate in lessons and activities to set a foundation of knowledge.
Students will seek answers to questions about geometric problems involving measurement.
Students will share and recall information they learned.

3.

Motivator/Bridge/Anticipatory Set:

After the video, we will discuss the content of our prior class lesson: What does perimeter and area mean?
We will review what students wrote in the Know and Want to know columns of their KWL chart about any prior knowledge of
geometric measurement and add to the Learned column together. We will do this by asking questions and discussing the objective
of the current lesson, while presenting a visual representation of area and perimeter via PowerPoint slide on the Smart Board.

This will engage the students’ interest and attention to perimeter and area and tie into our overall study of geometric measurement.
Plans for Differentiation- Specify the activities you will use to present the content and address the needs of auditory, visual, and
kinesthetic learners. Refer to the UDL Solutions document (attached in the assignment folder) to incorporate varied strategies for
learners.
We will utilize multiple examples and formats that support the students’ background knowledge of shapes to promote
understanding of geometric measure. We will vary the instruction for auditory, visual and kinesthetic learners, by providing
colorful images via the Glog, PowerPoint slides, and Kahoot assessment; animations & sounds via the YouTube Video; and the
hands on activity with the Mondrian Project.
We will provide further guidance for any students who have difficulties using the mouse and computer to navigate the class
Glog or trouble gaining access to Kahoot.

C. Wood – ISTC 301/501

We will utilize models on the power points showing visual models and representations of the definitions and concepts being
taught. The Glog will also contain a template for the KWL chart, coinciding hand in hand with the strategic network, and
practice with supports. The Glog, Kahoot, and the Mondrian activity will be an interactive, hands-on method that will engage
the students.
The group dynamic will be utilized to encourage conversation regarding mathematical concepts. Students will use peers as a
learning tool.
Procedures for teaching the Content - describe (in steps) how you will teach the lesson. Remember that both individuals in the
team should present so pace yourselves accordingly. Include in this section your plans for integrating principles of Universal
Design for Learning (UDL).
Step 1:
X will greet the class, while Y instructs the students to log into the class Glog on the computer and complete the K and W sections
of the KWL chart.
We will present a video (Perimeter & Area Song).
PowerPoint slides will also be presented, along with verbal information and opportunities for feedback from the students (Multiple
versions of content).
X will ask questions and discuss prior learning about shapes and polygons, perimeter, and area and introduce the current topic on
Geometric Measurements.
Step 2:
X and Y will go through the powerpoint together as a team.
Step 3:
Using the Elmo, Y will provide and explain an example of the handouts while X passes out handouts to the students. After Y is
done explaining the assignment, Y will divide the class into evenly distributed groups. Y will walk around the classroom and
provide each group with their own specific problem to solve. The group will be allotted a total of 5 minutes to complete the sheet,
correctly identifying the shape, length and widths, and calculations of perimeter and area. The groups will then come up to the
Smart Board and write out their answers to the problems for the class to see and discuss. A class discussion will take place.
Step 4:
Y will direct students to go back onto to class Glog complete the last column (L) of their KWL chart. Students will be asked if there
are any further questions before the final step. Instructors X and Y will put the class Glog up on the Smartboard for the entire class
to review what students learned during the lesson.
Step 5:
Using Kahoot, an application for an online quiz, Y will prompt students to answer questions and it will be graded as a formative
assessment. X will explain the take home project as an extension of learning.
Summary and Lesson Closure – describe how you plan to end the lesson and prepare students for further learning. (example:
discuss what comes next in the unit or the “next step” in learning). This step is important because it allows you to sum up the
lesson and preview the next lesson.
Y will read the Glog information to the class and review what they Learned, while X walks around to ensure that each student
remains engaged and has “only” the class Glog open. X will go over the correct answers for the Kahoot assessment and answer any
questions students still have.
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this lesson needs to be
taught again in a different method. This need not be a test or quiz – it can be a worksheet or other activity or an opportunity for
students to reflect on their learning (this could be oral, written, art, etc.)
X will direct the students to type the class access code for Kahoot into their computers. While Y helps any students who are having
difficulties logging on. The formative assessment will have fun interactive questions from the content taught in the lesson and
PowerPoints for students to answer comfortably from their own computer.
Extension of learning- describe activities students can do (homework, online sites with games/tests) to practice their skills? What
would the next step be in the lesson/content? This will probably NOT be done in your lesson, but needs to be present to encourage
students to continue their learning.

C. Wood – ISTC 301/501

Y will also introduce Mondrian project assignment students will take home with them to review what they learned in class today.
Bare minimum requirements will be explained but students who do the extra credit section will receive bonus points. It is to be due
by the next class session.

C. Wood – ISTC 301/501

Definition of Terms
Differentiating Instruction: To differentiate instruction is to recognize students varying background knowledge, readiness, language,
preferences in learning, interests, and to react responsively. http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know or are able to do a given
learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for
teaching and learning www.journeytoexcellence.org/practice/assessment/glossary.phtml