ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date: 4/10/16 Subject/ Topic: Introduction to Area
and Perimeter
Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Area and Perimeter
Exploration and development of formulas
Brief Context:
Students finished a ratios unit before spring break. They took a test Wednesday and practiced unit
conversions on Thursday
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.

CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas
used in real-world problems. Perform arithmetic operations, including those involving whole-number
exponents, in the conventional order when there are no parentheses to specify a particular order
(Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area
of a cube with sides of length s = 1/2.
Students will create a formulas for area and perimeter.
Students will be able to apply the formulas to find area and perimeter of figures.
Students will be able to describe how figures can have the same area but different perimeter.
Students will be able to sketch a figure

I can find the area and perimeter of a rectangle.

I can explain how to find the formula for area and perimeter of a rectangle.

Assessment: [Formative and Summative]

Tables describing shapes
Using formulas to find area and perimeter of figures created
Prerequisite Knowledge/Skills:
To find area we multiply, to find perimeter we multiply
Technology:
Document camera
Party Designer Game - Computers
Materials:
Interactive Notebook
Sticky notes
Glue
Scissors
Area and formula blocks
Small square counters

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception
Options for action/interaction
o Cutting and gluing guides
for their interactive note
Options for recruiting
interest
Discussing the class
bunny we had chosen and
named

Options for Options for Expression Options for Sustaining Effort

Language/Symbols & Persistence
o Figures
o Creating formulas
Options for Comprehension Options for Executive Options for Self-Regulation
o Discussing what a formula Function
is and why students
would use a formula,
creating their own with
area and perimeter

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
M-Step practice (5 min)
Check HRP (15 min)

We have our class bunny Nibbles. Online it says they need 25ft 2 to run, like you know. How much
fence would we need for our space? What would we call the space inside the fence (area and
perimeter)
How would we find these things?
When else would we need to use these things?

Development: [It may help to number your steps with corresponding times.]
o Pass our area and perimeter boxes (10)
o Have students cut them out and instruct them how they should glue in the different parts
o *there is a lot to fit in on a small page so glue carefully
o Pass out formulas sheet. Once they glue in formulas, they may start the practice.
o Work through practice problems individually.
o Glue practice problems into CI.

Title a new page of our CI. Bunny Word Problem

Objectives: I can determine the relationship between area and perimeter.
I can explain the relationship between area and perimeter.

Put question on power point slide for students to copy into CI:
We want to create a fenced-in area so our bunny can get some exercise. We know the area of the space
should be 32ft2 and pet fencing costs $2.00 per foot. If we want to spend as little money as possible on
fencing, what should we use as the dimensions for the fenced in area?

Tell students the expectations for working with tiles:

Our main focus is having 32 tiles, not having a pattern or all one color.
We are only making rectangles with our tiles (no need to build or construct anything else)
When done with our tiles, put them gently back into the bin
Ill let them know when to begin

Students will split into partners and each pair will receive 32 tiles. They will be asked to make the possible
combinations for their fence with the tiles. Give them 2min to find the different options for perimeter
(possibly more time, depending on how much they get done in 2 minutes.) Have them record the possible
dimensions on the side of their page.

Students will make a table to work through the problem

Option Area Sketch Perimeter Cost
 1 32ft2 66ft $132
1x32
2 32ft2 36ft $78

2x16
3 32ft2 8x4 24ft $48

Conclusions: Figures that are long and thin have a greater perimeter than figures that have more of
a squarelike shape.

Worldview Integration:
We can have a space or a figure that covers the same amount of area but is very different in perimeter and
in the shape itself. Considering prices, comparing the prices of multiple products.

Closure:
o Go over practice problems
o What questions do you have for me?

*Interactive Notebook activities were found on Math Central, created by Christine Waverla, 2015

TEACHER INTERN POST OBSERVATION REFLECTIONS-

Your reflection on the lesson including ideas for improvement for next time.

The lesson went well even though we only got to work with the tiles with group A. I laid out the
expectations beforehand and they worked very appropriately and followed our tile expectations.

On Friday, I checked in with Group B and had them do a 1-5 scale of their understanding, all studnets were
at a 4 or 5. For group 5, all students were at a 4-5 other than Santiago (he was at a 1.) I suggested he
review his interactive notebook over the weekend and if he was still struggling by Monday I said I would
write him a pass to come up on Monday and we could work 1:1. Group A all had 4-5 answers as well.

I found that working through the lesson at Monday was difficult. Students were off to a slow start, there
were a lot of students that were distracted, but right as we got out the tiles they were very engaged! This
was a good reminder that the more intriguing the activity the more engaged students will be and that they
are more likely to remember these hands-on activities.

In the beginning I realized they were sitting still for a long time. With MStep, HRP, and reviewing from
yesterday plus writing the problem, I had them stand up and stretch because they had been sitting for so
long.

The first time after I taught the lesson I realized the students had a lot of instructions while working with
the tiles. This is a lot of responsibility for them! The next time, I made a instructions PPT slide for them
and had the question pre-written for them.