Teacher Education Lesson Plan Template

Teacher: Shawna LoPresto Date: February 9, 2017

Title of Lesson: APV Power Day Cooperating Teacher: Megan Gamble

Core Components
Subject, Content Area, or Topic
Mathematics: Measurement- Perimeter, Area, and Volume
Student Population
20 Students
o 10 girls
o 10 boys
o 4 gifted

Learning Objectives
MA.5.3.2 The student will differentiate among perimeter, area, and volume and identify
whether the application of the concept of perimeter, area, or volume is appropriate for a
given situation.
MA.5.3.1 The student will find perimeter, area, and volume 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 and
b) Differentiate among perimeter, area, and volume and identify whether the application of
the concept of perimeter, area, or volume is appropriate for a given situation

Materials/Resources
base 10 blocks
Measuring Recording sheet for Group 1
Several sets of perimeter, area, and volume task cards
Rolling rectangles score sheet (VDOE, 5th Grade Measurement unit)
Dice
Grid paper
Exit ticket
Versatiles and Perimeter, Area, and Volume Versatiles book
Rally Coach cards (VDOE, 5th Grade Measurement unit)
Dry erase markers
Math notebooks

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%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 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%
Audio Visual 20%
Reading 10%
Lecture 05%

Time
(min.) Process Components
*Anticipatory Set
10 Daily Math Procedures (RAM, Minute Math, Homework Review)
min. RAM problem
TTW put the ram up and have students work independently to solve it. When
students finish, one student will come up and work it out on the board. TTW ask
students if they agree or disagree
Minute Math
TSW complete their minute math cards and collect them to turn in when they are
done
TTW review homework under the document camera. TSW pass their homework to
the left and use a colored pen to mark any incorrect answers, writing the correct
answer next to the problem.
TSW circle any problems that are still confusing after reviewing so that the teacher
can help after whole group instruction.
1 min. *State the Objectives (grade-level terms)
I can explain the differences between perimeter, area, and volume.
I can identify when the application of perimeter, area, or volume is
necessary
5 min. *Instructional Input or Procedure
TTW explain that there is no new information for today, but stations to review
everything before moving into new topics.
TTW review with students how to find perimeter, area, and volume. TTW ask for a
volunteer to share the formula for finding each, and checking for a fist to five to
make sure students will be able to work at the stations
TTW answer any additional questions for clarification.
TTW put the groups up on the document camera and explain each station.
5 min. *Modeling
While explaining each station, TTW model an example for each station so that
students can see how to do the guided stations as well as the independent
stations
1 min. *Check for Understanding
Before stations: TTW ask students if they have any questions about the stations
During stations: TTW ask at the beginning of each switch if any group has a
question about their stations

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 45 *Guided Practice
min. TTW use guided practice for each group throughout the station rotation. In this
(combined
time with
case, guided practice is when the students group works with the teacher.
Independe Group 1 (Station 1)
nt practice)
TSW will be with the teacher for the first station to use the base 10 blocks activity
measuring area and perimeter
TSW choose two objects to measure with their base 10 blocks on the top of the
object.
For area, TSW cover the surface of the object with the largest blocks they can.
They will fill in the remaining space with smaller blocks.
TSW record total number of each kind of block they used and find the total value,
showing centimeters squared with their final answer.
For perimeter, TSW use the base 10 blocks to measure the perimeter. They will
use all the tens they can until they have to fill the rest in with ones.
TSW record how many tens and ones they used, and add up the total
centimeters.
Group 2 (Station 2)
TTW use the VDOE lesson Rolling Rectangles for guided practice for this group
TSW work in pairs to play the game. TSW take turns rolling dice twice, and
creating a square with those dimensions on the grid paper. TSW decide which
category to put that area, and check off the box as they do.
If a student doesnt have a partner, TTW pair up with them, otherwise the teacher
will just help when needed
At the end of the time, TSW total their points and see who won.
Group 3 (Station 3)
TTW give each student a versatile kit to work with.
TSW work to complete all 12 problems from the versatile Perimeter Area &
Volume book in the time allotted
TTW help when students have questions or if they are not sure steps to take to
find the area of the complex shape
If students finish, TTW give them the more challenging Volume book to work
through.

45 *Independent Practice
min. TSW work independently at the other two stations they rotate to.
(combined
time with At each station, the students will have a chance to collaborate with each other
Guided Group 1
practice)
Station 2
TSW independently complete any of the perimeter, area, and volume task cards.
Once they have completed one set on their own they can work in pairs or their
whole small group to complete another set.
TSW take turns using different sets of task cards as time allows
Station 3
TSW work in pairs to complete the VDOE Rally Coach activity
If students finish, they can complete a different version and trade partners.
Group 2
Station 1
TSW work in pairs to complete the VDOE Rally Coach activity
If students finish, they can complete a different version and trade partners.
Station 3

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TSW independently complete any of the perimeter, area, and volume task cards.
Once they have completed one set on their own they can work in pairs or their
whole small group to complete another set.
TSW take turns using different sets of task cards as time allows
Group 3
Station 1
TSW work in pairs to complete the VDOE Rolling Rectangles game
Station 2
TSW work in pairs to complete the VDOE Rally Coach activity
If students finish, they can complete a different version and trade partners.

10 Assessment
min. TSW complete the area, perimeter, volume exit ticket and turn it in as an
assessment
The printed exit ticket has numbers written in for each figure.

2 min. *Closure
TSW turn in their exit, clean up math stations, and get ready for science by getting
out science notebooks.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
This lesson is differentiated in the way that students are grouped by quarterly scores so that they are with other
students who work at a similar learning level
Students who need remediation have the chance to work with the teacher. Additionally, these students will be at
stations where they can use more review rather than new and challenging information.
The students who need enrichment are given activities that will challenge them at the level they need
challenged. In this case, students who have not had any struggles in the perimeter, area, or volume lessons will
be working in group 3 which has a more challenging station than the others.
Classroom Management Issues (optional)
TTW explain and model each station before students work independently
To keep the class on time, TTW have a timer set for each station rotation
If any student cannot participate in their group correctly, they will be sent out of the room to work with
another teacher so that others can successfully work independently

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 POWER DAY STATION PLAN
Date: February 9, 2017

GROUP 1 GROUP 2 GROUP 3

Carlos Lucas Liam
Destiny Amy Jessiah
Tiffany Micah Rory
Hannah Aldriana Camden
Zuri Khaliq Makayla
Brighton Quentin Edera
Nathan Lexi

Intro RAM
Multiplication Timed Test
Go over Homework
Activity Base 10 Area & Area & Perimeter Rolling Rectangles
(15 min) Perimeter Rally Coach (Independent)
(LoPresto) (Independent) Kidney table
Back table On carpet

Activity Tenmarks- A,P,V Rolling Rectangles Area & Perimeter

(15 min) (Independent) (LoPresto) Rally Coach
Desks Kidney table (Independent)
On carpet
Activity Area & Perimeter Tenmarks- A,P,V Versa Tiles-
(15 min) Rally Coach (Independent) Volume
(Independent) Desks (LoPresto)
On carpet Kidney table
Exit After all 3 stations, pick up an exit ticket to complete and turn into the
done basket. Clean up all stations and put materials on kidney table.
Ticket

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

Exit Ticket

A= P=

A= P=

V=

V=

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