Lesson title: Understanding Perimeter and Area of Various Shapes

Date: 11/30/15 – 12/4/15

Standard: 4.MD.3

Materials: Chenille stems, Ruler, self-stick notes, Connecting cubes, Constriction paper and Markers.

Content Objective: I can find the area and perimeter of a figure.

Language Objective: I can write the formula to solve the perimeter and area of specific figures such as squares and rectangles.
Time Frame Lesson plan
Engagement
20 min for each lesson Chapter thirteen concentrate on the measurement and data Domain. Therefore, the teaching session will dwell on the aspects of Perimeter and
Area. More stress will affirm that concrete models such as grid papers and centimeter cubes can be used to represent unit squares. At the end of this chapter, the
teacher will confirm if the students have grasped the concept of using unit square in finding the area of rectangles, if so, then they can transition more easily to
make use of unit squares to find volumes of prisms.
Lesson 13-1: Measure Perimeter
Objective: To find the perimeter of a figure
Materials: Chenille stems and Ruler
Activities
– Give a brief chapter overview (show connection between the knowledge the students have learned in the previous chapters to the learning objectives of chapter
thirteen)
– Define and explain perimeter (vocabulary on view: perimeter)
– Present figure to students in form of rectangles and squares to be measured
– With shapes on the board, have the students write real-world examples of perimeter on their books such as the crust piece on a bread, fence around school yard
and a picture frame.
– Demonstrate to the students how to take measurement of the premiere of the figure they have identified.
– Ask the students to recall the formula of obtaining perimeter of figure identified.
Lesson 13-2: Problem Solving Investigation: Solve A Simple Problem
Objective: To solve a simpler problem to solve problems.
Activities
– Quick review of the previous lesson on perimeter measurement.
– Present a problem to the students that involves measurement and conversion of measurements from some large units to some smaller units.
– Develop a proper problem solving strategy to help the students break complex problem down to solve simpler ones. This can be done step by step by use of
smaller numbers or rounding numbers.
– The problem to be solved must express clear dimension and units to offer guidance to the students during the lesson. The problem must involve conversion of
different units to one common standard units.
– Present a problem to the student to solve the problem on their own
Lesson13-3: Hands On: Model Areas
Objectives: To explore the area of a figure
Materials: self-stick notes
Activities
– Ask the student make measurement of the exercise book to represent the perimeter, this will be as a recall of the previous lesson activities.
– Recall to the students the definition of area and the shapes of figures such as the square (vocabulary on view: Area, Square units, unite square)
– Write words on the board and ask the students what they know about obtaining the areas by use of square units.
– Demonstrate to the students how to use the grid papers to find areas.
– Present to the student a simple problem to demonstrate on use of both the unit square and square unites in presenting area of a figure.
Lesson 13-4: Measure Area
Objectives: To find the area of a Rectangle and Square
Materials: Connecting cubes
Activities
– Conduct a quick review of the previous lesson to help the students connect to the present discussion on area measurement.
– Enquire from the student wat they know about the area measurement
– Ask a volunteers in class to write the formula of finding areas on the board as well as another volunteer to write the formula of finding the perimeter.
– Demonstrate to the students the comparison of the two formula and later have the student perform the same on their own.
Lesson 13-5: Relate Area and Perimeter
Objectives: To relate Area to Perimeter
Materials: Constriction paper, Markers
Activities
– This being the last lesson on the chapter, wrap up the previous lesion from perimeter and area measurements and the various formulas applied to the students
understand the relationship between area and perimeters.
– Review the vocabulary on the board (vocabulary on review: Area and perimeter)
– Present a Venn Diagram graphic organizer and have volunteer students come to the board to write characteristics that are common to perimeter and area or
exclusive to area or perimeter
– For complete comparison, apply the area and perimeter formulas for rectangles in real world and mathematical problems.
– Wrap up the lesson by asking the students develop a simple preview on the topics discussed.
Exploration 20 min for each lesson Method one: Development of a math model
Lesson 13-1: For this lesson purpose, have the students in pairs and let them record the measurement of lengths of a chenille stems to the nearest centimeters or inch.
Further, have the students use four chenille stems and connect the ends to form a square or a rectangle and thereafter, trace the edges. To make this lesson more
interesting, extend the activity by finding total distance around the outside of various objects around the classroom that are in shape of rectangle or square.
Lesson13-2: For the purpose of solving the problem during this lesson, form the shapes developed by use of chenille stems find the distance round them to the nearest
centimeter or inch.
Lesson 13-3: For the purpose of this lesson, ask the students show how they will align the centimeter ruler when measuring on objects. Make students understand that
zero should not be aligned to one end of the object. To model the math for this lesson further, encourage the student to draw more different shapes from which to
identify rectangular square.
Lesson 13-4: For the purpose of this lesson, have the student work in pairs to model rectangles use 16 connecting cubes. Ask the students measure the length of the
rectangles to help in determine the area of the rectangles and squares.
Lesson 13-5: For the purpose of this lesson is help the student to adopt ta procedural skill and fluency hence the ability to compare area and perimeter. Guide the
students to prepare a KWL chart for perimeter and area. This table is used to buy the students to later fill in what they have learned at the end of the lesson.
Method Two: Co-operative learning, Math’s four group rotation.
– Introduce the concept of group rotation to class.
– Give the students, a class exercise to determine the measurements of rectangles and squares and let the determine the perimeter and areas of the figures.
(assess the student’ performance and understanding on the concept)
– Form the outcome of the assessment, divide the students into four groups such as bellow level, bellow level, on level and above level. This groups therefore
rotates through the four stations during the math lesson.
Station 1: Work with The Teacher
The students sit closer to the teacher, who engage them through an interactive learning and discussion as per the academic needs of the group as well as the day’s
concept. In the group, guide the student through the class text questions after which ask them undertake a small exercise to assess their progress on area and
perimeter.
Station Two: Independence Practice
The student in this station remain seated on their desks and work out simple exercise on perimeter and area measurement. Ask the student to use the chenille stems, and
ruler to obtain the measurements which will help calculation of perimeter and area on their own.
Station Three: Group Practice
The students at this station group themselves into three to four. They engage in a discussion as well as raise question according the concept learnt on the perimeter
and area of figure. Students provide reaction to questions suggested as the teacher asses the relevancy of the answers suggested.
Station Four: Math’s Game
The students are provided with chenille stems, rulers and cubes to create shapes of rectangles and squares. The students could also go out round the school compound
taking measurements of objects in the shape of squares and rectangles. After which they compute the perimeter and areas to the objects measured.
Summery on the four stations
Stations Work with the Teacher Independent Practice Group Practice Math’s Games
Rotation 1 Way Below Level Above Level Below Level On Level
Rotation 2 Below Level Way Below Level On Level Above Level
Rotation 3 On Level Below Level Above Level Way Below Level
Rotation 4 Above Level On Level Way Below Level Below Level

