Teacher: Katie Myers

Grade Level:
3

Subject Area: math

Length of Lesson: 45 minutes

Desired Results
Indiana Academic Standard(s)
3.M.5: Find the area of a rectangle with whole-number side lengths by modeling
with unit squares, and show that the area is the same as would be found by
multiplying the side lengths. Identify and draw rectangles with the same perimeter
and different areas or with the same area and different perimeters.
Enduring Understandings
-differentiate between calculating area
and perimeter
-compare the area to the perimeter
-correct labels between the two
answers

Essential Question(s)
-How do I calculate the perimeter if I
am given an area?
-How do the perimeter and areas
compare of the same rectangle?
How do I properly label a drawing and
an answer?

Knowledge and Skill Objectives

-SWBAT calculate the area and perimeter of a rectangle
-SWBAT find the greatest or least possible perimeter of a rectangle when given the area
-SWBAT identify and draw rectangles with different areas and the same perimeter
-SWBAT identify and draw rectangles with different perimeters and the same area
Assessment Evidence
-participation during lesson and example problems
-completion of the back side of the worksheet provided (done individually)
Learning Plan
Learning Activities
-different students read through the lesson out loud
-I lead them through the front side of the worksheet and called on students to
help me work through the problems
-we completed the first problem on the back together
-they completed the rest of the worksheet for a grade individually as I walked
around to answer questions
-students were advised to do the work in their notebook because there was
more room there to work the problem out and show work with pictures and math
Resources and Materials
area and perimeter worksheet, pencil, math notebook
Required Accommodations/Modifications
N/A

Name____________________________________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
-The content was worth knowing because it is important to be able to distinguish how to solve for
area versus how to solve for perimeter. At the beginning it was hard for them to remember the
difference, but after many practice problems it started clicking.
Describe how the activity was developmentally appropriate.
-This was developmentally appropriate because we started doing the problems as a class, but by
the end they had to take the new concept they had learned and do the problems on their own.
Give an example of how you know the activity was interesting to the children.
-The students had many questions as I walked around which displayed their interest in learning
this new concept and really wanting to grasp the concept and the differences among area and
perimeter.
Describe how the activity included opportunities for the children to test their knowledge.
-There were opportunities during note taking when I called on them to answer different questions I
had. Also when they had to do the back side on their own, it really tested their knowledge and
understanding of the concept.
Describe a follow up activity that would build on concepts you have presented.
-A good follow up activity would have been a short quiz testing different types of questions to see
if they really understood what they were doing in another setting.
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
-I observed a lot of questions during this time as well as some talking. At the time a few students
from another classroom had been in the room and that could have caused a little more chatter
than normal because of the extra bodies.
How did you involve the children in the closure of the activity?
-In the closure of the activity, I had the children complete the other side by themselves. This
challenged them to really pay attention and as they turned it in they knew it was for a grade.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
-I would keep most parts of the activity the same if I were to do the lesson again. I may change how
many practice problems we did together because there were many questions on the back side since
they were more challenging problems.