Identifying Information

Lesson Information
Classroom teacher (CT):
Grade (K-12)/Developmental level: 3rd Grade
Date lesson will be taught:
Lesson topic: Measurement Data
Lesson subject area: Math
Pre-service teacher:

Stage 1 Desired Results

Goals/Big Ideas

Geometric measurement:

1. Perimeter is a quality of two-dimensional shapes.

2. Perimeter is a line measurement.

3. Perimeter of an object can be found by adding up the length of its sides.

4. Different shapes can have the same perimeter.

5. Find the missing side length(s) of simple shapes given the lengths of the other sides.

Students will need to know this basic skill in the future when continuing their math learning,
especially when it comes to understanding measurements, whether for middle school, high
school, and college. The concept of perimeter can be connected to students real-world daily
life; for example, approximately how much wire to buy to build a fence, or the amount of
wood needed to build a planting box.

Essential Questions

1. What is perimeter?

2. What are you measuring?

3. How can you measure it?

 4. Can different shapes have the same perimeter?

5. Future Question: Why is it important to know perimeter? How will you use it?

Common Core State Standards (CCSS)

3.MD.D Geometric measurement: recognize perimeter as an attribute of plane figures and

distinguish between linear and area measures.

3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter when given the side lengths, finding an unknown
side length, and exhibiting rectangles with the same perimeter and different areas
or with the same area and different perimeters.

Hawaii Content and Performance Standards (HCPS III)

MA.3.2.1 Recognize situations involving multiplication and division of whole numbers and
represent the situation with a number sentence

MA.3.4.5 Select appropriate tools for measuring length, capacity, and weight

MA. 3.4.6 Estimate and measure perimeter and area of common shapes and irregular (e.g.,
a house-shaped pentagon) shapes.

Skill Acquisition (Objectives)

At the end of this lesson the student will be able to:

1. Understand that perimeter is the measurement around the outside edges of an object.

2. Calculate the measurement around an object.

3. Have a better understanding of the qualities of an object and how they relate to the
perimeter.

4. Find the missing side length of simple shapes given the lengths of the other sides.
 Stage 2 Assessment Evidence

Performance Tasks

4 Point Rubric:

Exceptionally Proficient Developing Not Proficient

Proficient Proficiency
Define Student will be Student will be Student will be Student is not
Perimeter and able to describe, able to describe, able to describe, able to give any
its properties demonstrate, and demonstrate, and demonstrate, and details on
explain, in great explain, in great explain, in perimeter
detail, that detail, that simple detail,
perimeter is the perimeter is the that perimeter is
measurement measurement the measure
along the outside along the outside along the outside
edges of a shape. edge of a shape. edge of a shape.
Student will be Student will be
able to tell you able to tell you
that perimeter is that perimeter is
a line a line
measurement. measurement.
Student will be
able to explain
that different
shapes can have
the same
perimeter.

Calculate Student will be Student will be Student will be Student is not

Perimeter able to calculate able to calculate able to calculate able to calculate
the perimeter of the perimeter of the perimeter of the perimeter of
simple and more complex simple shapes. a shape.
complex shapes. shapes. Student
Student will be will be able to
able to calculate calculate the
the perimeter of perimeter of
simple rectilinear simple rectilinear
shapes with two shapes with one
side side
measurements measurement
missing. Student missing. Student
is able to provide is able to provide
a detailed visual, a detailed visual,
such as a with some items
drawing, with all labeled correctly,
 items labeled to accompany the
correctly, to problem.
accompany the
problem.

Problem Student Student Student Student does not

Solving Group participates participates participates participate in
Participation excellently in satisfactorily in minimally in group discussion.
group discussion. group discussion. group discussion.
Students Students Students
comments comments help comments do not
greatly help the the group in necessarily help
group in solving solving the the group in
the problem. problem. Student solving the
Student is able to is able to problem.
explain, in great minimally
detail, the explain the
reasoning for his reasoning for his
her comment. her comment.

Problem Student is able to Student is able to Student is able to Student is not

Solving solve very solve simple and solve a simple able to solve a
Individual complex more complex perimeter perimeter
perimeter perimeter problem. Student problem
problems. problems. is able to explain individually
Student is able to Student is able to his/her answer.
explain, in great explain his/her
detail, his/her reasoning for the
reasoning for the answer. Student
answer. Student is able to provide
is able to provide a visual, such as
a visual, such as a drawing, with
a drawing, with some items
all items labeled labeled correctly,
correctly, to to accompany the
accompany the problem.
problem.

Other Evidence

1. While students are doing their group work, the teacher can walk around and observe the
students for understanding.

2. The teacher can work with one group at a time and ask questions about the learning.
 3. The teacher can ask groups to share their thinking.

