Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Take a Walk on The Wild Side Grade: 1 Date: Nov
Subject/Strand: Math – Measurement Unit: Introduction to Perimeter Location: Classroom Times: 50-60 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)
• estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the
same size;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
– estimate, measure (i.e., by placing nonstandard units repeatedly,without overlaps or gaps), and record lengths,
heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long); (A) (T)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn how to measure perimeter.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I CAN: measure perimeter (A)
I CAN: describe the different measuring tool (T)
I CAN: use the appropriate measuring tool (A)

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do, Write Students are demonstrating their knowledge by Anecdotal Chart – organized by SC and
using their measuring tool to measure the student name. Checkmark=good
perimeter of different classroom objects. understanding, O= maybe revisit, X=does
Following proper measuring guidelines and not understand
responding to prompt questions. Students will
be recording their findings on a sheet.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Measuring length and width, using non-standard units, estimating
I.E.P. program implications: Accommodations, Modifications
Student 1: accompanied by an EA, may participate if desired
Student 2: will participate with classmates
Differentiation: Content, Process, Product, Environment, Assessment
Environment: commons area available for students easily distracted, bothered by noise level
Assessment: limited expectations
Learning Skills/Work Habits: [ x ] responsibility, [ x ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Perimeter, Measuring Rules
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

GEI in Primary Mathematics K-3

Growing Success
Differentiation in Instruction
Paper Feet
Perimeter Recording Sheet

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)

Good Morning Grade Ones! Yesterday we were measuring with

different shapes I taped on the floor! Today we are going to
measure around the classroom, the perimeter of different
objects. [Students will be reminded of previous knowledge]

Remember to use our measuring rules [teacher will gesture to

the rules chart]

Lets go over our learning goal for today:

Today I will learn how to measure perimeter.

I CAN: measure perimeter (A)

I CAN: describe the different measuring tools (T)
I CAN: use the appropriate measuring tool (A)

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___15___-___40____ (Indicate time breakdown of instructional elements)

Grade ones; remember back two weeks ago, we started Anticipated Student Answers:
measuring things around the classroom with our feet and hands.
 Cubes
Can someone tell me something else we used to measure with?
 Paper Clips
 Leafs etc.
Today you are going to have little paper feet to measure
perimeter with. I have a sheet here, you can draw the object you
[Students will be using familiar measuring tools to measure
measuring and underneath you are able to fill in the amount of
perimeter]
feet the perimeter is for that item in the sentence underneath it.
[Students will circulate the room, measuring perimeter and
You have 20 minutes; I will put on a timer. You may start now!
recording it on their sheet]
 Anticipated Student Answers:
Possible Prompt Questions: (based on Blooms)  These items are bigger, they are easier to measure with
 Why did you choose these items?  I made sure I followed the measuring rules
 How did you figure that out?  I did this because…
 Tell me how you thought about that.  It’s different because we are measuring around the
 What’s different between measuring the perimeter and object, not through it
measuring the length?
 What is the most important idea that was generated in
today’s discussion?

 Can you explain this concept in your own words?

 Can you draw a diagram to illustrate this idea?

 Could you elaborate on that point?

 Can you explain what you mean?

 How do you know that?

 What do you think about the idea just presented by

your classmate?

 Do you agree or do you see the issue differently?

Explain.

 Can you think of another way to solve that problem?

 Would you get a different result?

[Teacher will circulate to each student making anecdotal notes

[Students will be prompted to recall previous knowledge and skills
and asking prompt questions]
on measurement. Students will also be prompted to use their
discussion skills to explain their reasoning and choices.]
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: __5____-____15___ (Indicate time breakdown of instructional elements)

Great Measuring Today Grade ones!

Lets go over our learning goal did we meet it?

Today I will learn how to measure perimeter.

I CAN: measure perimeter (A)

I CAN: describe the different measuring tools (T)
I CAN: use the appropriate measuring tool (A)

Before you show me with your thumbs, we are going to do a [Students will share what they have learned with an elbow buddy,
think/pair/share – find an elbow buddy and talk about what you this will help them establish if they have met their learning goals
learned today. today. They will walk away from the lesson with an understanding
of what they have learned]
THUMBS UP, THUMBS TO THE SIDE, THUMBS DOWN

Extension Activities/Next Steps (where will this lesson lead to next)

- perimeter
- capacity

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?