Urban

Teachers Lesson Planning Template

Grade Level: 5th grade Subject: Mathematics Date:
06/14/2017
Materials:
Blue tape (create regular and irregular shapes in hallway)
PowerPoint Presentation with the Measurements of each shape in hallway
Link to video (perimeter and area): https://www.youtube.com/watch?v=Tpy09HOkHyI
Area and perimeter anchor chart
Chart Graphing paper
Grid for dream house
Instructions and worksheet for dream house
Kahoot! Questions (set up on iPad or any classroom technology to complete)
Questions for station 1
Dice for station 2 (roll the dice and draw the area)
Kid watching tool

Lesson Component What will you do? / What will students do?
Standard(s) (C.1) TEKS 5.4H: Student will represent and solve problems related to
What standard(s) does perimeter and/or area and related to volume.
this lesson address?
How do you know the
students need this lesson?
ELPS
Unpack the standard(s) by 1.C: Student will use strategic learning techniques such as concept
identifying the mapping, drawing, memorizing, comparing, contrasting, and
strategy(ies) or skill(s) reviewing to acquire basic and grade-level vocabulary
3.A: Student will practice producing sounds of newly acquired
vocabulary such as long and short vowels, silent letters, and
consonant clusters to pronounce English words in a manner that is
increasingly comprehensible
Lesson Objective (C.1, A.3) Students will be able to represent and solve problems of perimeter
Objectives must be and area.
specific-(clearly
defined learning)
measureable-(assess
Modification for math computation exceptionality
student achievement) Student will be able to represent and solve problems of
aligned with perimeter.
standard(s)
rigorous (written
with verbs for
expectations of high
rigor)
posted shared aloud
with students
Assessment (B.1, B.2,C.1, Given 4 problems, the students will be able to represent and solve
C.2) problems of perimeter and area with 75% to 100% of accuracy.
How will students
demonstrate their mastery
of the objective?
Modification for math computation exceptionality
What evidence will you Given 2 problems, the student will be able to represent and
 collect to assess
understanding?
Are assessments
differentiated for diverse
learners?
How will the data inform
tomorrows lesson?
Connect and Engage (A.2,
B.1, C.1)
How will you gather
background knowledge
and make connections to
previous learning?
How will you hook the
students?
15 minutes
Teacher Modeling (A.1, A.2,
B.1, B.2, C.1, C.3, D.1, D.2,
D.3)
A brief teacher directed the things that can be added to the house once they understand
lesson aligned to the
objective.
Model thinking using area anchor charts to reintroduce the vocabulary. After the teacher
think-alouds.
Engage students students in understanding how to break down between perimeter
using turn and talk or
other student
response checks to
monitor
understanding.
Utilize organizational
tools (anchor charts,
process charts,
graphic organizers)
solve problems of perimeter with 50-100% of accuracy.
The teacher will have the students review perimeter and area by
measuring squares in the hallway outlines by blue tape.
Review of definition of perimeter and area
Review of vocabulary (ELPS 3.A)
o Perimeter, area, side, length and width
o Refer to word wall (with pictorial representation)
The teacher will give the students 7 minutes to work with a partner
or trio to measure the squares, rectangles and irregular shapes at a
voice level of 2. The teacher will circulate and check for
understanding. Anecdotal notes will be taken to address any
misconceptions.
After the 7 minutes, the teacher will review the different
shapes and display the correct answers on a PowerPoint
presentation.
For ELL students: teacher will pair student with a student that is
more fluent in English to address any misconceptions.
The teacher will have the student view two videos to reintroduce
the concept of the day and why it was important to review
perimeter and area together before we get started.
- Link (perimeter and area):
https://www.youtube.com/watch?v=Tpy09HOkHyI
Accommodation: captions will be displayed for students with
auditory exceptionality
The teacher will introduce that the students will be creating their
own dream house in groups of 4for the first portion of the lesson
to help them with perimeter and area. The teacher will explain all
what they are going to do. The teacher will review perimeter and
models the technique, she will perform a think aloud to support
and area.
Modeling of living room of measurements of 15 feet by 15 feet
(perimeter and area)
The teacher will model how to build the floor panel of the house.
Start with regular area, delineating the living room of the
 when appropriate. house (find the perimeter set up the equation), follow
with solving for perimeter.
15 minutes
o Refer to anchor chart and check for understanding
Follow with finding the area of the living room (set up the
equation and solve)
o Refer to anchor chart and check for understanding
The student will be directed to work with their partners and
draw the pictures out. Once the teacher completes the
modeling, the teacher will ask one student to explain the
process of perimeter and another to model the process of
area. (ELPS 1.C and 3.A)