Explanation
20 min for each lesson – On measuring the figures, the students must measure correctly to the nearest centimeters or inch to avoid more errors.
– Clear the misconceptions in relation to the formulas used in calculating the perimeter and area.
– Distinguish the definitions of areas from perimeters clearly and ask the students records the same in their exercise books
– Lead the students in attempting exercise step by step and thereafter ask the student attempt other questions on their own.
– Help the students make correction on the questions failed.
Elaboration
15 min foe each lesson – Use the rulers to make measurements on object identified to be squares and rectangles to demonstrate to the students how to take valid
and proper measurements that will help to calculate areas
– Build on the essential question in the chapter using the required language to encourage maximum transfer.
– Draw to the students’ diagram that will illustrate the meaning of the perimeter with labels included
– With areas and perimeters given, elaborate to the students how to find the measurements of the figures.
Evaluation 15 min – Give the students comprehensive exercise and assignments to verify the students’ problem-solving skills on perimeter and area
measurement on rectangles and squares.
– For each lesson, assess the vocabulary of the students as per the concept learned such as Area, Perimeter, Squares and Rectangles.
– Apart from the class exercise, give students homework on identification of various objects around the home in from of squares and rectangles such as bar soaps,
carton box among others and find their measurement and areas.
– Give to the students a final evaluation test at the end of the chapter. From the outcome, advice the students with problems on the caverned topic accordingly.
– From the outcome of the final test, assess the performance whether the students are able to move to the next chapter, by understanding the concept of perimeter
and area taught throughout the chapter.
TO HAVE YOUR ASSIGNMENTS DONE AT A CHEAPER PRICE, PLACE THIS ORDER OR A SIMILAR ORDER WITH US NOW.