Content/Subject: Mathematics Lesson Title: My Dream House: Area & Perimeter Name: Bailey Keller

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Standards CCSS CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and

perimeter formulas for rectangles in real world and
mathematical problems. For example, find the width of
a rectangular room given the area of the flooring and
the length, by viewing the area formula as a
multiplication equation with an unknown factor.

CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement
units within a given measurement system (e.g., convert
5 cm to 0.05 m), and use these conversions in solving
multi-step, real world problems.
Objective/Target and I can statements – I CAN calculate the area and perimeter of my dream
written in student friendly language house

I CAN covert my dream house’s area and perimeter into

different units

Lesson Management: Focus and • Gradual Release Model

Organization • Collaborative/group work
• Independent work
• Using Marzano’s six steps for vocabulary instruction
• Integrate movement

Introduction: Creating excitement and TW read aloud “Come Over to My House” by Dr. Seuss
focus for the lesson target
Show video of elaborate house
Input: Setting up the Lesson for
Student Success
Modeling: “I DO”
Checking for Understanding:
1. Task Analysis:
Read “Come Over to My House” by Dr. Seuss
Define vocabulary terms
Formative assessment- SW define vocabulary in their
own words
2. Higher Level Thinking: Revised Bloom’s or
Webb’s D.O.K. Questions to engage students’
thinking:
Why do you think learning area and perimeter is
important?
How can we use these skills in real life?
Why is knowing how to convert important?
How do we use these skills in real life?
3. Accommodations; differentiating to meet student
needs
SW be exposed to information in a variety of ways:
visually, auditory, and kinesthetically
Students who struggle with formative assessment or
calculating area and perimeter will be pulled for small-
group instruction
TW walk around and ask higher level thinking
questions to support, engage, and challenge students
4. Methods, Materials, and Integrated Technology
Internet access and projector
Anchor chart paper, sticky notes
“My Dream House Project” handout
I DO
TW define vocabulary terms
TW model by sharing an example of a previously
created dream house: “Miss Keller’s Dream House”
TW model how to fill out area & perimeter chart with
THE OFFICE
TW check for understanding by having students define
the terms in their own words (formative assessment)
TW check for understanding while completing area &
perimeter chart- LIVING ROOM (formative
assessment)
Guided Practice: “WE DO” WE DO TOGETHER
SW find dimensions of the LIVING ROOM to calculate
the area
SW define the perimeter of the LIVING ROOM

Collaborative (“YOU DO TOGETHER”) YOU DO INDEPENDENTLY

and/or Independent Practice (“YOU
DO”) SW find dimensions for the area and calculate perimeter
of the GARAGE

YOU DO TOGETHER

SW find the total area of a room with nonstandard

dimensions: KITCHEN
Closure SW begin brainstorming what rooms they would like to
include in their own house

SW create their own dream house

Assessment SW calculate area and perimeter for 5 rooms of their

dream house via area and perimeter table

SW convert units from 3 separate rooms from meters to

feet

Reflection: for every lesson - questions What went well?

to ask yourself after the lesson
How can I improve for next time?

What would I do differently? (lesson or behavior

management)