Name: Kristi Kay Grade Level: 3rd Grade Date: 2/1/16

Group Size: Whole Group

Subject/Lesson Topic: Area and Perimeter

Objectives:
TLW be able to identify the difference between area and perimeter.
TLW be able to find the total area of multiple rectangles together.
TLW be able to find the perimeter of a shape with different dimensions.
TLW be able to explain how they were able to solve for the area and perimeter
(High Students Only).
Standards/GLEs:
3.MD.5.A a square with side length 1 unit, called a unit square, is said to have
one square unit of area, and can be used to measure area
Contextual Factors:
Public elementary school (pre-k through fifth grade)
18 students, 12 girls, 6 boys
The class contains ESL students and students who are reading below grade level.
Teacher Materials/Resources:
Construction paper
Grid paper
Crayons
Glue
Scissors
Burns, Marilyn. (2008). Spaghetti and Meatballs for All! A Mathematical Story.
New York: Scholastic Paperbacks.
Student Materials/Resources:
Pencil
Technology Integration:
N/A
Family/Community Connection or Extension:
I will send a letter home with each student explaining the lesson to his or her
family. In the letter I will also include ways they can continue to help the student
with area and perimeter at home.
Pre-Assessment:
I will have the students explain the difference between area and perimeter on an
entrance ticket prior to coming to class.
Lesson Procedure and Activities:

Introduction:
I will read the story Spaghetti and Meatballs for All! A Mathematical
Story to the students. This story describes a family setting a table for a
family dinner where they need to understand the area and perimeter in
order to have a different configuration of tables to fit a different number of
people.
I will ask four different students to describe the difference of area and
perimeter.
Activities:
Students will each receive a sheet of grid paper while they take out a
pencil.
They will then draw out the different body parts (head, arms, legs, body,
hands, feet, and neck) on the grid paper with their pencil.
Then they can color in the squares of their persons body parts with the
crayons that are at each group and cut them out.
Once they are finished they will glue the body parts onto a piece of
construction paper.
Finally they will find the area and perimeter of their person.
The higher students will additionally write an explanation of how they
found the area and perimeter of their you-bot.
Closure:
I will have four students present their you-bot to the class and explain
how they found the area and perimeter of it.
Then I will point out how each students you-bot looks different and
show how each student is unique.
Differentiation:
Special needs: Children will be allowed to ask any questions that they may have
throughout the lesson. I will pause various times throughout the lesson to ask
questions, in order, to make sure that the students are grasping what is being
taught.
Behavior needs: I will compliment children who are on task in order to urge the
children who are off task to get on task. If they continue to have issues, I will
move them to the front of the class so there are fewer distractions for them.
Different ability levels: I will ask both lower and higher level questions so that
each child will feel apart of the lesson. Children who need more challenge will be
able to answer higher-level questions. Whereas, children that are on a low level
will be presented with lower level questions that they are able to answer with
confidence.
Cultural differences: The lesson I used is anti-biased and it is something that is
relevant to each of the students lives. I used standards and activities that are
developmentally appropriate for all of the students.

Formative Assessment/Evaluation:
My pre-assessment is to have the students explain the difference between area and
perimeter on an entrance ticket prior to coming to class. This will allow me to see
how many students understand the difference before coming to class.
Throughout the lesson I will take anecdotal notes of the students to see if they
understood the differences between area and perimeter. My post-assessment will
again be having the students explain the difference between area and perimeter.
This way I will be able to see exactly how many students were better able to tell
the difference between area and perimeter after the lesson.
I will also grade each students you-bots to double check that they understand
the differences.