LESSON PLAN
SUBJECT- MATHEMATICS
GRADE- IV
TOPIC- PERIMETER
WHAT WE TEACH
CONTENT OUTLINE AND TEACHING POINTS:
⦁ In the previous Grade ( 3rd standard) , students learnt to measure length using standard units.
In Grade 4, they will build their learning to measure perimeter using non standard units.
⦁ Students once understood the concept of perimeter cab easily deduce the formula for
calculating Perimeter.
WHY WE TEACH
OBJECTIVE:
⦁ To enable the students to understand what perimeter is.
⦁ To enable them to calculate the perimeter of a rectangle.
⦁ To give them opportunity to calculate the perimeter of regular and irregular shapes using
standardised and non- standardised units.
VOCABULARY USED: Measure ,Centimeter, Meter, Boundary, Border
LEARNING OUTCOME:
⦁ The students will be able to measure the perimeter of regular and irregular shapes using
different units.
⦁ They will be able to see the real -life examples of different shapes and can use the concept of
measuring perimeter in their daily life.
HOW WE TEACH:
SET INDUCTION: Teacher begins the class with ice breaking activity- Name Relation Game
This game is played like the alphabet game, where the teacher will be using the first letter of her
name. Teacher will start by saying her name and a food that begins with the same letter as her
name. Now, next a student will repeat what the teacher said and then add his/her own. The next
student will then repeat the first two in order and then add his/her own. Play will continue until
the last student says each one in order and ends with his/her own.
Learning Objective: To understand the concept of Perimeter.
Evidence of learning: Students are able to measure the perimeter of different things.
Experience 1: We begin the concept with recapitulation of 2D shapes, which students have
learnt in their previous grade.
● Students are shown various 2 D shapes which they can identify and name.
● They can also share few properties of these 2 D shapes.
Reflection 1: Now, the teacher will show a photo frame to the students and will ask the students
to identify the shape.
Experience 2: Ask the students to work in groups and decorate the boundary of the photo
frame with the teacher. ( Since we are doing it online, students can give different
suggestions to the teacher to decorate the frame. In Offline mode, we could have
decorated the class board in groups.)
Reflection 2: Group discussion: Teacher will discuss if similar task is given to them then
⦁ How would they decorate?
⦁ What things will they use?
⦁ What would you do to decorate the boundary?
Experience 3: Teacher will ask the student about
⦁ the edge?
⦁ How can we measure the edges of anything?
⦁ Show them a picture of square Rangoli and ask them to find out it’s perimeter.
5 cm
5 cm
Conceptualization: Once the students have found the correct answer of the Rangoli shape.
Now, they can sum up from here that the Perimeter is the sum of lengths of all the sides. Here,
We can give them the vocabulary of the word ‘Perimeter’.
The total length of the edges of a closed shape is called it’s Perimeter.
Discussion to check their understanding about the concept of perimeter :
1) Where do we measure the perimeter?
2) What is the difference between measuring the sides and measuring the perimeter of a
shape? ( This discussion will again take them back to the properties of 2D shapes.
Here, we can see the integration of two concepts that are 2 D shapes and
Measurement.)
Closure: I will leave the students with an exploration task where I will give them a home task
to find out the perimeter of a curved shape such as a leaf or heart.
1) What will they do if a curved shape is given
2) How they will calculate the perimeter of a leaf or a heart shape.( We can differentiate
between regular and irregular shapes.)
Assessment of Learning: Students can be given practice of the above taught concepts in the
form of class assignments or worksheets. This worksheet will be done in the next class. You can
refer to the image attached below.
