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Danielson Aligned Lesson Plan Template for Formal Observations

Name: Date: Subject: Grade Level:

Maria Almanza February 24, 2017 Math 2nd grade

Interdisciplinary Connections:
This lesson has a connection with engineering/art because during the last activity the students will have the
opportunity to use the math cubes find the area and perimeter of shapes. This will help the students
visually understand the difference between area and perimeter.
Lesson Duration:
35 to 45 minutes maximum
Relevance/Rationale:
Area and perimeter are two excellent topics that students can visually find in their surroundings. Once the
students understand that area is used to measure how many square units a shape contains, then they will be
able to identify different shapes and find their area.
Outcomes/Objectives:
2.1 Select tools, including real object, manipulatives, paper and pencil, and technology as appropriate, and
techniques, including mental math, estimation, and number sense as appropriate to solve problems.

ELPS:
4F use support from peers and teachers to develop background knowledge.

Use of Formative Assessment to Inform Planning:


An exit ticket will be used as assessment.
The students will have to find the area and the perimeter of two given shapes. They will write down
the answer in an index card and turn it in. Once they get the correct answer they will be allowed to
work on their independent practice.

Class information

Math is taught in Spanish and only reviewed in English once the students become familiar with the topic.

Technologies and Other Materials /Resources:


Promethean board for the video/ PowerPoint
Math book for worksheets pg. 727-728
Math manipulates:
o math cubes
o Geoboard sheets
Index cards
pencils

Academic Vocabulary:
Square units
Area
Perimeter

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Lesson Procedures:

Hook: To introduce the lesson I will use a video where explains the concept of area and perimeter.

Then I will create an anchor chart summarizing what we learnt from the video. At this point the students will
have a better understanding of these two concepts.

Higher Level Questions:

How can we find the area of a shape?


How can we find the perimeter of a shape?
Does area and perimeter have a relationship?

Guided Practice:

For our guided practice we will review area and perimeter. Previously made anchor chart will be used to
reference concepts and examples of area. We will do a quick activity where I will ask 8 students to form a
shape. Then as a class we will have to find the area and perimeter of the shape the other students created.

Independent practice:

The students will test their knowledge by completing the area problems in pg. 727 and 728. The students will
have different problems they will have to solve.

Closure: *it will be done before the independent practice*

I will use an exit ticket as a quick assessment. I will ask them to find the area and perimeter of two given
shapes. Once they done, they will have to turn it in. If they get it right they will be allowed to work on their
independent practice.

Differentiation:

There are about 3 students who will probably need something to work on because they will finish first, so Ill
ask them to make their own area problem and solve it. They will use the Geoboard sheets and the math cubes
to create a shape and find the area and perimeter.
Also there is a specific student who needs someone to read the math problems and I might need to take some
time to read them to her. I might also provide a cube shape to help her understand and find the area and
perimeter on the independent practice.

Assessment Criteria for Success:

To check for understanding I will simply go around and see if the students are correctly solving the area
problems. Once I get the index cards I will read them and depending on their answer Ill know who
understood the concept and who needs more practice.

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Anticipated Difficulties

One of the difficulties I anticipate is lack of time or possibly not understanding the topic.