LESSON PLAN OUTLINE

JMU Elementary Education Program

Alexandra Tocman
Mr. Adair, Twin Hickory ES
Monday, March 20- Friday, March 24 from 8:15am-9:30am

A. TITLE/TYPE OF LESSON
Measurement unit- including notes, activities, hands-on learning, and assessments

B. CONTEXT OF LESSON
The students will have just ended a unit on polygons, mainly classifying quadrilaterals. The next item
to cover in the curriculum sequence on measurement and geometry is perimeter, volume, and area. We
will also be going reviewing measuring length in customary and metric units. This will be covered in
the first few days. If the students seem to be struggling with this material we will take some extra time
to practice this before moving onto the rest of the topics of this unit because they really build on those
basic measurements principles and I want to make sure everyone is ready for that. Some practice with
temperature and time/elapsed time will also be added into this unit. The way this math class is set up
and based off of is the students interactive notebooks. Because of this, I will use flip charts on the
Promethean Board to help guide students in the information they need to know and should be taking
notes on. Since children enjoy and learn well from hands on experiences I will be sure to include
plenty of these throughout the unit.

C. RELATED VIRGINIA STANDARDS OF LEARNING

5.8 The student will a) find perimeter, area, and volume in standard units of measure; b)
differentiate among perimeter, are, and volume and identify whether the application of the concept of
perimeter, area, or volume is appropriate for a given situation; c) identify equivalent measurements
within the metric system; d) estimate and then measure to solve problems, using U.S. Customary
and metric units; and e) choose an appropriate unit of measure for a given situation involving
measurement using U.S. Customary and metric units.
5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-
hour period.

DAY 3 (Monday, March 20): perimeter and area

F. MATERIALS NEEDED
Set of papers to be hung around the room of the different criteria for warm up activity
Recording sheets for warm up activity
Copies of shapes (squares, rectangles, triangles)
Squares (manipulative)
Rulers
My length flipchart, Promethean Board
Exit ticket slips

G. PROCEDURE
Have papers set up around the room- as review of last weeks measuring material students will
go around to each paper and record the length they would use to measure in customary and
metric of: width of doorway, height of desk, width of dime, distance of a lake, width of a
paper clip, distance of a driveway, length of car, distance in a road race, length of shoe, length
of fingernail, height of a chair, distance from NY to CA, height of Ms. Tocman
 Review answers to warm up activity
Take out notebooks- doodle page for area and perimeter
RAP: what is the difference between area and perimeter? Talk about it
Groups have squares, rectangles, triangles- they will explore the perimeters and areas of them,
look for patterns to notice and try and formulate formulas for area
Bring it back together and discuss what everyone found
Perimeter notes (page 3)
o Perimeter is the distance around an object
o To find perimeter add up the lengths of each side
o Talk about how they found the perimeter of the different shapes they had in front of
them
o Measures of length are expressed in linear units
Page 4 examples
o Irregular shape, count up all the sides
o Square- talk about what they noticed when doing the squares
o Another irregular shape
o ***dont do #4 use as an exit ticket!!!!!
Ask them why perimeter is important- real life examples (fences, decorating walls)

DAY 4 (Tuesday, March 24): cont.

F. MATERIALS NEEDED
My perimeter flipchart
Calculating perimeter irregular shapes worksheet

G. PROCEDURE
Continue with perimeter and area notes
Skip through pages 5-9
Area notes (page 10)
o Area is how much a surface a shape covers
o Measured in square units- talk about why
o Talk about how they found the perimeter of the different shapes they had in front of
them before giving them formula
o Measures of area are expressed in square units
Ask them why area is important- real life examples (gardens, paintings)
Page 11 examples
o 1 and 2
o ***Dont do #3 use as an exit ticket
Skip through 12-14
Use pages 15-19 (skip 17 and 18) of flip chart to have students take notes for area formulas of
specific shapes, talk about what they found in the activity as we go
Use video on page 19
Exit ticket questions:
o Slide 4 example 4 (perimeter)
o Slide 5 (perimeter)
o Slide 11 example 3 (area)
o Slide 19 Khan link example (area)
Discovering the area of a circle activity
Talk about circles using slide 21 and take notes
 Have students play with sets of congruent trapezoids to explore and see that together they can
make a parallelogram and because of this we know the formula for the area of a parallelogram
and so we just need to cut it in half to find the formula for a trapezoid
Use slide 24 to take notes
Calculating perimeter irregular shapes worksheet slide 9
Practicing finding the area of circles worksheet

DAY 5 (Wednesday, March 21): review stations

F. MATERIALS NEEDED
Measuring objects half sheet
Rulers
Materials listed on the half sheet to be measured (marker, crayon, paper clip, height of chair,
folder, white board eraser, and calculator)
Square centimeter graph paper
Markers, colored pencils, crayons
Copies of homework sheet
Station slide

G. PROCEDURE
Have 4 rotations, students go to station 2 for 2 of them.
Groups:
o Cam, Kaitlyn, Caroline, Olivia, Minoo, Euan, Michael, Meyyamaa, Prathik, Hayden,
Trevor
o Reuben, Suchir, Levar, Rohan, Thailesha, Logan, Parker, Abby
o Vihaan, Shreel, Seith, Gwenyth, McConnell, Jason, William, Aarushi
Station 1 (with teacher): fractions and ruler worksheet then measuring objects half sheet, have
students measure the objects paying special focus to inches and practicing measuring with
equivalent fractions
Station 2 (independent): name banners, use square centimeter graph paper to write out their
names. Calculate the area and perimeter of each letter and then add them up to find their
entire name.
Station 3 (with teacher): perimeter and area practice (differentiated)
Ravenous rabbit sheet for homework

DAY 6 (Thursday, March 22): temperature

F. MATERIALS NEEDED
Quiz
My temperature flip chart
Thermometers to cut out and glue
Temperature task cards
Homework sheet

G. PROCEDURE
Review homework worksheet
Review quickly for quiz
Take quiz
 Go over thermometer and temperature helper and have them glue into their notes
Temperature task card game
Hit or miss activity as a class- stand up for hit, stay seated for miss

DAY 7 (Friday, March 23): elapsed time

F. MATERIALS NEEDED
Promethean board
Elapsed time flipchart
Elapsed time game bags
Laptops
Word problems in plastic sleeves
Dry erase markers
Copies of homework sheet
Station slide

G. PROCEDURE
Introduction using flipchart
Stations:
o Word problems (with teacher)
o Elapsed time game
o Computer station
Pass out make your own schedule sheet for homework

D. DIFFERENTIATION
These lessons were designed to be hands on and interactive while also having parts for creating,
writing, listening, watching, drawing, talking, and moving around to meet everyones needs and
learning styles. I do not have any language learners so I dont need to worry about any language
barriers that may come up because of that. Anything I have planned is doable or accessible by every
student in the class. If I have students who finish early I will have them practice more measuring.
They can go around the room and find things, the can combine things and measure them; they can
measure different objects and then add them together afterwards (practice adding with fractions).
They can also practice their perimeter and area skills by finding these properties of different objects
around the room such as tables, desks, and books. If the whole group finishes early I have enough
prepared for the next topic to begin to move on to those notes and activities for the next day. I will be
sure to take my time to walk around and monitor my struggling learners. I will help walk them
through the math or the measuring if they are struggling. I will also encourage them to really work
with their partner or group in order to help them be successful. I will also be sure to find and gather
some rulers and other tools that may be easier for them to use since some of the ones they have might
be more difficult than they really need to be.