ASSURE Template for Lesson Planning



ASSURE Template for Lesson Planning

Name: Kathleen Samulski

Lesson Title: Finding the perimeter of a square and rectangle

Subject Area: Math

Grade Level: Four

Lesson Summary

Prior to this lesson, the students have been instructed in depth on how to find the perimeter of a square and rectangle. After a review and demonstration, the students will use the several educational websites to reinforce calculating the perimeter for squares and rectangles. The students are expected to meet certain criteria, and they will also have the opportunity to beat their own best times. The students will be evaluated on their performance.

Michigan Standards (Student)

M.TE.04.06 Know and understand the formulas for perimeter and area of a square

and a rectangle; calculate the perimeters and areas of these shapes and

combinations of these shapes using the formulas.

National Standards (Teacher)

PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

• design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

• plan for the management of technology resources within the context of learning activities.

• plan strategies to manage student learning in a technology-enhanced environment.

TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

• facilitate technology-enhanced experiences that address content standards and student technology standards.

• use technology to support learner-centered strategies that address the diverse needs of students.

• apply technology to develop students' higher order skills and creativity.

• manage student learning activities in a technology-enhanced environment.

Analyze Learners

The learners are 26 typical nine and ten-year-old fourth graders. Half of the students are boys and half are girls. The students have received sufficient instruction on how to compute the perimeter of squares and rectangles and are expected to successfully complete the activity. Students are accustomed to using computers, and the students are familiar with using the Internet. They easily type in a web address to get to an Internet site. The students are experienced with using computers and the Internet in their learning environment. The students’ learning styles are distributed evenly among visual, audio, and kinesthetic. The students enjoy working on the computer, and they are enthusiastic and motivated when computers are included in the learning environment.

State Objective

• Given one side of a square, the fourth grade student will calculate the perimeter for 15 problems with a minimum 90% accuracy.

• Given two sides of a rectangle, the fourth grade student will calculate the perimeter for 15 problems with a minimum 90% accuracy.

Select Methods, Media, and Materials

• The teacher will project information from the following website on an electronic white board.

o

• The students will use computers in the computer lab.

• The following websites offer a description for calculating perimeter, opportunity for practice, score reporting, and related games.

o Perimeter of a square:

o Perimeter of a rectangle:

• The students will use a printer to print their activity results.

Utilize Materials

1. Preparation

a. The teacher projects a website, , which reviews the formulas for finding the perimeter of a square and rectangle.

b. The teacher questions for understanding

c. The teacher projects sample problems for finding the perimeter.

d. The teacher writes on the white board demonstrating calculating the perimeter using the formulas from the website.

e. The students participate in several more examples in finding the perimeter.

2. Practice

a. The teacher projects the websites, and on the electronic board and models completing the activities.

b. The teacher and students discuss behavior for using the Internet.

c. Students work at their individual computers to type in the web addresses and complete the activities.

i. First, students read the overview.

ii. Next, students work to complete the practice activity with a minimum of 90% accuracy for 15 problems.

1. Students may repeat the activities until they meet the requirement.

2. Students print their final results to submit for evaluation.

iii. Students who finish early may play the corresponding games to beat their own times and percentage of accuracy.

Require Learner Participation

1. Preparation

a. Students observe and recall prior knowledge.

b. Students give feedback.

c. Students participate.

2. Practice

a. Students follow directions.

b. Students read overview.

c. Students engage in completing the activity on the computer.

d. Students calculate the perimeters for squares and rectangles.

e. Students print and submit their results.

f. Students attempt activities multiple times if necessary.

g. Students compete with themselves in corresponding games.

Evaluate and Revise

The teacher evaluates the students by observing their performance while they work on the Internet activity and games. The teacher also evaluates the students by the score report they submit. Students who perform with at least 90% accuracy for 15 problems are meeting the objective goals. Students who are performing with less than 90% accuracy for 15 problems need more practice and instruction.

If the majority of the students finish the computer lesson in less than 20 minutes with 100% accuracy, I will revise instruction to include content instruction on the next concept in the curriculum. I might use this activity during an earlier perimeter lesson. If students struggle to complete both activities in the allotted time, I will revise the lesson to take place over several days. In this situation, I might make revisions for more content instruction to occur before the lesson. A main reason for revision would be whether the material is too easy or too difficult. Hopefully, it is somewhere in between the two.

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