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Lesson Plan: Elementary Education (Fishburn Park Elementary)

Lesson Plan
Name:
Virginia SOL:
Grade:
Date:
Victoria Brown
3.10 (TSW measure
3
2/19/16
perimeter and area).
Subject:
Start time:
Stop time:
Math
9:00
9:20
Lesson Title:
Measuring Perimeter and Area with Cheese-Its
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1.
TSW measure the perimeter of a rectangle using the length of Cheez-Its as a unit
of measure.
2.
TSW measure the area of a rectangle using Cheez-Its.
3.
TSW define perimeter and area as the distance around a figure and the square
units inside a figure respectively.

Perimeter, area, measure, inch, square unit, distance
Critical vocabulary:

Cheez-its, Cheez-it area/perimeter worksheet, pencils,
Materials/resources:
Smartboard/whiteboard
Pre-assessment:
1. Students will be instructed to stand up and go to the perimeter of the classroom (as close to
the wall as possible and spread out). Teacher will ask students how they knew where to stand?
What is perimeter? If someone stands in the middle of the room, are they a part of the
perimeter?
2. Ask students how area could be represented? Where could they stand in the classroom?
Why? Have students define area.
Intro:
3. Ask students to return to their seats. Pass out the Cheez-It worksheet and Cheez-Its to each
student (at least 16 each). Dont eat them yet!
Body:
4. Instruct students to place their Cheez-Its into a 4x4 rectangle and draw a diagram on the
right side of their paper (under Draw-It). Model using the SmartBoard. Ask student how they
could find the perimeter of the rectangle. Count it out as a class. Ask students what units they
are measuring in (each brand-name Cheeze-it is exactly one inch on all sides). How can they
find the area? Count it out as a class. What are the units for area? (Square inches)
6. Go over the next problem as a class, then allow students to work individually, while
providing support as needed.
7. Students will write down their own definitions of area and perimeter at the bottom of the
Cheez-it worksheet.
Closure:
8. Eat the Cheez-Its!
9. Collect student work.
Homework:
None
Assessment:
Cheez-It activity will be checked for accuracy to make sure students understand the concept.

Reflections:
The great thing about this lesson was that I got to teach it twice, once to each 3rd grade
class. The first time I taught the lesson I noticed that students really struggled with perimeter
being distance and area being the square units inside the figure, so when I taught the lesson
again I went over that before we even started the Cheez-it activity, and told students that the
definitions would come in handy, so they should remember them (since they would have to
write them at the bottom of their worksheet). Since I was not present when the students
learned about area, I needed to double check with the teacher about what exactly they
covered and what I needed to go over in more detail. I also noticed that students were not
counting all the Cheez-its when they were counting the area of their rectangle. The first time
they got confused, I wasnt sure where they were coming up with their answers, but after
some guidance from my clinical teacher, I realized they were leaving out all Cheeze-its that had
an edge on the outside of the figure (thus leaving out the majority of the area of the figure).
When I taught the lesson a second time, I was anticipating their incorrect answer and colored
in the squares they specified (on my SmartBoard copy) and then asked them if I had filled in
the entire area. They realized their answer was incorrect and I helped them to count up the
rest of the Cheez-its to find the area of the rectangle.
If I ever teach this lesson again I would still have students go to the perimeter of the room
and discuss the definition of area and perimeter, but I would be sure to emphasize that
perimeter is the distance around the figure and area is the square units inside the figure the
first time around. I would also go through an example of each before starting the Cheez-it
activity, so students have the chance to review the process of finding perimeter and area.
Overall, the students did really well with the activity after they got started, so I would definitely
do this lesson again with the edits!


Idea courtesy of Dana Witt, 3rd Grade Teacher, Fishburn Park Elementary School
Worksheet from Sonja McGinnis 2012 https://www.teacherspayteachers.com/Product/Area-
and-Perimeter-with-Cheez-Its-207095

Finding Area and Perimeter with

Cheez-Its
Each student/pair needs at least 16 crackers.

Draw It

(note: you do not

have enough room to draw it to scale)

Form your Cheez-Its into a 4 x 4 rectangle:

What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheez-Its into a 3 x 4 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheez-Its into a 2 x 4 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheez-Its into a 1 x 4 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheez-Its into a 2 x 3 rectangle:
What is the perimeter? _________
What is the area? _________

Draw It
_________________________________________________________
Form your Cheez-Its into a 3 x 3 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheezits into a 1 x 3 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Form your Cheezits into a 1 x 2 rectangle:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Use 1 Cheezit:
What is the perimeter? _________
What is the area? _________
_________________________________________________________
Make a new arrangement of Cheez-Its:
What is the perimeter? _________
What is the area? ________
Short Answer
Perimeter is:
Sonja McGinnis.2012

Area is:

Sonja McGinnis.2012