(Lauren Hasse/3rd Grade Math Learning Support/ March 11, 2021)

I. TOPIC: Number Corner, Perimeter and Area

II. OBJECTIVES/STANDARDS:
Given manipulatives (algebra tiles), TSWBAT create figures based on verbally stated
dimensions or two or more shapes and identify the area and perimeter of each figure

CC.2.4.3.A - Determine the area of a rectangle and apply the concept to multiplication and to
addition.

CC.2.4.3.A.5 - Solve problems involving perimeters of polygons and distinguish between linear and
area measures.

III. TEACHING PROCEDURES:

Anticipatory Set- (5 minutes)
a. Introduce Number Corner to the students and ask them what today’s date is
b. Call on a student to tell you how to write today’s date, write it on the board
c. Flip over the corresponding card on the calendar and bring it around the room to
show the students
d. Ask them what time the clock says (6:38) – use the Judy Clock for students that
are struggling with the Roman Numerals or struggling with understanding what
the time on the clock is
i. If using the Judy Clock to have students produce the correct time, first
show 6:00, have the students identify this time, and then show 6:38 on the
clock and how them identify the time
Development 1- (5 minutes)
e. Pass out 8 algebra tiles to each student and direct their attention to the back board
with the construction paper tiles on it. Have students recreate the algebra tiles on
the board with the algebra tiles on their desk. Walk around to check that they are
the same.
f. Call on students to identify the area and perimeter of the shape that they made
Guided Practice 1 (10 minutes)
g. Tell students to mix up their tiles and add two more to each pile
h. Have students pull out a whiteboard marker and put it at the top of their desk,
explain that they won’t use it now but it may come in handy later
i. First, tell students the dimensions of the shapes in the figure (3x2 rectangle, 2x2
square) and have them create the corresponding shape on their desk
i. Using our algebra tiles, we are going to make one figure made of two
shapes. I will give you the dimensions of each shape, and then your job is
to try and recreate it with your tiles. Remember, you should end up with
one figure at the end. Some of the figures you create will be different than
 others, and that’s okay! We will choose one or two to find the perimeter
and area of when we are done.
j. Pull up the virtual algebra tiles website (https://www.didax.com/apps/algebra-
tiles/) and call on a few students to share how they made their figure
k. Once 1-2 figures are up on the board, work with students to find the area and
perimeter of each. (Check understanding after first figure)
i. Work with identifying the length of each side of the figure and writing
each of those values in the equation for the perimeter (14)
ii. For area, aid students in finding the area of each individual shape and then
adding those two values together. (10)
(OPTIONAL) Independent Practice 1- (5 minutes)
l. Have students create a figure of their own and calculate the area and perimeter,
writing each value on their desk
m. Go around as students are working and talk to them about the figures they are
making and what shapes make up their figure
n. When students are done, have them put a thumbs up in the air to have their figure
checked
o. When their figure is checked, collect the students’ tiles (sanitize afterwards)

IV. MATERIALS:
I. Number Corner calendar
II. Judy clock
III. Algebra tiles
IV. Promethean Board
V. Virtual algebra tiles (https://www.didax.com/apps/algebra-tiles/)

V. ADAPTATIONS/PLAN MODIFICATIONS:
- If using the Judy Clock to have students produce the correct time, first show 6:00,
have the students identify this time, and then show 6:38 on the clock and how them
identify the time
- Walk around the room to monitor progress and student understanding
- When calculating area and perimeter, encourage students to label each side of their
figure as well and do the addition on their desk too
- After the first round of area and perimeter, do a quick progress check about their
understanding of the first example and have students hold up a thumbs up if they feel
good about , thumbs in the middle if they feel alright about it, and a thumbs down if
they need more practice – target those thumbs in the middle and thumbs down
students in the next example
VI. EVALUATION:
a. Formative- Check for understanding, student answers/participation
b. Summative- Any future assessment on this topic

VII. REFLECTION:
a. Were the students engaged? Were any behaviors managed quickly so as to not
distract from the learning? Did my lesson meet the various needs and learning
styles of the students in the class? Did the students leave with a greater
understanding than before?
b. How well did I maintain the attention of the class? What could I have done better
in this aspect? Did I present the topics clearly so that all students regardless of
level of understanding could understand what we were doing? Did I give each
student an equal chance to participate? What would I do differently if I were to
teach this lesson again?

COOPERATING TEACHER FEEDBACK: