College of Education Lesson Plan Template Teacher Candidate: Breanna Cook School: Merrywood Date and Time of Lesson:

4-3-14 at 11:30am Subject/Grade Level: Math/ 4th grade

Description of Lesson: Fourth grade students will use the perimeter formula to find the perimeter of rectangles. Lesson Title or Essential Question that guides the lesson: How do we use the perimeter formula to find the perimeter of rectangles? Curriculum Standards Addressed: SC Curriculum Standard(s): CCSS 4.MD.3- Apply the perimeter formula for rectangles in real world and mathematical problems.

Lesson Objective(s): Fourth grade students will use the perimeter formula to find the perimeter of rectangles in real world and mathematical problems.

Assessment(s) of the Objectives: Pre: A six-question pre-assessment was administered to students on Monday as morning work for me to gain a better understanding of what students already know about perimeter. This pre-assessment showed me that students are proficient in perimeter; therefore, this lesson will serve as more of a review with new content and challenges to build on the basics of perimeter. During: I will listen and observe students during whole group discussion and individual work to check for appropriate conversations about perimeter. Post: I will go over the students workbook page to check for comprehension of perimeter.

Materials/Resources: Pencils, math textbooks, Smartboard Prerequisites (Prior Knowledge): Cognitively, students will need to remember that perimeter is the distance around a closed figure and is determined by adding all four sides of the rectangle, which is a review from third grade. Physically, students need to be able to sit still and show that they are actively engaged with their heads up and eyes on the teacher. Emotionally, students need to have the courage to speak during class discussion about perimeter. Socially, students need to listen to the ideas of others and be able to agree and disagree with those ideas.

Procedures: 1. Move to the carpet with a pencil and math textbook. 2. Tell me what you know about finding perimeter for rectangles? (NCTM 3) a. Make a list on the Smartboard of a few things students say. 3. Based on what you told me, and what is written on the board, what do you think is the formula for perimeter of rectangles? (NCTM 2) a. L + w + L + w b. (2 x L) +(2 x w) c. Write these on chart paper to keep as a posted for students to reference later. 4. Lets use the carpet you all are sitting on to find its perimeter. (NCTM 1 and 4) a. Someone in the first row count the squares. b. Darris count the squares on your side. c. Brandon count the squares across the back. d. Xizoria, count the squares on this side. e. Draw a rectangle on the board and write the numbers on the corresponding sides as students give them. f. Ask students to add all the sides to determine the perimeter of the carpet. g. Have one student share out the answer. 5. Draw a rectangle and write the formula on the board. Draw this on the chart too. a. Length 1= 6 Length 2=6 Width 1= 4 Width 2= 4 i. Using the formula for perimeter, work with your partner to determine the perimeter for this rectangle. ii. 6+4+6+4= 20 units b. With your partner draw this rectangle and label the sides. i. Draw it for students. L= 5 w= 7 ii. What is the formula? P= L+ W + L + W iii. Perimeter equals? 5+7+5+7= 24 units 6. Now, students will find the missing side of a rectangle, then solve for the perimeter. a. Draw rectangle while saying, if a rectangle has one known length of 8 and a width of 6, what would the other length of the rectangle be? 8 b. Since we have the missing piece, figure out the perimeter of this rectangle using the perimeter formula. Make sure you write the formula and plug the numbers in the formula. P= 8+6+8+6= 28 units (NCTM 4) 7. Next, draw an odd shaped rectangle on the board.

8. Ask students what they think we need to do to find its perimeter. a. Figure out the missing side and then add them all up. b. If we need 10 for the length, we see 5 so what would we add to 5 to get 10? 9. With your partner find the perimeter of this rectangle.

10. What did you get for x? a. How did you solve for x? b. What is the perimeter for this rectangle? 11. Last, write: Perimeter = 10 on the board. a. How many different possibilities of dimensions could there be for the rectangle. (NCTM 1 and 3) b. It is important that you draw and label the rectangle and use a guess and check model to find all of the possibilities. (NCTM 5) c. Start with 1. 1+1 = 2. Then, decide what 10 minus 2 equals because we have to take our perimeter and subtract what the length equals, which is 2. So, 10-2=8, then half of 8 is 4. And why do we have to take half of 8? (Because we have 2 sides that need to equal 8 together.) Using what has been drawn and labeled during this explanation. Write 4 + 1 +4 + 1= 10 units which is the perimeter. d. Then, do the same thing for 2. i. 2+2= 4 ii. 10-4= 6 iii. 6 divided by 2 = 3 iv. So, 2+2+3+3=10. e. Answer: 1 x 4 and 2 x 3 i. Make sure students tell you where to put the measurements. (NCTM 3) ii. Write this on the board so all students can follow along. 12. With your partner, find the possibilities for a rectangle whose perimeter is 12 units. a. Use the formula for perimeter. b. Write out the possibilities. 1x5 2x4 3x3 13. So class, what is perimeter? 14. What is the formula for perimeter? 15. When might we use perimeter in our own lives? (NCTM 4) a. Building a fence in our backyard, deciding the best path to take when traveling, figuring out where to arrange our beds and other things in our bedrooms to allow for the most space. 16. You will now go back to your seat and, on your own, complete pages 827-828 #3-13 in your math textbook. a. After about 15 minutes, go over the math independent work with students. Differentiation/Accommodations/Modifications/Increases in Rigor: Students who need or want to draw all of the rectangles as I draw them on the board may do so, so that they can later refer to the rectangles as an aid. Students who finish their independent work early may read or do something quietly. Students who need more explanation will receive it accordingly throughout the lesson with more examples. Activity Analysis: One activity used in this lesson is a class discussion for me to get students talking about what they know pertaining to perimeter. I chose this as an activity to start putting students brain in the math frame of mind. Another activity involves students actively engaging by using the squares on the carpet in the classroom to find its perimeter. This activity will be meaningful to the students and will provide students with a hands-on opportunity to practice perimeter.

I will use the Smartboard during this lesson to draw and label rectangles for students to see and use to determine the perimeter for each example. This will help all students because they can see what I am asking them to do rather than just hearing the mathematical problems.

References: All ideas were generated by Breanna Cook