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Detailed Lesson Plan
Teacher: Namra Subject: Math Date: Period:
Class: 4 Students Additional Staff:
on roll: M: F:
17 How used: to assist students
Bigger Picture:
Past Present Future
Perimeter of a rectangle. Perimeter of rectilinear
shapes.
Learning Objective(s): Learning Outcome(s)/Success Criteria:
To learn about: Students will be able to:
Students will accurately calculate missing lengths 1. They can identify how to find the perimeter
in given rectilinear shapes and explain their of compound shapes made of rectangles.
reasoning for each calculation.
2. They can calculate the perimeter of
Students will interpret clues to find unknown
lengths, reinforcing their skills in multiplication, compound shapes made from rectangles.
division, and proportional reasoning. 3. They can generalise the perimeter of
compound shapes made of rectangles.
4. It is possible to find missing lengths in
rectilinear shapes.
Literacy: Numeracy:
Get to know about the learning objectives. · Solving real-world problems
Being able to describe measurements, involving measurement, such as
explain how measurements were taken, finding the total length of multiple
and compare lengths or distances objects or determining if a
accurately. measured object will fit in a given
space.
Keywords: Potential Errors and Misconceptions:
Kilo-metres Misreading the scale.
Metres Students may misinterpret the markings on the
Measurement ruler, thinking that centimetre markings are the
Scale same as millimetre markings.
unit
SMSC: Homework:
Socially: Group activities require students to work - Worksheet will be provided to pupils.
together, communicate, and share ideas to solve
problems systematically.
Morally: Wait for their turns during activity and
learn respect.
Spiritually: Help students build confidence and
satisfaction as they successfully solve problems,
recognizing their growing skills and capabilities.
Culturally: sharing items in a festival or community
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gathering, to show how division plays a role in
cultural practices.
Resources: Computational Thinking:
PowerPoint Presentation · Simplifying measurement problems
Worksheets by focusing on the overall length
rather than individual details of the
Rulers (marked in centimetres) object.
Metre sticks or tape measures
Worksheets (e.g., the uploaded activity
sheet)
Various classroom objects for
measurement
Whiteboard/Smartboard
Markers or pens
Algorithmic Thinking Evaluation
Abstraction Generalisation
Decomposition
Differentiation: (Task, Response/recording, Resources, Support, Outcome, Grouping. Pairing,
Screencast, Audio, Other (state))
SEN: EAL: G&T
Take instructions, try to Highlight and colour Try to differentiate
apply them and give an keywords on the between equal and
outcome. PowerPoint presentation unequal groups.
Ensure instructions for
main activities are precise
and clear
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Detailed Lesson Plan
Welcome and Greet! – Uniform and cleanliness check as students enter the room
Time Learning Teaching Assessment of Evaluation
Learning
1 · Learn to maintain · Instruct students to arrange their
(Optional)
mint discipline. stationeries.
Activity
Bell
· Educate students to deal
with things independently.
10 Introduce today’s topic -Powerpoint (slide show) They will be
mins and its learning objectives. assessed by
-Teacher shows a slide show to class. -pupils their answers.
Starter
watch the slide show -Teacher eliciting with pupil
about the slide show -Teacher relate the slide to
the topic.
15 · Students will learn the Games; · Assess them
Activity 1
mins concept of measuring Use strands of uncooked spaghetti which are they
Main
items. can be used to make a composite understandin
rectilinear. g the concept
or not.
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5 · Pupils will learn that how Consider using strands of uncooked · Students are
mints to convert. spaghetti which can be used to make a assessed by
composite rectilinear shape and then their way to
moved to create a rectangle. solve the
question. Did
Mini Plenary
they solve
question
without any
help?
· Pupils may
benefit from
using
manipulatives
here.
20 · Stretch their thinking and Students self-
mints deepen their assess their
understanding by asking Give work-sheets to solve. work.
questions from their
worksheets. Pupils may think
they can always
Main Activity 2
double the length
and width to
calculate the
perimeter.
This only works for
composite rectilinear
shapes if the lengths
do not overlap.
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5 Pupils reflect on the Children self or peer check their answers against those Summative:
mints completed tasks. on the board. They will
Revisit learning be
objectives. Show the self-assessment page. Ask the evaluated
Recall the concepts children to point in the right direction for how by weekly
they felt they got on.
covered in today’s lesson tests from
worksheet.
Key Questions:
Plenary
Why are opposite sides important when calculating the
perimeter of rectilinear shapes? If one side is 10 cm long,
and the opposite side is made up of two lengths, one of
which is 3 cm, how do you know what the missing length
is? Can you show this on a part-whole model? If a
rectilinear shape has a perimeter of 24 cm, what is the
greatest number of sides it could have? What is the least
number of sides it could have?
Students stand behind chairs – Orderly dismissal of students
