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Lesson: Area and Perimeter [1 observed lesson]

Learning Goal (content standard)- 4. MDA. 3.
Instructional Objective - Apply the area and perimeter formulas for

rectangles, squares and triangles in the real world and mathematical

problems
Assessment (criteria) - They will share their own examples and have other
students see if they get the same answer as them. I will be formally and
informally looking to see how and who answers/participates within the lesson.
Materials - Food:Cheese-Its & Marshmallows, worksheets, pencil, coloring
materials(maybe) scissors
Instruction Procedures
Introduction: [three min] Today we are going to be using food and creativity to
find area and perimeter in different shapes. WHAT ARE SOME REASONS OF
WHY PEOPLE MIGHT WANT TO MEASURE AREA AND PERIMETER? EXcake/pie, fence, carpet (BOTH)
Demonstration: [ten min]
a. ask the studentsWHAT IS THE DIFFERENCE BETWEEN AREA AND
PERIMETER?
b. start off with cheese its and show students how to find area and perimeter for
the rectangle and square.. have them use the cheese its and count out loud
[wake them up!!] show different ways to create..

C. work through problems finding area and perimeter on GRID PAPER w/

rectangle
square
triangle

parallelgram
D. ***give them the area formula sheet 1 AND add in perimeter [tick boxes]
---- after working together through one the first worksheet. have the
students share their answers and ask HOW DID YOU GET YOUR ANSWER? IF
kids are struggling do more examples!
Participation:
A. share the activity with classmates [group/partner]
B. pick on students or have them volunteer to answer and share examples
Practice: [fifteen min]
a. explain the geoboard worksheet (make all four shapes or try new odd
shapes NO CIRCLES) and cheese-it activity. WHAT SHAPES CAN YOU
MAKE WITH THE CHEESE ITS? WHY CANT YOU MAKE CERTAIN SHAPES?
HOW CAN USING CHEESE ITS HELP GUIDE US WITH UNDERSTANDING
AREA AND PERIMETER?
***** give them the geo board sheet and pass out cheese its
b. ^^^ have them work individually to make shapes and complete the worksheet
c. NOW.. for the students who finish quicker in this activity can start cutting out
the polygon order shapes :) find a partner and who is finished and start polygon
sheet!

Closing: [two min] clean up

and remind them the difference between area and perimeter

Questions - questions are in the "instruction procedures"

Academic Language - area, perimeter, formulas, square, parallelogram,
triangle, rectangle

Closure - The following day we can talk about when we would use area and
perimeter.. and draw our bedroom on grid paper and estimate the area and
perimeter. Doing this will show the students where in the real world we use math!
Student Accommodations Behind: have others who are finished help, and/or give them extra help
Fast finishers: work on polygon sheet (with a partner if possible)
Self Reflections - Overall I believe that this lesson was very successful. After
doing this lesson I feel that I can branch out and have the students practice
putting together different shapes and really challenge themselves.