Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Marvaye Payton Subject/Grade: Math 4th Learning Objective:

Lesson # 4 Date and Time of Lesson: 4/1/14

When working with shapes 4th grade students, should be able to determine the perimeter of a rectangle or square. Alignment with Standards:

CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

EEDA Standard(s) Teacher candidate will incorporate core academic subjects for high school graduation including but not limited to English, mathematics, science, and social studies. SSCA Element(s) While learning, students above all are expected to follow the Golden Rule Treat those they way you would want to be treated. All students are expected to answer and ask many questions. Male students are expected to be more active than female students, but not too active that will cause some females to feel intimidated. All students are also expected to be patient while other students are working or may need assistance or extra time. Students will also follow the classroom rules when it comes to asking and answering questions. Everyone is expect to raise their hand when asking or answering a question; unless stated there should not be any blurting out answers. When disagreeing with fellow students about the math students must be able to give and take criticism in a mature way.

Developmental Appropriateness or Cross-curricular connections: Students should already have previous

knowledge of addition and multiplication. They should also know about the properties that make a square and rectangle a square and rectangle form geometry. Students should be able to do this in a timely manner by working efficiently.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment

When working with shapes 4th grade students, should be able to determine the perimeter of a rectangle or square.

Pre-assessment, will be a short four-question worksheet on perimeter; it will allow me to see if students know the material before I teach it. During assessment, students will be working on perimeter problems. Students will have to work in a timely manner in order to complete all 25 problems. Post assessment, will be what I observed while they were working on the 25 perimeter problems.

After the chapter is over, we will have a weekly quiz or test to see what the students learned thus far. I will be testing them on their knowledge of finding the perimeter of shapes with all sides label with numbers and shapes that are missing numbers. I will also be testing them on their ability of being able to simply identify the lines as either perpendicular

Lander University Teacher Education Lesson Plan Template

Rev. 2013

or parallel lines. Once graded, if the averages of all grades are not high enough I will make time and re-teach the lesson in small groups. I will also know by doing this any misconceptions the students may have had, I can address them be more prepared for the years to come.

Accommodations: For my advanced students, that find the new information presented easier than others I will have questions already prepared to give to them at my desk in a small group setting. Those questions will more perplexing than before. For my students that are on grade level and appear to understand the topic I will have prepared more examples to work with. For my students that seem not to be catching on, I will pull them to my desk for small group during class or after school to work with them more, I could even re-teach the lesson if need to because this information is important for them to fully understand the concept due to the geometry they experience in years to come will be building off simply be building off this information and I dont want to set them up for failure. For my ESL students, I will pull them to the carpet and listen to them read the problems aloud and watch them answer them. They might fully understand the question and know how to proceed in ways to get to the answer if not, I will be there to help them. Since I have a student that is autistic, I will meet with his follow before the lesson and explain the lesson to her so she can be more prepared, along with me, assist the student with whatever assistance they may need. Materials: Chart paper, painters tape, pencil, worksheet, and Smart Board, Procedures:
1. Last week, I was helping my granddad put up a fence around my grandparents home. My granddad and I were doing a good job of putting up the fence until; I realized that when I was taking the measurements I miscalculated the measurements. I remember that I was texting while I was taking the measurements the first time and that is why I messed up. I had to fix it before my granddad realized it, so I went back to my 4th grade math class that I had many years ago. I remember my teacher teaching my class about perimeter and thankfully, I remembered what I had been taught about perimeter to fix the problem. Just in case someday you maybe in my shoes I am going to teach you all about perimeter. (NCTM 3,4) 2. What is perimeter? (NCTM 1,2) Can anyone tell me in there own words? If you cannot, use my situation with my granddad to help you think of one. 3. The definition of perimeter is the total distance around something (NCTM 1,2) You can find the total distance around many different things like shapes. (Begin drawing different shapes like a squares, and rectangles.) (NCTM 2) 4. But in order to take the perimeter of something, you will need more that just the shape. 5. Can anyone tell me what else I may need? (NCTM 1) Yes, we will also need numbers. I will correct students and make them say measurements instead of numbers. (NCTM 5) 6. Now that we know that we need measurement and a shape to find the perimeter, lets work a problem out!

Lander University Teacher Education Lesson Plan Template

Rev. 2013

7. Give an example of a square that has four sides the measurement of five. Because we have learned some geometry, we know that a square has four right angles, making it have the same lengths. (NCTM 4) 8. To find the perimeter you can either do two things, you decide which one you like the best. You can either add all the sides together or you can use multiplication by times five by four. (NCTM 4) 9. After giving other examples of rectangles and squares, students will be directed to go to their seats and work on their own. (NCTM 1,2,3,4,5) 10. I know you all have noticed the yellow tape on your desk. You all are going to be going from desk to desk working each problem out on your own or with a partner. You must have a piece of paper and pencil with you and you also must show you work of you either multiplying or adding the measurements of the shapes. 11. While students are working, I will be walking around the class making sure they know what they are doing. Since many students know how to add and multiply many should catch on quickly and I wont have to observe my walking I can just work on something else at my desk and listen to the different conversations that are being had around the classroom. Hearing certain vocabulary words I will know who is on task and know what they are doing. 12. Once students are done with the problems at the desks, I will have the worksheet they started as the preassessment to complete until class is over. 13. I will take up the pre-assessment and post-assessment worksheet up along with the paper they used to complete the problems at the desks. I can grade them if I wont or just check them for being correct and complete and work is shown where they worked the problem our.

References:
All my ideas.