USF Elementary Education Lesson Plan Template (S 2016)

Name: ______Jordan Martel______

Lesson Content

What Standards (national or

state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

MAFS.3.MD.3.5
Recognize area as an attribute of plane figures and understand concepts of area measurements.
MAFS.3.MD.3.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised
units).
MAFS.3.MD.3.7
Relate area to the operations of multiplication and addition.
MAFS.3.MD.4.8
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.

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence

How can you find perimeter?

How can you measure perimeter?
How is finding the area of a shape different from finding the perimeter or a shape?

SWBAT find the perimeter and area of plane shapes.

SWBAT add and multiply dollar amounts.

USF Elementary Education Lesson Plan Template (S 2016)

written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

Name: ______Jordan Martel______

This lesson will provide this group of students with a challenge in which they continue to learn about
the ways of finding the area and perimeter of a rectangle. Additionally, they will learn about the value
of money

Formative AssessmentsMonitoring our conversation about perimeter and area

During this conversation if they have any misconceptions we will see if they can work them out and
then work together
Summative AssessmentsThe final project will be their summative assessment

In order to teach this material the students will have to have an understanding of area, perimeter,
addition, and multiplication.

USF Elementary Education Lesson Plan Template (S 2016)

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?

Name: ______Jordan Martel______

This is an enrichment group of math learners.

To ensure their previous knowledge of area and perimeter we will have a quick review at the beginning
of the mini lesson.
I know that they will have a lesson on perimeter that morning but area might be a new concept for
them.

Students might have the misconception that area and perimeter is the same thing.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:

Direct Instruction
Guided Release
Small Group
Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

Teacher

After moving from the classroom to the middle of the pod we will have a

USF Elementary Education Lesson Plan Template (S 2016)

What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Student

Name: ______Jordan Martel______

quick review or perimeter and an introduction of area. During this time I will
have them
-record the definitions in their math notebooks
-we will talk about the difference between them
-then do a few examples to solidify what makes them different

Teacher

Then I will hand out the packets of information regarding the Tortious Habitat
Project. In these packets there will be directions, images, and so on.

Student

They will then be responsible for looking at the presented material and
creating a plan of action.
During this time they will be responsible for reading through the directions,
cutting everything out, and making the decisions about what will go in the
habitat.

Teacher

If they need help I will be there to remind them of the directions, the rules, ect.
Quick Overview
This lesson will take two or three sessions.
1st session
Review of area and perimeter
Overview of project
Have students read the directions
Begin finding the required area of the habitat
Have student figure out the cost of materials
Cut out the square foot tiles and have students find the best way to
arrange them
2nd session
Review what we did on the previous Monday
How much money do we have left?
How much are the walls going to cost?
What is the perimeter?

USF Elementary Education Lesson Plan Template (S 2016)

Name: ______Jordan Martel______

What will you do if

Cut out the square foot tiles for the walls

What do we have to have in our habitat? There are specific
requirements.
Figure out the cost as we go along.
rd
3 session
Review and determine how much money is remaining
Finish buy products for habitat
Allow students to think cognitively about their choices
Allow students to draw what they believe the final habitat would look
like.
a student struggles with the content?
If students are struggling with the content we will break it down and look at our notes. If needed we
can split it between two Monday afternoons.

a student masters the content quickly?

If they are mastering the content quickly then the project will move quicker.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This particular class is very interested in animals. So I believe that they will be interested in creating a
tortious habitat.
If applicable, how does this lesson connect to/reflect the local community?
N/A

USF Elementary Education Lesson Plan Template (S 2016)

Name: ______Jordan Martel______

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
This entire small group lesson is differentiated because they are being provided with an extra
challenge. If this lesson becomes to challenging then I will provide more in depth assistance.
How will you differentiate instruction for students who need additional language support?
None of these students will be in need of additional language support due to the fact that they are all
native English speakers. The only difficulty that may arise is due to vocabulary and that will be
covered at the beginning of the lesson.
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

N/A

Construction paper
Pencils
Markers or crayons
Glue
Scissors
Tortious Habitat Information