Natalie Clifford | 23 July 2017

6th Grade Math Sample Lesson Plan

Instructional Planning Grid

Texas Essential Knowledge and Skills (TEKS):

The student applies mathematical process standards to represent and solve problems involving
proportional relationships. The student is expected to (a) represent constant rates of change in
mathematical and real-world problems given pictorial, tabular, verbal, numeric,
graphical, and algebraic representations, and (b) calculate unit rates from rates in mathematical and
real-world problems.

Objective:
By the end of this lesson, students will understand how to measure an objects perimeter and
consider the utility of this process in relation to objects in their daily lives.

Big Understandings:
Understanding the mathematical process of measuring perimeter will prepare students to be more
aware of the importance of mathematics in everyday life.

Assessment Evidence:
In class, students will work on measuring objects selected by Ms. Clifford. Ms. Clifford will
differentiate the tasks for assessment, depending upon student abilities. Ms. Clifford will check
student answers to ensure they have correctly measured the perimeter, and demonstrate the correct
procedure for measurement to any students who are struggling.
For homework, students will be assigned to measure the perimeter of a room in their apartment or
home. Ms. Clifford will require that students draw a picture to represent the object and label the
length of its sides with exact measurements. Additionally, students will have to show their work as
they calculated the perimeter formula and conversion of their measurements from inches to feet.

Opening Hook:
Students will brainstorm objects whose perimeter could be measured and why it would be important
to do so. Ms. Clifford will ask students to write down these ideas.

Input:
Ms. Clifford will define the term perimeter with students. Ms. Clifford will also explain how to
measure the perimeter of an object, as well as the perimeter formula and conversion formula from
inches to feet.

Modeling:
Ms. Clifford will choose an object in the room on which to demonstrate measuring the perimeter.
Ms. Clifford will narrate out loud the steps of measuring an objects perimeter.

Guided Practice / Monitoring:

Ms. Clifford will pair students together to measure objects selected by Ms. Clifford. Ms. Clifford will
walk around the room to monitor student progress and answer any questions, to ensure that
students are applying the formulas properly.

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 Natalie Clifford | 23 July 2017

Check for Understanding:

Teacher will ask 1 representative from each group to share the object they measured and how they
found the perimeter. Teacher will choose 1 student to show their work on the board in regards to
using the formulas.

Materials / Resources:
The class will need tape measures, rulers, and objects of interest to be measured.

Grouping Patterns:
Students will work independently for the hook as they brainstorm ideas of objects to be measured.
Students will then work in pairs for the first activity.

Ending / Summary / Reflection:

To summarize and wrap up class, Ms. Clifford will ask students to re-visit the list of objects they
brainstormed that they could measure at home. This will be students homework for the evening.
Ms. Clifford will review the importance of perimeter with students.
Ms. Clifford will ask students to give a thumbs up if they feel that they understand how to measure a
perimeter, thumbs in the middle if they feel like they need more practice, thumbs down if they are
still confused or have questions.

Use of Technology:
I will utilize the Ruler app to help all students visualize how to measure the perimeter of an object. I
will also model use of the app to show students how to measure an object via the app.