STANDARD BASED LESSON PLAN FORMAT



STANDARD BASED LESSON PLAN FORMAT

  3 Day Unit Plan: Lesson 1

Lesson: Area and Perimeter with Cheez-Its

Subject Area: Mathematics

 

I. Standard:

M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a

square and rectangle given whole number side lengths.

M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in

the context.

 

II. Objectives/Benchmarks and “I Can” Statements:

The students will identify the difference between perimeter and area by writing correct answers with correct units from their measurements.

The students will find measurements of area and perimeter in various shapes using their knowledge of opposite parallel sides on these shapes.

I can identify the difference between perimeter and area.

I can find the perimeter of a shape.

I can find the area of a shape.

III. Anticipatory Set:

The students will be shown a picture of a square on the Smart Board. The teacher will ask the students what the perimeter of this shape would be and how it can be measured. The students will then look at the same square shape on the board. The teacher will then ask the students what the area of this shape would be and how it can be measured. After discussion of these questions, the teacher will explain to the students that perimeter is the total distance around the outside of a shape and that area is the amount of space measured in the inside of a shape.

IV.             Input:

Task-(Step-by-step lesson progression)

• The teacher will show a picture of a shape on the Smart Board and tell the students that this shape has a perimeter and an area.

• The teacher will ask the students what perimeter is and how it can be measured. The teacher will then ask what area is and how it can be measured.

• The teacher will pass out Cheez-Its to each student and tell them not to touch or play with them until they are instructed to do so.

• The teacher will tell the students that she will display a shape up on the Smart Board in grid form and the students will use their Cheez-Its to create a replica of the shape displayed.

• The students will find the perimeter and area of the shape the re-created and write the perimeter and area of the shape on their desk with a dry erase marker. Tell the students to write their answers in this format: P=X units, A=X units sq.

• Discuss that depending on what we are measuring, different units will be involved. (Perimeter: cm, in, ft, etc. Area: cm sq., in sq., ft sq.,etc. When units aren’t specified, the students can write units and units sq.)

• The students will count the sides of the Cheez-Its on the outside of the shape to find the perimeter and count the amount of Cheez-Its inside the shape to find the area. The students can use their dry erase markers to mark along the sides as they count.

• The students will complete a worksheet with perimeter and area that they will complete. They can use their Cheez-Its to help them if desired. They must label with correct units.

• When students get done with their worksheet, they can use their Cheez-Its to create their own shapes and find the area and perimeter of them.

• As more students finish, they can find a partner near them and makes shapes for each other to find perimeter and area.

• The students can eat their Cheez-Its at the end of the lesson!

Thinking Levels:

Comprehension:

• Identify the difference between area and perimeter.

• Reproduce the shapes that are displayed on the Smart Board and find the area and perimeter.

Application:

• Make your own shape that has an area of 15 units squared.

• Construct a shape that has a perimeter of 23 units.

Analysis:

• Compare and contrast a shape with an area of 8 units squared with a shape with an area of 26 units squared.

Synthesis:

• Predict how many Cheez-Its you will need to create a shape that has a perimeter of 32 units.

Evaluation:

• Discuss why some shapes can have the same perimeter but a different area.

Learning Styles and/or Accommodations:

• Remediation: Students who struggle with mathematics will only have to complete the odd numbered problems on the worksheet so that they can have more time to spend doing the even numbered problems.

• Extensions: Highly motivated students in mathematics can create their own shapes to find the perimeter and area of. They can write down their own problems for another student to complete when they get done with their worksheet.

• Learning Styles:

o Visual: Creating shapes using Cheez-Its to find area and perimeter.

o Mathematical/Logical: Finding area and perimeter by creating shapes using Cheez-Its as a manipulative.

o Intrapersonal: Designing their own shapes to find area and perimeter of and working individually on their worksheet.

Materials:

• Smart Board

• Cheez-Its

• Dry erase markers/erasers

• Perimeter/Area worksheet

• Pencils

Methods:

• Discuss what perimeter and area are and how they can be measured.

• Display different shapes in a grid on the Smart Board that the students can create with their Cheez-Its.

• Have the students find the perimeter and area of these shapes and write their answers on their desks with their dry erase marker.

• The students will complete a worksheet individually, making sure that when they record their answers that they are labeling them with the correct units.

• When students finish their worksheet, they can create their own shapes and write the perimeter and area of each shape they create using their dry erase marker. They can work with another student that is finished with the worksheet and they can make shapes for each other.

 

IV. Modeling:

• Discuss that perimeter measures the outside of the shape and area measures the inside of the shape and include hand motions to do with the students so that they can remember this.

• The first shape that is displayed on the Smart Board, find the perimeter and area in front of the students, marking each side as you count the perimeter and marking each tile in the grid as you count the area.

• For the second shape displayed, have the students make it with their Cheez-Its. When every student has created their shape, have a volunteer come to the front and count in front of the students, marking with a marker as he/she counts.

 

V. Checking for Understanding:

As the students are creating the shape that is displayed on the Smart Board each time, circulate around the room and check to see if students understand how to count perimeter and area of each shape. Also, check for correct labeling units for each of their answers.

VI. Guided Practice:

The students will create the shapes displayed on the Smart Board and find the area and perimeters of them. Between each shape, the teacher will go over the correct answer with the students, allowing each student to check their own understanding.

VII. Independent Practice:

The students will practice finding area and perimeter by creating replicas of the shapes that are displayed individually. The students will then individually work on a worksheet finding perimeter and area and including correct units.

VIII. Closure

The teacher will have a student come up to the Smart Board and create their own shape for the class to try. The students will find the perimeter and area of that shape. The teacher will go over the correct answer and remind them that today they learned that perimeter is the distance around a shape and area is the amount inside a shape. The teacher will also recap with the students that they found the perimeter by counting the units outside of the shape and we found the area by counting the units inside the shape. The teacher will inform the students that we will be using a new method to find area and perimeter tomorrow.

X.                Assessment/Reflection

The teacher will reflect on today’s lesson and think about what worked well and what did not. Was the interaction with the Cheez-Its successful and helpful to the students? The teacher will look over the worksheets that the students completed to evaluate the students’ understanding as a whole class and what specific parts did students struggle with.



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