Name: Kaeleigh Tucker

Lesson Plan

Lesson Title: Which is larger? Grade: 9 Applied Date: October 19th 2017

Subject: Mathematics MFM1P Strand: Measurement and Geometry Location: Classroom Time: 75 mins

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will
do it)
The purpose of this activity is for students to learn through investigation, how to measure the perimeter
and area of composite shapes such as the state of Texas, USA and the province of Ontario, Canada. First I will
introduce the activity and address the learning goals outlined below. I will show students a map of the USA
with Texas highlighted as well as a map of Canada with Ontario highlighted and ask them how they think
they would be able to measure the area and perimeter of these areas without technology (exclusion of
calculators).
I will have the students think about this, pair with a partner and then when everyone has had a chance
to talk, each pair will share their ideas with the class and I will create a brainstorm list on the board (i.e.
think/pair/share). We will discuss each idea as a class and the students will give reasons why they thought
these methods would work. Students will choose any method to measure these areas (students will be in
groups of 4, the method to picking this is later in this plan.
I will have worksheets prepared for students that have maps of Texas and Ontario on them with an over
lay of a scale on it to make it possible for students to do. There will be a measurement from one border to
another to give students an idea of what each square unit represents in kilometers. As a group we will
demonstrate some composite shapes of a different area so they get the idea (i.e. teacher guiding
*scaffolding). Students will then go on to actually calculate the perimeter and areas of these composite
shapes.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Solve problems involving the measurements of two-dimensional shapes (pg. 44)

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number
of expectations (1 to 3) have expectations that match assessment
Solve problems involving the areas and perimeters of composite two-dimensional shapes (i.e.,
combinations of rectangles, triangles, parallelograms, trapezoids, and circles) (pg. 44)

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…
 Through investigation how to measure the perimeter of composite shapes
 Through investigation how to measure the area of composite shapes

ASSESSMENT and EVALUATION

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, as well as what evidence of learning students will provide to
demonstrate their knowledge, skills and thinking, in language that students can readily understand)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 I can: measure the perimeter of composite shapes.
I can: measure the area of composite shapes.
I can: brainstorm ideas/tools to measure area and perimeter of composite shapes.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding;
Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Specific task for students Instrument used to record
Performance e.g., turn and talk, data
(Write, Say, Do) brainstorming, mind map, i.e., rubric, checklist,
debate, etc. observation sheet, etc.

Assessment For -Written (calculations on N/A -Observation Sheet

Learning sheet)
-Oral (through sharing/and
communication ideas to
teacher)
-Performance (by showing
what they are doing and
why)
Assessment As - Checking for -Brainstorming Observation sheet
Learning understanding through -Think/pair/share
students communication
Assessment Of N/A N/A N/A
Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Access to formulas for calculating area (e.g area of triangle, rectangle, circle)
* Access to formulas for calculating perimeter (e.g. adding up all the sides)
* An understanding of a variety of shapes in regards to their properties and definitions
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Content
- Explaining activity visually as well as orally to access different learners in the class
- Describing important definitions/concepts in a variety of ways such as re-wording definitions, drawing
appropriate images that accompany the learning
- Provide worksheets prior so that they can visually see what we are doing
- The teacher does a quick example to guide students
Process
- Interest in activity as it relates to the real world and doesn’t appear very math oriented in the
beginning will help learners be engaged
- Walk around the classroom when students are communicating their ideas to each other to make sure
everyone is on the right track and to explain unclear instructions when necessary
- Be aware and mindful of time restrictions as it may take certain students longer to articulate
ideas/brainstorm and complete the activity
Product
- Allowing and encouraging students to present their calculations how they wish to

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 - Allowing students to communicate orally their findings, rather than through writing
Assessment/Accommodations
- Walk around to see thinking process, listen to communication of students, pop in and out of groups
where necessary or just stop and ask what they are doing, how they are doing
- As this activity is visual and auditory I have provided the following accommodations:
- For a blind student: could use geometric boards that have pegs sticking up with elastic bands to
roughly display Texas and Ontario. They will be able to use each peg as their scale and the teacher
can tell them the kilometer ratio of the peg unit in regards to the worksheet handed out to the
students
- For a deaf student: The teacher can write out the instructions for this student and provide it for
them to follow along with. The teacher can make sure the student’s attention is focused on him/her
as they go through the guided example. The teacher could also make sure to make direct eye contact
with the teacher if the student is able to read lips. Be mindful of seating arrangements, it would be
beneficial to move the student very close to where the teacher is so that the student is able to see
the teacher’s lips (if they can lip read). Make sure the teacher is articulating words clearly. If it was
possible, have the teacher learn some basic sign to communicate with the student.
- For an ESL/ELL student: Make visual representations of the information that pairs well with the
definitions or terms that are being taught. Make sure the teacher positions himself or herself
towards the student, so the student can see their face. Have an English  native language dictionary
that the student would have access to. The teacher should have a good understanding of the
student’s home country and their traditions to connect with the student. Make use of a buddy
system, pair the ELL with a student who may also speak their language at home but have a wider
English understanding.
- For a gifted student: Could provide them access to a computer and a software that would allow the
student to calculate these perimeters and areas as a closer representation to the true measurements
(incorporation of technology and a more advanced system).
Modifications
- For students who may be behind in grade levels a teacher would know where they are at and could
design alternate activities that would be accessible to them.
- For students who need physical modifications it could include: larger print, visual representations,
oral descriptions, allowing students to choose how they communicate their understanding to the
teacher, adjusting time frames, etc. (it all depends on the students in your class)

