http://www.teachertube.

com/video/perimeter-and-area-rap-193015

ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date: 4/10/17 Subject/ Topic:
Perimeter
Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Finding the perimeter of rectangles, squares, and triangles
Brief Context:
Students took a pretest on Area and Perimeter
Some are familiar with principles of area and perimeter, some do not know how to find either. This will be
their introduction to perimeter and tomorrow we will move into area.
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the
perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the
same perimeter and different areas or with the same area and different perimeters.
Students will be able to describe how to find the perimeter of a square, rectangle, and triangle.
Students will be able to find the perimeter of a polygon.
Students will be able to use a formula to find perimeter.

I can find the perimeter of a square, rectangle, and triangle.

I can explain the formula for perimeter.

Assessment: [Formative and Summative]

Formative: Exit Ticket

Prerequisite Knowledge/Skills:
Measuring figures. Finding perimeter involves addition.

Technology:
Document Camera
Plickers Device

Materials:
Spaghetti and Meatballs for All
Sticky note represents a table and small cube represents a chair if mapping out tables in the book
If students move themselves to become chairs then use pieces of construction paper to make the tables.

Scissors
Glue
Perimeter Interactive notebook pages
Picture Frames
Rulers

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception
Using a little square to represent
a table and chairs, deciding how
many spaces they will need
Options for
Language/Symbols
Finding the formula, showing
examples of how the variables
represent the formula
Options for Comprehension
Options for action/interaction
Sharing ideas with group
Options for Expression
Options for Executive
Function
Options for recruiting
interest
Read Aloud
Coming up with a class pet
Options for Sustaining Effort
& Persistence
Options for Self-Regulation

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
Read Spaghetti and Meatballs for All
What does it mean to fret?
Will they have enough space when the tables are in one long row? Why dont you think so? Share
with your group.
After the children arrive with the triplets and their boyfriends, what should they do? Talk in your
group to see how they should set up their table.
Or

Were going to get a class pet! Think of what you might want it to be. Have students vote on plickers.
So if we had this pet, what are some things we need for it? (Food, water, cage, place for it to run)
We want our bunny to be outside, right? So what would we need around the yard? A fence!
Would we go to the store and just say, we need a fence? Nope! We need to find out how much fence we
need.
What will the fence tell us? (the distance around the yard)
What does that represent? The perimeter.

Development: [It may help to number your steps with corresponding times.]
Perimeter tells us what?
(Students fill in a notes sheet that they will put in their interactive notebook.)
Perimeter
o The distance around an object.
o The sum of the lengths of the sides.

On the notes sheet, students find the perimeter of two rectangles, one square and one triangle.

Students will continue by writing an equation for finding the perimeter of a shown rectangle, triangle, and
square. They will then find the perimeters of these figures.

Discuss:
What is a formula? When do we use it? What do l and w represent? For rectangles, do we just use one
length? DO we just use one width? No, we need two of each.

For triangles, all of the sides will probably be different. So we need to label them l1+l2+l3

Whats special about the sides of a square? What can we do thats different for the formula for the side of
a square 4l

Worldview Integration:
What are some examples of perimeter around the room?
The toeboard, the door frame, distance around chairs, borders on the posterboard, border around the
whiteboard

What would be some examples of perimeter in real life?

Construction
Sidewalk
Fence
Doorframe
Picture frame

What words might we hear when we questions are asking for perimeter? What might we say when we
want to find the distance around something? Turn and talk to the person next to you.
Ask about examples from groups. Write words alongside foldable so we can notice them in the future.
Examples of Words used: fencing, around, outside, surrounding, border

Closure:
One example of perimeter would be the frame around a picture. Each group receives a picture frame and
a ruler. They find the distance around the frame of a picture. The frame is our perimeter. What is the
distance of each side? What is the perimeter of the frame?

Whats perimeter? When do we use it?

TEACHER INTERN POST OBSERVATION REFLECTIONS-

Your reflection on the lesson including ideas for improvement for next time.
Im learning about pacing and how quickly students can move group A moved quickly but group C had a
hard time understanding. One student even said, I dont know where we get that. So we stopped and
went through and talked about what the l and w in the rectangle formula represented. Another student
mentioned, When you say it, it doesnt make sense. When you show us, it makes sense.

I think they need more practice, or at least a check in to see where they are, so Im going to give and exit
ticket check-in tomorrow. Probably with area and perimeter so we can see how theyre doing when we
move onto day 2.

Students responded very well to the class pet idea. They were very excited about plickers. They asked
all about what could happen with our pet and if we were really going to have one. All classes chose to
have a bunny as their class pet! Nibbles, Coca, and Canela are their names.

Another thing they seemed to know very well was All four sides of the square have the same length

Overall, I felt like I needed more student interaction in my lesson. There was a lot of teacher-student
interaction but a lot less student-student interaction. My mentor teacher agreed. In the future I want to do
10 second quick talks to see if students agree on answers and how to find them.

Teacher feedback:
Use more turn and talk
Take 10 seconds and quick talk in your groups
Brings them more to active thinking

When you ask them to find something, take a second and talk in your groups to see if you all understand