LESSON PLAN

April 4, 2019 Lesson Title Introduction to Perimeter Grade Level 5

Date
Mathematics 1
Subject Lesson #
Laura Wostradowski
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

Students will eventually:

 “Design and construct different rectangles, given … perimeter … (whole numbers), and make generalizations” (Alberta Education,
2007/2016, p. 31), but this lesson will just be a reintroduction to perimeter

Alberta Education. (2016). Mathematics: Kindergarten to grade 9 [PDF file]. Retrieved from
https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf (Original work published in 2007)

Objective in student-friendly language Assessment Strategies

By the end of this lesson students will be able to find the perimeter of
a given object.
 Teacher will make observations to determine if students are
understanding the lesson
o If required, teacher will adapt the lesson to the
students’ needs and adjust accordingly
 Teacher will ask students whether they understand the lesson
using thumbs up/side to gauge students’ understanding of the
lesson so far and adapting it if required
 At the end of the lesson, the teacher will use an exit slip, which
will be a few questions on perimeter to gauge student
understanding to help in planning the next lesson

Resources Personalization/Differentiation

 Whiteboard and markers  Teacher will first model how to determine perimeter as well
 Students’ math journals as explain it verbally to ensure students gain an understanding
 Pencils of how to determine perimeter
Adapted from Wiggins, Grant & J. McTighe (1998)
  Erasers  Teacher will check-in with students/groups to ensure that
 Rulers and/or meter sticks learner needs are being met
 Students’ transparencies, whiteboard markers, and  Students will get to do some partner/group work to allow for
whiteboard erasers peer teaching/assistance if required

LESSON PLAN SEQUENCE

Introduction

The teacher will first ask students what they know about perimeter to activate their prior knowledge on perimeter. The teacher will ensure
to provide students will a definition and examples to ensure students know what they will be learning.

Learning/Activity Sequence

What is the TEACHER doing? What are the STUDENTS doing? Approx. time
 Teacher will have whiteboard markers and erasers on  Students will have their whiteboard markers and 15 minutes
students’ desks so that they are ready to go for the erasers ready before lesson begins so that they are
lesson ready to go to use their transparencies
 Teacher will have on the board the learning goal,  Students will participate in discussion by putting their
which will be “Students will know what perimeter is hands up or they may also be called upon so that the
and how to measure it” teacher may gauge understanding of all students
 Teacher will ask students what perimeter is before
providing a definition: “the distance around a 2D/3D
shape”
o Teacher should also mention that to determine
perimeter, you must add all the sides together

Adapted from Wiggins, Grant & J. McTighe (1998)

 Teacher will provide examples and non-examples of
determining perimeter by drawing shapes with a grid
(drawing ticks around it to determine perimeter or
drawing lines around sides) and measuring a shape on
the board without a grid with a ruler before
measuring a students’ desk to show how to measure a
real-life object

 Teacher will do a couple of examples with the  Students will help teacher in determining the answer 10 minutes
students in determining perimeter on their to examples through putting their hands up and by
transparencies using the grid paper being called upon so that the teacher can determine
o Ex. Give the perimeter of this shape the understanding of all students
o Ex. Draw a rectangle with a length of 3 units  Students will get to trade shapes with their partner to
and a width of 2 units. What is its perimeter? practice determining area
Give another example of a rectangle with the
same perimeter.
 Teacher can use this question to give
the formula for determining the
perimeter of a rectangle ([2 x length + 2
x width]) <- make sure to mention that
this will only work for rectangles (and
that technically a square a rectangle)
o Ex. For a rectangle with a perimeter of 10 cm,
what are the possible lengths and widths
(using whole numbers)?
o Teacher will use thumbs up/side to gauge
students’ understanding
 Teacher will have students work in their table
pairs/rows on perimeter
o Students will create an object using the grid on
their transparency and pass it to their desk
partner and their desk partner has to
determine each perimeter

 Teacher will have students copy out the chart for the  Students will first copy out the chart into their math 25 minutes
math scavenger hunt in which students will try to find journals

Adapted from Wiggins, Grant & J. McTighe (1998)

 the estimated perimeters of three shapes (students  Students will find objects with the estimated
must use whole numbers) perimeter to put into their charts
o Students will remain in their desk groupings
for this activity
o The chart will include a column for estimated
perimeters, a column for the objects, a column
for the objects’ length, a column for the objects’
width, and the actual perimeter of the object
o Perimeters for students to find will include 1)
an object with a perimeter of 15 m; 2) an object
with a perimeter of 30 cm; 3) an object with a
perimeter of 10 cm
 During this activity, the teacher will check-in with
groups and observe to determine level of
understanding

 As an exit slip, the teacher will have students answer  Students will answer questions on the board with 10 minutes
some questions on the board on perimeter and hold their transparencies and hold them up when asked
up their answers on the transparencies
o Ex. Find the perimeter of this shape
o Ex. Make two different rectangles on the grid
with a perimeter of 12 units
 As students are answering these questions, teacher
will also walk around to observe how students are
doing
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

By ending the lesson with an exit slip and the scavenger hunt activity, students will be able to demonstrate whether they understood the
purpose of the lesson and its importance. Through the discussion and participation throughout the lesson, the teacher will also be able to
determine whether students have gained an understanding of the purpose and importance of the lesson, but also will adapt to ensure that
students understand this if necessary.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

I think that students experienced this lesson as more of introduction to perimeter since most of them forgot what it was. They seem to
remember that area is somewhat related, but it is not perimeter. I think they saw this as a reminder of how perimeter works and during the
scavenger hunt, they probably saw this as a fun activity to get them to practice measuring out perimeter. All of the students were willing to
listen during the entirety of the lesson, which was good to see, and most seemed engaged. There was just a lack of focus at certain points from
some students.