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration,
initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration,
initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

- Definition of composite shape
- Perimeter
- Area
- Scale

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 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.
 Worksheets provided at the end of this lesson plan
 Rulers
 Paper for calculations, organization of activity and brainstorming
 Chart to record findings provided at the end of this lesson plan
 Calculators
 Pencils
 String
 Interactive WhiteBoard
Learning Environment (grouping; transitions; physical set up)
- We will pick groups using a deck of cards. First of all portion out the cards so that you only have
enough cards for the amount of students in the class (i.e. 24 students in the class, only have 4 J’s, 4
Q’s, 4 K’s, 4 10’s, 4 9’s and 4 8’s, then each student choses a card and they find the other three with
the same rank as their card
- The classroom will be set up into groups of 4 desks so that students have the opportunity to share
with their partner, then their group of 4 and finally with the teacher and the entire class
- Students will either work individually to complete the activity or with a partner (it’s their choice)
- SmartBoard at the front of the room with the teacher and applicable diagrams, and an area for the
teacher to write down the brainstorm portion of the activity

Cross Curricular Links

- Links to geography by looking at maps and seeing the details and features of maps

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a
personal discussion.
What Teachers Do: What Students do:
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: 15 minutes
- Explain the activity by introducing Texas and - After the teacher explains what they are
Ontario on maps for the class to see doing, the students will discuss with a partner
- Explain to the class that we are going to which one they think is larger
determine through investigation the
perimeter and area of both Texas and
Ontario (thumbs up/thumbs down for
understanding)
- Say to the class “We are going to see which is
larger”
- Have the maps up on the SmartBoard for the
class to see and instruct the students to
predict which one will be larger and have
them discuss with a partner - The students will make estimations of the
- After the students are finished their perimeter and area of both Texas and Ontario
discussion have them discuss with another

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 partner at their table of 4 what their
estimation of perimeter and area would be of
Texas and Ontario
** Through all of this when not instructing students
walk around to hear their ideas

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application
of learning
Time: 50 minutes
- Have the students brainstorm to themselves - Students will think to themselves and record
ways they can think of measuring the methods of measurement
perimeter and area of these places
- Have the students share their ideas with a - Students will share their ideas with a partner
partner and make comparisons with their own ideas
- Then have the students discuss with all - Students will communicate their methods
members of their table of 4 with their entire group
- The teacher will ask one member from each - One student will come up and record an idea
group to come write one of their ideas on the from the group discussion (this will continue
whiteboard (and keep going group to group group to group until all ideas have been
with a new member coming up until all ideas mentioned)
are exhausted)
- After all the ideas are on the whiteboard the - Students will listen to the teacher and
teacher will go through each one and talk contribute when the teacher asks
about it, elaborating on good reasons of this
methods and some ways this method may
not work as well as others (putting specific
emphasis on the composite shape method)
and check understanding through red light,
green light, yellow light
- Instruct the students to work individually or - The students will choose a method they like
with pairs in their group of 4 to calculate the from the list and begin to calculate the
area and the perimeter of Ontario and Texas perimeter and area either individually or with
using whichever method they would like a member of their table. Any materials
from the brainstormed list. required will be provided by the teacher

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 10 minutes
- The teacher will bring the discussion back, - Students will give their attention to the
give them one minute to finish anything they teacher and finish any last minute
were doing calculations
- The teacher will ask the students to compare - Students will talk to their partner about their
their calculations with their prediction and predictions and calculations if they were close
discuss any similarities/differences and or really far a part, why this may be and if
reasons for such with a partner at their table there may have been any errors made in their

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 and record their ideas
- The teacher will have the students share
their calculations of perimeter and area for
each jurisdiction and write them on the
board as well as the methods they used
- After a while of discussion around this the
teacher will reveal the actual perimeter and
area of Ontario and Texas and have students
compare their answers
- Teachers will ask students if they think their
method of measurement was limited in any
way
- Teacher asks which one is larger, Ontario or
Texas based on the findings and if that was
what they predicted at the beginning of class
calculations and record ideas
- Students will volunteer their calculations and
the teacher will write them on the board and
they will explain the methods they used to
calculate perimeter and area
- Students will compare their answers with the
actual measurements of perimeter and area
of Ontario and Texas
- Students will communicate with the teacher
and the class any limitations of their method
of measurement
- Students answer which one was found to be
bigger and explain whether their prediction
aligned with the findings

**Their work at the end of the period will provide them **Students will write their 1-2 sentences and hand them
with enough information to write 1-2 sentences to the teacher as they exit the class
describing what they learned today as an exit slip strategy

**NOTE: This activity is not meant to come to a

right/wrong answer. This activity is meant to explore
perimeter and area in regards to composite shapes. The
answer keys at the end of this lesson are designed to
guide the teacher when helping students, they will not be
shared with the class

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

- The next step is to extend the formulas for perimeter/area of composite shapes and apply them to three-
dimensional shapes and volumes

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for
this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Sheets and Diagrams for lesson:

Map of Canada with Ontario highlighted.

Map of the USA with Texas highlighted

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Worksheet for Ontario with scale included

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Worksheet of Texas with scale included

Solutions:

Solution to Ontario worksheet

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Solution to Texas worksheet

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013