Teacher Education Lesson Plan Template

Teacher: Shawna LoPresto Date: February 2017

Title of Lesson: Measurement: Perimeter Cooperating Teacher: Megan Gamble

Core Components
Subject, Content Area, or Topic
Mathematics: Measurement (Perimeter)

Student Population
19 Students:
9 Girls
10 Boys
4 Gifted

Learning Objectives
MA.5.3.1 The student will find perimeter of given figures in standard units of measure

Virginia Essential Knowledge and Skills (SOL)

Mathematics SOL 5.8- The student will

a) Find perimeter, area, and volume in standard units of measure

Materials/Resources
Determining Perimeter Worksheet and Answer Key
Finding Perimeter Worksheet
Interactive Math Notebooks
2 Tape measurers
Perimeter Task Cards
QR Task Cards
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%

Time
(min.) Process Components
15 *Anticipatory Set
min. TSW get out their RAM sheets, and solve the problem that is on the board
TTW choose a volunteer who would like to come up and use the promethean
board pen to explain the problem and the solution they found
TTW ask the class to show that they agree or disagree with a thumbs up or
thumbs down
If any students disagree, TTW ask what they disagree with, and resolve any
misconceptions.
TTW tell students that they are going to get to find the perimeter of the
classroom today.
TTW pick two students to use tape measurers and measure the length and
width of the room, explaining that ideally the other length and width are the
same since the room is a rectangle (or square)
TTW explain that all sides around the room equal the perimeter and have the
two students add up the sides
TTW have students go back to their desks and get out their math notebooks

>1 *State the Objectives (grade-level terms)

min.
I can estimate and find the perimeter of a polygon with or without diagrams

10 *Instructional Input or Procedure

min. 1. TTW put her math notebook under the document camera and teach perimeter
through notes and have students follow along in their notebooks, adding
anything that helps them understand
2. TTW write out the definition: Perimeter- distance around the outside of a
polygon
3. TTW give examples: rim, border, frame, fence, around, trim, outside
4. TTW draw a square with side lengths of 5 cm.- next to it write Perimeter=add all
sides
5. TTW show P=5+5+5+5, so P=20 cm
6. TTW show a rectangle example, and a pentagon example the same way
7. TTW ask students to show their level of understanding through fist to five
o Fist to Five is having students use their hand to put up 0 for completely lost, 3
for getting it but need practice, and 5 for totally understand.

2 min. *Modeling
The teacher uses modeling through writing the problem, A square has a
perimeter of 24 ft. What is the total length of each side? The teacher draws a
square and P=24 ft. The teacher uses think aloud to get students to see that in
order to get the answer, they will need to divide by the four sides. So the teacher
writes out 24/4=6
The teacher also uses modeling through the instructional procedures as the
notebook is modeling how to find perimeter

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Check for Understanding
TTW check for understanding informally through the fist to five after the lesson
TTW check for understanding as students complete the Determining Perimeter
worksheet as well
20 *Guided Practice
min. TTW display a couple of problems on the document camera and have students
volunteer to show how to solve the problem.
TSW come up and use a promethean board pen to show how they would find
the perimeter for the problem given
TTW correct any misconceptions or errors so that students can understand
correctly
TTW ask questions in the beginning and then back off as students understand
TSW work in pairs to complete a task card
TTW choose 2-3 task cards to let the pair come up and explain

20 *Independent Practice
min. Based on the pre-assessment given before the measurement unit, students will
be in two groups. Those who need more challenging practice with perimeter will
work on the QR task cards and iPads. The others will work on Determining
Perimeter.
Students working on the QR task cards will get iPads and work at the back
table, students working on Determining Perimeter will stay at the desks
After the timer goes off, the students at desks will pass all worksheets to the left
to be collected. Students at the back table will place all task cards in bags, put
iPads on chargers, and return to desks.
10 Assessment
min. TSW use Finding Perimeter problems to show that they understand how to find
perimeter. TTW assign this as homework if there is not enough time in class for
this to be completed.

>1 *Closure
min. TTW instruct students to put away their math notebooks and worksheets and
get ready for science.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW differentiate instruction by working with the two groups separately, based on their
pre-assessment and this lesson.
TTW further differentiate instruction in small group for those who may still be struggling
through small group instruction, or helpful independent practice on tenmarks on their
individual chrome books.
Classroom Management Issues (optional)
TTW have all materials present and organized at start of the lesson
TTW explain transitions before movement
TTW use If you can hear me clap once, if you can hear me clap twice to draw pairs
back to paying attention after group work
If students do not listen when giving directions, let them know you will wait until they are
ready to listen.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015