Grade: 4th Subject: Math Unit Topic: Perimeter Desired learning outcome(s): - students will be able to distinguish between

problems that require area or perimeter. - students will measure and calculate successfully to solve real life problems. Essential questions from learning objective: - when is area used? - when is perimeter used? - what is the difference between area and perimeter? Common Core Standards: 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Learner prior knowledge/learner background experiences: - working knowledge of area and perimeter. - ability to measure using standard measurement. - an understanding of writing mathematically and justifying answers. - working as an active member of a group.

Materials and resources needed: - masking tape - index cards - rulers & yard sticks - clip boards - question/observation sheet - pencil - graph paper - SmartBoard or dry erase board - crayons - math journal Teaching strategies *Introductory strategies (engage) Tell the students that the principal has given us a very important job- to use our math skills to figure out how many plants and how much fencing will be needed for our new school flower bed. We will spend approximately ten minutes reviewing area and perimeter. Students will be put into collaborative groups and given a word problem on an index card. Students will

be directed toward an area of the room where a masking tape rectangle has been laid on the carpet. As a group students will read their word problems and decide if they need to figure out the area or perimeter of the world problem. After deciding, they will use standard units of measure, rulers or yard sticks, to measure the rectangle and come up with either perimeter or area. When done, groups will read problem, share what they chose, and provide an answer; the class will agree or disagree with choice (area or perimeter) via thumbs up or down. This will serve as quick review and prepare students to measure, in the same fashion, for the school flower bed. *Main instructional strategies (explore, explain, elaborate) Students will be going outside to measure the staked off area where the garden will go (I will try not to use the word area to avoid any confusion). A quick reminder of how to behave when working in groups, especially outside the classroom, will be given. Each student will have a clip board and simple recording sheet. The sheet will serve as a space for students to write down their measurements, both perimeter and area; students will work in pairs to measure. The students who are not measuring will be seated on the ground, in a group, discussing things such as flower types and fencing choices for the bed. Upon returning inside, students will get back into their original groups to compare measurements and sketch plans for the flower bed. Students will share the measurements they recorded and the answers they got for area and perimeter. When the group agrees on the correct measurements, they will be given further information about the bed on an idex card (each plant will take up a half foot by half foot space and a fenced will be necessary to enclose the bed on all four sides). Based on this information, students will use provided graph paper to calculate how many plants and how much fencing is required. When each group finishes, calculations will be recorded on the board, these will include the area and perimeter each group agreed upon along with the number of plants and amount of fencing they needed. Answers will be compared; discrepancies will be discussed, if necessary, graph paper sketches and calculations can be projected on the board. When the class reaches a definitive answer, it will be explained that later the class will use a collaborative effort to compose a letter to the principal providing him with the information needed (this will be done at a later time, perhaps during a relevant language arts lesson or the next day in math (tying to 4th grade writing standards pertaining to writing explanatory texts which convey information and ideas clearly). *Concluding strategies (evaluate) Students will then return to their desks for an independent activity which will be done in their math journals (grid paper will be stapled later, explanations written on lined sheets); they will be given 1 graph paper with a pre-drawn rectangle. They will be asked to find out how much construction paper would be needed to frame the rectangle (they must determine if this is a calculation of perimeter or area). After doing so, they will be asked to explain how or why they decided this was the appropriate geometric measure and will cut out the correct sized frame (it will be suggested they cut out four strips to create the frame) and then calculate the area. Directions will be worded in a manner which does not give answers away Look at the red rectangle, you will need to frame the rectangle with

construction paper. Decide whether area or perimeter should be used to figure this out. After your frame is made, decide whether area or perimeter should be used to figure out how many units are inside the frame. Please show and explain your answers. If there is time, they can draw a portrait, etc. inside the frame. Assessment: Formative assessment can be used throughout the lesson. While watching groups their strategies for solving the word problems can be recorded, as well as, their use of correct standard measurements. While outside the same formative assessment can be used. Students group work and sharing can also be informally assessed for understanding. However, the formal, individual assessment will be the grid paper activity in the journal. The entries will be assessed using the following questions and feedback will be provided to each student. If necessary, a student/teacher discussion may be held to talk about answers, etc. Did students choose the correct formula for the frame? Was the correct formula used to find the number of units inside the frame? Did their explanation display an understanding of concepts presented? Accommodations/modifications: N/A Wrap-up and reflection by the students: In closure, we will review the plans we are submitting to the principal. This will allow for a quick review (enforcement) of area and perimeter and when to use. It will also give students to see, once again, the answers they produced to better their school grounds. Reflection by the teacher: Ideally, the math journal will reveal an individual understanding of area and perimeter; this could be graded. Formative assessment throughout the lesson should allow the teacher to see where students are having trouble, whether it be deciding on area or perimeter, measuring correctly, etc. Issues witnessed can be addressed in a follow up lesson.