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Nam
e:
Gra
de
Dat
e
Raylene McCreath
Grade 3/4
Topic Math--Measurement
Allotted 1 hour
Time
3. Assessment
Learning
Intention
What students can
do or understand?
I can identify the
perimeter of a
shape.
I can use the
vocabulary of
perimeter.
Sources of Evidence
What product or action
will show what students
have learned?
Explain one example of
shapes perimeter.
(overhead)
Modelling examples of
finding manipulatives
perimeter
Criteria
What will you look for in
this evidence?
Identify the perimeter of
a shape manipulative
Build own shapes using
pre-cut straws
(class list note who can
explain and who is still
needing support)
I do: Perimeter
Your task is to be able to define What perimeter mean?
After viewing (listen/watch with purpose)
Who has an idea of what they think it means?
They do:
Share ideas/thoughts of what perimeter is
5
min
5 min
10
min
5 min
I do:
At carpet: Measure shape manipulatives
find shapes perimeter
Pre-organize student pairing (partners)
They do:
Using manipulatives, measure shapes
Round to nearest cm for more accurate measurement
Using piece of paper, record measurements
Add measurements together (showing work) finding
perimeter
Switch with their partner, making sure each person
gets a turn measuring
10
min
5 min
Closure:
I do: Bring class back together
- Review what perimeter is
- Share their own shapes and perimeter samples
Accommodations (adaptations, extensions, other):
- Silent headphones if needed
- Peanut seat for Student X
15
min
5 min