The students were able to make explicit their understanding through answering the example problems, letting the class know what they
measured for the perimeter scavenger hunt, and participating in the exit slip. Students could also self-evaluate their understanding and
knowledge and skills by comparing their answers for the examples to that of their peers and the teacher. They could also do this during the
exit slip.

I employed assessment for learning by asking students what they knew about perimeter as well as giving them example problems to work on
during the introduction of the lesson to see where they are at. I also made sure to check-in with groups during the scavenger hunt to ensure
the groups knew what they were doing and I had students answer more problems on perimeter at the end to see the students’ final
understanding of perimeter. In terms of assessment as learning, by letting students answer the problems I had for them, students were able
to compare their answers to peers. Also, the fact that I demonstrated how to answer the perimeter question, students could assess how they
were doing with their understanding of perimeter. I could technically use the scavenger hunt activity as a form of assessment of learning, but
this lesson was just an introduction to perimeter, so it would be better used as a tool to assess formatively to double check for understanding
of the lesson. Due to time, most students only had one to two objects on the scavenger hunt out of three, so I would be curious to see what
they had written down in the journals to actually see if they measured the perimeter correctly.

I believe I was successful in reaching most students. By the end, most seemed to understand how to measure perimeter. The Program of
Studies outcome seemed a bit more difficult for them, so I think that it will just take more time and practice for them to understand how to
work it out. To accommodate for diverse learners, I modeled how to determine perimeter as well as explain it verbally to ensure students
gain an understanding of how to determine perimeter. Also, I made sure to check-in with students/groups to ensure that learner needs are
being met and I had students get into partners/groups to allow for peer teaching/assistance if required during the scavenger hunt activity.
One partnership even joined with another so that they could work together to finish faster. One student in that group had showed the others

Adapted from Wiggins, Grant & J. McTighe (1998)

how he measured out one of the perimeters in the scavenger hunt and they seemed to understand it, so I’m glad to see that peer teaching
actually occurring.

I do not believe there were opportunities to address Indigenous or multicultural knowledge, but I can see an opportunity to address
interdisciplinary knowledge. If I wanted to expand on this lesson, I could include art by having students draw out shapes with specific
perimeters then use either paints or pastels to colour or outline them. Then, they could potentially be meeting a fine arts Program of Studies
outcome as well as the math outcome.

I think the lesson itself went well. The introduction seemed good since, when I asked them how they felt about perimeter, the majority of
them put their thumbs up. However, my partner teacher suggested that I make sure that everyone is finished before I start having them
answer a problem, which I agree with, but I just worried about time during the introduction. Hence, next time, I should not plan for so many
things, extend my time, or just cut things out to allow for more time for all students to answer, not just the quick ones. I realize now that I did
not even get to have students make an object and trade it with their desk partner who will determine the perimeter due to a lack of time, so
next time, if I have more time, then I will do it. Also, my field instructor suggested to me that I include reasons why we need perimeter, so
examples of real-life applications, which I completely agree with since it will allow students to see why they are learning this. During the
scavenger hunt, I realized when I was planning this, I meant to put down that they would only need to find an object that had a perimeter of
1.5 m instead of 15 m and students found it difficult to find an object with a perimeter of 15 m. Most found one that was close, but it became a
barrier to learning since most students just focused on finding an object that big in perimeter. So, next time, I need to double check what I
have written down. Also, I realized I made a mistake during the scavenger hunt while I was talking to groups by accidentally saying that 15 m
is 150 cm when it is actually 1500 cm, but I made sure to correct myself with those groups after I realized my mistake. I think my choice for
grouping during the scavenger hunt was okay, most groups seemed on task, but a couple were not, so next time I should just choose them. I
had just hoped that if they sat beside each other then they would be able to work well together, but I was not quite right. Next time, I’ll just
pick the groups. I think the conclusion to the lesson went well though. I added in some time for students to go over what they got for the
scavenger hunt just so they can share with their peers. This was to ensure students could assess their own learning and so that I could assess
their understanding. During the exit slip, initially, students were making mistakes on how to measure the perimeter of a shape on a grid, so I
added in an extra problem after modelling the answer to the first and most seemed to have understood it then when they held up their
answers. When I did the problem that was more Program of Studies outcome based, students had more difficultly with this, so this showed me
that we, as a class, need to work on this more. Overall, the lesson went well as an introduction to perimeter. Most understood how to measure
it by the end, it was just the harder ideas that they had difficultly with. No one asked me questions about what we were doing at any point in
the lesson, which was a good sign that I was explaining myself well. Also, in terms of classroom management, everything went pretty
smoothly. For instance, I made sure students had everything they needed before going to the carpet and once they got there, they were
focused and easily copied out the chart. I am quite happy with how the lesson went because it showed me where the students need to go in
their learning.

Adapted from Wiggins, Grant & J. McTighe (1998)