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This lesson is to introduction to the concept of Perimeter through the use of literature.
The Main objectives in this lesson were as follows:
A. Introduce the concept of Perimeter
B. Apply a mathematical formula for perimeter
C. Use these formulas in a real world situation.
Objectives and Standards: In lesson 1 students will apply what they know about Perimeter in a real world situation using square and
rectangles. 4MD.3 Apply the area and perimeter formulas for rectangles and real-world and mathematical problems. Students will use
materials such as a 1x1 large square for tables and 1x1 inch tiles for chairs and work collaboratively in pairs to find ways that 32
people can sit at 8 tables comfortably. (each guest at a side) They are to record at least one way that works and one way that does
work. MP.1, MP.3 & MP.4 They will use technology (i-Pad) to record their findings to present to the class on the Apple TV. MP.5 .
Reflection:
This lesson was pretty effective and we felt as if the students had a good understanding of perimeter from the start, which made it very
simple to engage them into the lesson. We felt the engage part was very successful and the story caught the students attention and they
wanted to know how it end. We think not finishing the story is good way to peak their interest. Most of the students responses were
what was expected so it made for a great start. Students were able to follow the direction for the explore portion of the lesson and they
were able to work cooperatively with great comments and observations. This part of the lesson was smooth and easy, it required little
help from teacher during the explore portion of the lesson. We were also very impressed with their ability to figure out the formula for
perimeter and introduce some area concepts during the debrief part of the lesson. Students had no difficulty with explaining perimeter
and applying in another problem with the check for understanding.
Some of the roadblocks experienced with this lesson, were, the explanation of comfortable. We wanted students to have an
understanding that having their own side was being confortable, this was important to relay that when looking at perimeter of a shape
you are counting the side to add of the distance you have available. Leading students in this was challenging, where is at times they
understood that meant one side. In hindsight asking the students to do show one way that worked and another way that did not work
might have been guiding them too much.
Overall the students did have a firm grasp perimeter and we felt that we were able to move on to area, especially during the first lesson
it had come up from the students in the explain stage of the first lesson. You will see the second lesson start off in the explain portion
of the lesson, because it was felt that they had prior knowledge and could make connections to it. We felt like finishing the story the
second day and asking them the question of having the same perimeter, does that give the same area was a great way to start with area.
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Engage
Expected Responses
4MD
Measurement
and Data
3. Apply the area
and perimeter
formulas for
rectangles in realworld and
mathematical
problems. For
example, find the
width
of a rectangular
room given the
area of the
flooring and the
length, by
viewing the area
formula as a
multiplication
equation
with an unknown
factor.
Represent and
interpret data.
Time:
10_ minutes
Materials:
The book Spaghetti and
Meatballs for All by
Marilyn Burns.
Evaluate
Consider Decision
Points Assessments
P21: Core
Subjects
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Explore:
Tell students that they will use what they know about
perimeter to design seating arrangements that will
comfortably seat all 32 guests.
Time:
__25_ minutes
Materials:
Per group
8 post- its
32 inch tiles
1 iPad mini for taking a
picture of their
configurations.
Evaluate
Consider Decision
Points Assessments
Standard
CCCSSM,
MPS, NGSS,
21st Century
MP 1,4, and 5.
P21: Learning
and Innovation &
Information,
Media and
Technology
Expected Responses
4
4 people each have their own side
Each person has their own side
You can fit up to 4 people at a table.
Each table sits four people, as you push a
table together you lose two seats.
Example, two separate tables sits 8 but
when pushed together they only sit 6.
As you push the tables together you lose
more seats.
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Explain:
MPS 1, 3,5, 6
Time:
15 minutes
Materials:
Ipad minis
Apple T.V
Stylus
Teacher Questions
What happen when you pushed all the tables
together?
Why does this not work, if there is enough room to
seat all 32 guests?
We call the distance around something the perimeter.
Turn to your partner and repeat that statement.
What do you think is the perimeter of one table is?
How do you know that?
So if we know that this, what would be the perimeter
of 8 tables?
How did you come to find that answer?
What happens to the perimeter when we push the
table together?
How can I relate that change to what I know about
perimeter?
Suggested Question for explanation
How does having your own side relate to perimeter?
PS21:
Information,
Media and
Technology
Expected Responses
It only sat 18 guests.
Every time you add put a table together
you lose a seat to the side that are push
together.
Students repeat phrase to partner.
4.
It is the amount of people who can fit
comfortably around the table.
The perimeter of 8 tables would be 32?
If you have 8 tables and 4 people could sit
at them then you must have a perimeter of
32.
It changes, because now we have
eliminated a side.
When the sides change it changes the
measurement of the perimeter.
Each person needs to have a side so you
can add up all the sides to calculate the
perimeter
Evaluate
Consider Decision
Points Assessments
Stage of Lesson
Teacher Does
Student Does
Standard
4
Extend:
Time:
___20 minutes
Materials:Worksheet
for drawings.
Time:
30-40 Minutes
Math Journals
Baggies-8 post-its
32 1x1 tiles
6 Photo copies of
the story
Worksheet to
record
configurations
with area and
perimeter.
CCCSSM,
MPS, NGSS,
21st Century
MPS. 1,2, and 4
PS 21: Core
Subjects
Day 2:
Students will write in their journal.
Expected responses:
Yes, they will have the same perimeter
as area.
No, they will not we discovered this
yesterday when trying to find the most
confortable way to seat 32 guest.
Students will use the materials to record
Each of the arrangements as the guest
arrive and compare the area and
perimeter to come to a conclusion about
question presented.
Evaluate
Consider Decisions
Point Assessments
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Evaluate:
Exit Ticket
MPS 2,7
Day 2
Day 2
Time:5 minutes
Materials:
Time
10 minutes
Expected responses.
Materials
Worksheets with
calcuations.
Math Journal
Evaluate
Consider Decisions
Point Assessments