4. Daily problems on perimeter in daily journal or homework.

5. Weekly problems done on the internet, such as IXL-Practice Math & Language Arts K-
12.

Self-Assessments

1. The students will do daily perimeter problems in their journals.

2. At the end of the unit, between 1 to 2 weeks, have a unit assessment on perimeter.

3. Introduce more advanced problems on perimeter.

Stage 3 Learning Plan

Learning Activities

Introduction:

1. Explain to the students that the class will be learning about perimeter.

2. Draw different shapes and figures on the board; make the perimeter of some of the
figures equal. Have a class discussion to figure out the perimeters of the shapes.

Lesson Plan:

1. Break the class up into groups of 3 and put the lesson up on the Elmo. Read the problem
to the class :

Mr. and Mrs. Green Thumb would like to grow vegetables in their back yard. The
problem is their dog Barky likes to run around and play, and may end up damaging the
vegetables. So they decided to build a fence around their vegetable garden. However,
they would like Barky and their vegetable garden to have an equal amount of space.
Their back yard measures 36 feet long by 20 feet wide. How many feet of fencing will
they have to buy?

1. Hand out the materials to each group and have the groups work out the problem.

2. While students are working out the problem, the teacher should walk around the class
and observe what they are doing, and ask them scaffolding questions:
 a. What are we looking for?
b. How are we going to find it?
c. What is the overall size of the backyard?
d. How are we going to give both Barky and the vegetable garden equal amounts of
space?

e. What do we need to do?

f. What will we end up with?

3. When students have found their solutions, have them gather in group sit to share their
solutions with the class.

4. Continue with more perimeter activities throughout the week. If necessary, continue on
to the next week.

a. For homework (to be handed out, in order, on different days):

i. Worksheet Finding and Measuring Perimeters.

ii. Students will create their own perimeter word problem.

5. At the end of the unit, have an assessment on perimeter.

Addressing the needs of various learners

1. The teacher can work with the students as one group during the lesson. She will guide
them step by step during the activity.

2. The teacher can create groups containing students of different learning levels in the
classroom. This will allow various learners to work together and help each other during
the various stages in the activity.

3. The teacher can provide extra handouts with a simple step-by-step explanation of the
lesson.

4. The teacher can have students watch an activity on perimeter on the computer in their
own language, if possible.
Resources used in planning the lesson

Scott Foresman. (2008). Investigations Grade 3: In Number, Data, and Space. Perimeter,
Angles, and Area. 2-D Geometry and Measurment. Unit (2nd ed.). Glenview, IL: Pearson
Education.

Van de Walle, J.M., Karp, K.S., & Bay-Williams, J.M. (2013). Elementary and middle
school mathematics: Teaching developmentally (8th edition). Upper Saddle River, NJ:
Pearson

http://mail.clevelandcountyschools.org/~ccselem/FOV1-000411E2/3rd%20Area
%20%26%20Perimeter%20Unit.pdf?Plugin=Loft

http://www.math-lesson-plans.com/geometry.html

http://www.ixl.com/

Resources used in teaching the lesson

Perimeter of an Object Chart posted on the classroom bulletin board

Have the Measuring Tip Chart, Measurement Tool Chart, and Perimeter Chart on a
worksheet so students can have their own reference sheet in their binders. In addition, for the
various learners, provide pictures and simple examples on the reference sheet.

Whiteboard

Pencil

Grid Paper

Elmo

Worksheet Finding and Measuring Perimeters, containing a range of perimeter problems.

Unit Assessment Perimeter

Stage 4 Reflection

Reflection on lesson development

This lesson plan help me to grow as a teacher by really looking at the different stages in
teaching the basics of measuring and then continuing on to teaching the understanding of
 perimeter. I realize that it is very important to use as much visual representation during the
lesson, so the students can see and make a connection with an object. By having something
in front of them to look and touch, they can follow along with what the teacher is saying and
doing. I also realize that very clear and simple instructions are the best way for students to
grasp the information. Having the measuring tip chart, measuring tool chart, and perimeter
chart was a good ideas to post up so students can refer to it as needed.

If you did not teach the lesson:

What are the strengths of this lesson plan?

I did not teach this lesson, but I feel the strengths of this lesson plan are: 1) providing a
variety of learning tools to guide the students learning, 2) providing hands-on learning, 3)
fostering team work, working together in learning, 4) providing a plan to help assist various
learners, and 5) providing simple and fun activities for interactive learning.

What modifications might be needed?

The next step I would like to do is to teach area and the relationship between the two. I
would continue to work on more problems that include perimeter and area.

I would also like to use other learning tools such as pattern blocks, geoboards, color tiles or
linking cubes to teach measure perimeter and area.