Veronica Herrero-Velarde

Small Group Lesson: Perimeter, Area, and Volume

5.4.H. Algebraic reasoning. The student applies mathematical process standards to develop concepts of
th
1. 5 Grade Math TEKS expressions and equations. The student is expected to represent and solve problems related to
perimeter and/or area and related to volume.

TSW be able to distinguish between perimeter, area, and volume.

2. Lesson Objective
TSW be able to compute perimeter, area, and volume.

3. Time 15-20 minutes

whiteboard, dry erase marker, eraser, lesson plan, teacher’s copy of student handout, extra
Teacher
practice problems, name tags, sharpie
4. Materials
Student student handout, pencil, scratch paper

Perimeter: The measurement of the outside edges of a shape. Add up all the sides.
5. Key Vocabulary Area: The measurement of the inside of a 2D/flat shape. A=𝑙xw
Volume: The measurement of how much fits inside a 3D object. V=𝑙xwxh
1. Introduce myself and distribute name tags to learn the students’ names.
2. Write perimeter, area, and volume on the whiteboard.
3. “Perimeter, area, and volume are each different ways of measuring
Introduction
objects. They are different but related to each other.”
4. Thumbs up/middle/down: How familiar are perimeter, area, and volume
to you? What do you know about them?
6. Sequence of 1. Have a student read the definition of perimeter. “Let’s track our
Instruction definition…”
• Draw your fence.
Direct Instruction and • What operation will we be using? Addition! Add up all sides.
Guided Practice • Example problem on student handout.
• Discuss units.
• Go through more examples/practice problems as needed.
2. Have a student read the definition of area. “Let’s track our definition…”
 • What kinds of shapes could we find the area of?
• Shade in your box.
• Think of the area, the space, inside the shape. This would be like the
grass inside our fence.
• What operation will we be using? Multiplication! A = 𝑙 x w
• Example problem
2
• Units
3. Have a student read the definition of volume. “Let’s track our
definition…”
• What kinds of shapes could we find the volume of?
• Fill in your cube.
• Think of filling something up.
• What operation will we be using? Multiplication! A = 𝑙 x w x h
• Example problem
3
• Units
4. Quickly review types of problems: Would it be a perimeter, area, or
volume problem if…
• I wanted to measure how much space I have on my desk? (Area)
• I wanted to measure the walls of my room? (Perimeter)
• I wanted to measure how much space is inside my suitcase? (Volume)
1. What does perimeter measure? (the distance around the edge of a
shape)
Closure 2. What helps us remember what perimeter is? (fence)
3. Thumbs up/middle/down: How do you feel about perimeter now
compared to at the beginning of the lesson?
The students’ understanding will be checked throughout the lesson. The teacher will be asking questions
frequently to gauge the students’ understanding and will walk around and look at the students’ work to
7. Formative
check for misconceptions or confusion. Much of this lesson will depend on how well the students are
Assessment and
grasping the material. Whether we move on to area and volume depends on the mastery level of
Differentiation
perimeter. If students are struggling with perimeter, we will focus our entire time on perimeter, varying
the level of difficulty. If perimeter is easy for students, then we will move on to area and volume.
 English Learners: To differentiate for ELs, I will explicitly teach the essential vocabulary for the lesson,
incorporating pictures and gestures to clarify the meaning. I will also speak slower, if needed.

According to my mentor teacher, I did a good job of pushing for the (fully) correct
answer when a student gave me part of an answer. When a student gave an incorrect
answer, I asked her why she thought that was the answer, which is helpful for
understanding what the student’s thought process is and gives much more of an
insight compared to just seeing that she gave the wrong answer. I also successfully
Strengths modeled a “think aloud” as we solved one of the perimeter examples.

In my opinion, I did a good job of preparing extra examples in the case that we needed
them. For this lesson, we did need them, as we stayed in the realm of perimeter
instead of moving onto area and volume. I also think I was effective in modeling and
keeping the students on task.
8. Reflection/Strengths
The biggest improvements that I need to make are allowing the students to do the
and Improvements
heavy lifting and using stronger checks for understanding (CFUs). When I found that
the students were struggling with the perimeter problems, I took more of the stage
trying to show the students how to do the problem when I should have had the
students show me what they know in smaller, more manageable steps. I think this
aspect of my lesson could have been improved by having the students start a problem
Improvements
independently and by asking them to do specific things on their own so that I can
better see their level of understanding. I learned that if they know that I will just tell
them how to solve a problem if they are unsure, they will not be willing to try or to
take academic risks. All in all, I need to give the students the platform to really show
me what they know and have them do most of the work with me as a guide and
support.