TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |5th Six Weeks or 4th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Finding the Perimeter |

|Lesson TOPIC: |Perimeter |

| | |

|TAKS Objective: |Objective 4: The student will demonstrate an understanding of the concepts and uses of |

| |measurement. |

|FoCUS TEKS and Student Expectation: |(8) Measurement. The student solves application problems involving estimation and measurement of|

| |length, area, time, temperature, capacity, weight, and angles. The student is expected to: |

| |(B) select and use appropriate units, tools, or formulas to measure and to solve problems |

| |involving length (including perimeter and circumference), area, time, temperature, capacity, and |

| |weight |

|Supporting TEKS and Student Expectations: |(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques |

| |such as mental math, estimation, and number sense to solve problems |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Perimeter |Perimeter is the distance around a polygon. |

|Polygon |A polygon is a closed figure formed by three or more line segments. |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

After the class is seated, ask the class to give you the definition of a polygon. After definition is given, write it on the board. Next, have students locate various polygons in your classroom. (Ex: window, tile, door, bulletin board). Emphasize that circles and ovals are not classified as polygons. Tell the class that you want to put some yarn around a designated polygon in the classroom. Ask the class “What do we need to know before getting started?”

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Explain to the class that perimeter is the distance around the outside of a polygon. Tell them that the word perimeter comes from the Greek prefix peri-, which means “around” and the Greek word metron, which means “measure.” Place the following polygon on the board:

8 ft

5 ft

Ask: “What is the distance around the rectangle?” Model how to find the perimeter of the rectangle. Show all steps: 8 + 8 + 5 + 5 = 26 ft

Next place the following polygon on the board:

12 cm

8 cm

6 cm

Discuss how several lengths are not given. Ask the class to determine the missing lengths. Since the perimeter is the distance around, or the sum of the lengths:

8 + 12 + 6 + 6 + 12 = 44 cm

Discuss how perimeter is used in the real world. Examples include: building a fence, putting trim around a room, etc.

C. Guided activity or strategy

Have each student get out a piece of scratch paper. Place the Perimeter worksheet from the website on the overhead. Have students work 1 – 8 on their scratch paper. Monitor as students are working. After students have had time to work the problems, go over the correct answers with the class. If students do not have questions, they may begin working on their individual assignment.

D. Accommodations/modifications

Students requiring modifications may be paired with a peer to work on the guided activity.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students will complete the Finding the Perimeter Worksheet individually.

B. Accommodations/modifications

C. Enrichment

For enrichment, students may do research on other mathematical words that come from Greek origin.

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Finding the Perimeter Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Finding the Perimeter Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• How do you find the perimeter of a polygon?

• What real world occupations do you think use perimeter?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the class in a discussion of how perimeter problems may look in test format by placing the TAKS questions below on the board/overhead.

B. Sample TAKS questions

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V. Key Vocabulary

Perimeter, polygon

VI. Resources

A. Textbook

Math Advantage ~ Middle School I

• Chapter 21: Measurement

Perimeter, pp. 414-415

• Lesson 21.5, pg. H73

B. Supplementary materials

• Perimeter Worksheet

• Finding the Perimeter Worksheet

• Finding the Perimeter Answer Key and Grading Rubric

C. Technology

For additional practice, students may utilize the following websites:







VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

For more practice with perimeter, go through an example with the class where total price is computed. For example, if a room measures 11 feet by 13 feet and you want to install wood trim that costs $5.00 per square foot, what it cost to put trim around the room? Demonstrate how students should first draw a picture of the shape, label the sides, find the perimeter, and then calculate the total cost.)

VIII. Teacher Notes

If your students need additional work with perimeter, you could put students in groups and have them locate different polygons around the room and measure/calculate the perimeter.

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