Subject/Lesson Title/Group: Date of lesson: 10/30

Lesson start time: 8:15

Perimeter Workshop Estimated ending time of lesson: 9:25
The observation will end earlier, but this
is the plan for the full section

Standard(s):
4.MD.A.1. Know relative sizes of measurement units within one system of units which could
include km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit and in a smaller unit in
terms of a larger unit. For example, know that 1 ft is 12 times as long as 1 in. Express the
length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the
number pairs (1,12), 2,24), (3,36).

Learning Goal(s): Resources/Materials:

Students will be able to accurately Powerpoint
determine the perimeter of real life
Classroom items and furniture
objects.
Rulers
Students will be able to convert
perimeters from larger units to smaller Meter/ yard sticks
units. Feet to inches in particular.
Key Vocabulary:
Perimeter
Length
Width
Conversion

Anticipatory Set:
Students will be given a chance to discuss and share what the term for the combined length
of all an objects sides is. I will accept a few ideas, and then reintroduce the term of
perimeter, a concept students learned in third grade and how we will be diving deeper into
it this year.

Mini-Lesson:
Students will be asked to discuss how they might go about finding the perimeter of their
groups table. After this we will look at a piece of paper. Students will first be asked to
estimate the perimeter of the paper. After every student has recorded estimation on their
slate, we will go into a short provided time for them to measure the paper and find the
perimeter of the paper. After this, we will do one more practice problem. From this we will
dive into the workshop for the day.
Work time:
The problem based math curriculum calls for a large work time. Students will be broken
into two groups. The first group will begin with reflex, a computer math fact practice
program. When they complete their drills for the day they will continue onto the
worksheets for the workshop.
Group two will start with the workshop and go to the reflex program as they finish the
worksheets. The work sheets will focus on measuring, finding perimeter, and converting
measurements. The students will have to go all around the classroom gathering
measurements and calculating perimeter for the first part. I will put them in partnerships
for the workshop in order to help them with the measuring.
If a student completes both these parts of the workshop, they will move on to the extra
practice page. It will have them practice division and multiplication in anticipation of higher
level measurement conversions.

Closure:
Students will be brought back together. At this time they will be given proposed
measurements of the teachers desk. They will need to first find the perimeter of the desk.
After this they will convert their answer from feet to inches. This will be completed on their
slates. It will serve as an exit ticket for students to head to specials.

Differentiation for Student Needs:

Students will be paired up in a way that every group should be balanced. I will also give
guiding questions throughout. I will focus this on the students who require extra help. I will
also allow students who require it extra time to work on their practice. Those who are part
of the special needs chunk of the class will be strategically placed in group one to maximize
their focus on the new content.

Questions: (Be sure to include higher Integration Areas:

level questions. See Blooms Taxonomy).
This integrates writing and science through
How might you find the perimeter of an the use of measurements and conversions.
object?
If you had to convert the perimeter from
one unit to another, how might you do that?
How were you able to accurately make
estimations? Did you use a benchmark we
established the other day?

Formative Assessment:
Students worksheets from the day will be collected and checked. I will also circulate the
room checking in on students and looking for understanding. I will ask them how they got
their estimations, how they can use different units to measure object easily, and how they
might go about their conversions.