Sample Lesson Plan #2: Grade 6

British Columbia Math Curriculum

Grade Level:​ Grade 6 Date:​ April 2019

Big Idea(s):
● Properties of objects and shapes can be described, measured, and compared using
volume, area, perimeter, and angles

Curricular Competencies:
● Demonstrate and apply mental math strategies
● Visualize to explore mathematical concepts
● Develop, demonstrate, and apply mathematical understanding through play, inquiry,
and problem solving
● Represent mathematical ideas in concrete, pictorial, and symbolic form

Content:
● Perimeter of squares and rectangles

Constructivist Elements
Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
students.
● Question: How many steps do you think it would take to walk around the soccer field
or classroom? What is the distance around the outside of your desk?

Provocation​: ​Used to help students develop their own meanings of concepts.

● Students will be asked to determine the distance around 3 objects that they can find
around the classroom

Metacognition: How will students reflect question and think about their own thinking?
Students will be prompted throughout the lesson to be reflective in their thinking.
The following questions will be posed by the teacher (the teacher will also be modeling how to
answer these questions):
● What do you notice?
● How do you know?
● Can you show your thinking in another way?
● What will you do next?

Concepts: Plan for students to explore concepts in a variety of ways.

● A range of tools, units, and examples will be explored

Goals: How will you ensure that students understand what they are learning and why they are
learning it?
● Learning goals for this lesson will be displayed before the start and reviewed at the
conclusion of the lesson
● Discussion - Uses of perimeter in real life situations (landscaping, architecture, etc.)
 Collaboration, Cooperation and Dialogue: Build in social aspects.
● Student response sharing and small group discussions
● Work together to determine the perimeter of various objects

Materials: Can the lesson include a hands-on element?

● Use of a variety of measurement tools
● finding their own objects to measure

Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
learners will be going next.
● Students will revisit the initial learning goals, self determine their level of
understanding, and share with the group if they wish
● Questions: What is new for you? What are you wondering about? What are you
comfortable or confident with? What challenges are you having?

Lesson Outline: Be as detailed or open-ended/flexible as you like.

Opening: Access prior Knowledge
● Ask students to point out and trace around the outside of several objects they can see
around the classroom
● Have students count the number of steps it takes to walk around the room or the
soccer field
● Explain that the mathematical term for perimeter is the distance around the outside of
a 2 dimensional shape.

Provocation:
● With a partner determine the distance around (perimeter) any three objects around the
room
● Allow the students to determine their own measurement tool and choose their own
objects to measure

Activities​:
Part 1
● See opening above
Part 2
● At the end of the opening activity ask the students for feedback (not all will have the
same results as they measured different objects)
● Discuss the shapes of the objects they measured and their method of measuring
● Write these objects and measurement methods on the board
● Explain that all of these methods are appropriate and have students determine the
changes they would make to their techniques should they do this task again.
Part 3
● Have students use square grid paper for this activity (1cm squares are ideal)
● Have students draw as many rectangles or squares that they can that have a
perimeter of 16 units
● Ask - How do you know that you have all of the solutions?
● Have students explain their methods and thinking
Part 4
● Have the students, in pairs, discuss how they could come up with a way to calculate
perimeter of a rectangle or square that would take less time
● Bring students back for a whole class discussion
● Make sure students see the different forms of area calculation (length + width + length
+ width) or (2 x length added to 2 x width)
● Allow discussion around the option that they would choose
Part 5
● Exit ticket - On the square grid paper have students draw a rectangle with perimeter
12 units
● Leave on desk for teacher to do a quick check of understanding

Close: Synthesis
● Students will revisit the initial learning goals, self determine their level of
understanding, and share with the group if they wish
● Questions: What is new for you? What are you wondering about? What are you
comfortable or confident with? What challenges are you having?

Assessment Notes:
● Exit ticket - On the square grid paper have students draw a rectangle with perimeter
12 units
● Leave on desk for teacher to do a quick check of understanding

Additional Notes: