GENEVA COLLEGE

Beaver Falls, PA

AREA AND PERIMETER LESSON PLAN

Name: McKayla Jacobs Date: March 28 & 29, 2022

Subject: Math Grade Level: 6th, 7th, and 8th Grade

I. Topic
Area and Perimeter: Finding area and perimeter of squares and rectangles.

II. PA or Common Core Standards

CC.2.4.3.A.6 Solve problems involving perimeters of polygons and distinguish between linear and area
measures.

III. Learning Objectives: Objectives must be written using observable verbs

TSWBAT solve for the area of squares and rectangles.
TSWBAT solve for the perimeter of squares and rectangles.

IV. Materials
View Board
Area and Perimeter PowerPoint
iPad (teacher only)
Area and Perimeter Matching Cards
Tape
Area and Perimeter Worksheet
Graph Paper
My Robot Worksheet

V. Lesson Development
a. Introduction
To begin the lesson, the teacher will give each student their warm-up folder with their math
packet to complete for Monday.
 Once all the students have finished, the teacher will display the Area and Perimeter PowerPoint
on the View Board using their iPad. Since this is a review, the teacher will ask the students, “can
someone tell me how we find area? So if I would tell you to find the area of a square, how would
you do that?”. (Looking for the answer by counting all the spaces on the inside or multiplying two
sides.) The teacher will then ask the students, “how do you find perimeter?”. (Looking for the answer
by counting the outside spaces or adding all the sides together.)
The teacher will then move to the slide numbered as number one. The teacher will ask for a
volunteer to read and solve the problem on the first slide. The student will use the pen feature on the
View Board to solve the problem.
The teacher will repeat this process for slides 3-11.

b. Lesson development (activities, procedures)

The teacher will then give each student a “question” area and perimeter matching card and tape
the “answer” area and perimeter matching cards up on the wall. The teacher will explain the directions
by telling the students, “when I say go, you will all get up and find the answer to the question on
your card. So the card you are holding has a question on it, you have to find the correct answer to
your problem around the room. Once you find it, stand next to that card on the wall and wait.”.
The students will all go around the room and find their answers. Once the students are all standing next
to a card, the teacher will go around the room and have each student first read their “question” card and
then read their “answer” card. The teacher will then ask the rest of the students, “do you agree or
disagree” then move on to the next student.
The teacher will then send the students back to their seats and give each student an Area and
Perimeter worksheet. The teacher will also display this from their iPad to the View Board. The teacher
will ask the students, “who can help me out with number one to find the area and perimeter?”.
(Looking for the answer A= 25 feet squared and P= 20 feet.) The teacher will call on volunteered
students to answer the given questions of the worksheet repeating the above process looking for the
following answers:
2. A= 16 centimeters squared P= 20 centimeters
3. A= 16 feet squared P= 18 feet
4. A= 18 feet squared P= 20 feet
5. A= 36 inches squared P= 30 inches
6. A= 40 feet squared P= 28 feet

c. Evidence of differentiated instruction (content, process, product, or learning environment)

d. Closure (summary) (Next Day)

The teacher will give each student their warm-up folder with their math packet to complete for
Tuesday.
 To close the lesson, the teacher will give each student a piece of graph paper. The teacher will
then tell the students, “you are going to be drawing a robot of your choice on this piece of graph
paper. You get to decide what it looks like, but it has to be made using rectangles and squares.
Once you have created your robot, you will figure out the area and perimeter for each piece.”. The
teacher will hold up a copy of the My Robot worksheet and tell the students, “you must fill in every
part of this worksheet to earn full credit.”.
The teacher will then give each student a My Robot worksheet and assist students as needed with
figuring out how to draw their robots and solve for area and perimeter.

VI. Assessment/evaluation
The students will be formally assessed on their ability to create and solve for area and perimeter on their robots.

VII. Modifications or accommodations

This lesson would typically be taught in a third-grade classroom, so I have modified the topic to meet the needs
of my students.
The teacher will assist Marcus in reading during the PowerPoint and matching game.
Repeated directions will be given to students when needed.

VIII. Self-evaluation
My students really seemed to like this lesson. It gave them the chance to be creative and create a
robot the way they wanted but also linked to the standards by having them find the area and perimeter of
their creations. Some students went above and beyond with their robots and others drew a simple robot, so it
was interesting for me to see the differences in my students’ styles.
One thing I would do differently if I would teach this lesson again, is create more area and perimeter
problems prior to having the students create their robots. My students enjoyed this lesson as discussed above,
but some of them did not perform well on the graded portion of the assignment when finding their area and
perimeter of each body part.

Cooperating Teacher Approval ________________________________________

Date ___________________