The teacher will continue by adding another room with a different

color, making the layout a composite polygon.
Find and solve for the perimeter of the whole house by
adding all the sides (set up the equation and solve)
o refer to anchor chart and check for understanding
Follow with finding area by breaking the composite
polygons into two regular polygons to find the area of the
composite polygon
o refer to anchor chart and check for understanding
The student will be directed to work with their partners and
draw the pictures out. Once the teacher completes the
modeling, the teacher will ask one student to explain the
process of perimeter and another to model the process of
area. (ELPS 1.C and 3.A)
 For ELL students: teacher will pair student with a student that is
more fluent in English to address any misconceptions.
Guided/Collaborative Guided Practice
Practice (A.2, B.1, B.2, C.1, The teacher will explain to the students that they are going to work
C.2, C.3, D.1, D.2, D.3) in groups of 4 to create a dream house. The students will be given
Identify guided practice 15 minutes to work on the layout and find the perimeter and area
needed before releasing
students to practice on
of each portion of the house and the total perimeter and area
their own independently at a voice level of 2. The students are expected to
Consider show their work using the standard algorithm and pictorial
Cooperative representation. Each student will have a role in the group.
groupings - Roles
Conceptual
o Scribe standard algorithm (1), time keeper (1),
difficulties that might
arise and how will scribe pictorial representation (1), presenter (1)
you address them - Materials per group
How students can o Chart graphing paper, markers, Grid for dream
initiate discussion house, Instructions and worksheet for dream house,
How tasks are
differentiated manipulatives (if needed)
How the tasks The teacher will circulate to check for understanding and address
advance students any misconceptions. Based on observation, the teacher will choose
understanding and
the two groups that will present each problem.
learning
Ways to check for - anecdotal notes on a kid watching tool
understanding or
need for further The two groups chosen will have their presenter go to the board
support and explain how they solved the perimeter and area of the total
house (ELPS 1.C and 3.A).
Guided: 20 minutes
Stations: 15 minutes
ELLs and students with exceptional needs will be working with
students that will provide support in understanding the concept

Accommodations: struggling learners and ELLs students will be

allowed to use manipulatives and pictorial representations to
support their thinking (ELPS 1.C)

Stations
Based on the results from the guided practice, struggling students
will be placed in the teacher-led station to review the concept on
more time. If needed, their partner from the guided practice will
follow as the support was beneficial for the student.

The teacher will explain each of the stations to check for

understanding and address any misconceptions before the students
are released.

Station 1 (Teacher led): review of perimeter and area by using the

anchor chart

Independent Practice (A.1,
A.2, A.3, B.1, C.1, C.2, C.3)
What opportunities will through the use of Kahoot!.
students have to use the
new skills/concepts in a
meaningful way?
How will students
demonstrate their mastery
of the objective?
- students will work in pairs or trio to solve one problem and
discuss in whole group and then they will work
independently on another world problem
- students will work with pictorial representation to support
the result from the standard algorithm (ELPS 1.C)
Station 2 (Independent Work): Roll dice and draw the area
- Student will be given 2 die and graph paper to practice the
area model for multiplying as it is used in both perimeter
and area. The students are expected to read the instructions
before starting.
The teacher will give students 16 minutes to complete 4 problems
will division of fractions and whole numbers at a voice level of 0
- The teacher will give the students think time for each
question before they are expected to answer.
Accommodation: students will be allowed to use manipulatives or
pictorial representation to support the standard algorithm.

16 minutes Modification: student(s) with a math computation exceptionality

will only answer questions 1 and 3 with extra time to answer the
question.

The questions in the Kahoot! will be attached below.

Closure (A.3, B.1, D.1, D.2, The teacher will ask the students to discuss with their small group
D.3) the difference between perimeter and area for 3 minutes before the
Assessment of student class comes together for a whole group discussion.
learning including student
- check for understanding through a first of five
reflection on what was
learned which may
include one or more of
the following:
Connections to
previous learning
A review of the
objective and if it
what achieved
An exit slip or other
means of informal
assessment
Student sharing and
peer feedback
Celebration of
learning

Guided PracticeGrid for Dream House

Station 1
1) Betty wants to put a border around the ceiling of her room. The ceiling is in the shape of
a square. The length of one side of the ceiling is 25.8 feet. How many feet of border will
Betty use? Show your work.

2) Ricks Gym builds a swimming pool and deck in the shape of a rectangle, as shown.

- What is the perimeter of the pool at Ricks Gym

- What is the area of the deck at Ricks Gym?

Station 2Roll the Dice and Draw the Area

Kahoot! Questions
 1) Phoebe divided her rectangular vegetable garden into three sections, as shown in the
drawing below.

- The potato section is a square with a side length of 7 meters

- The carrot section is a square with a side length of 5 meters

What is the area, in square meters, of the corn section of Phoebes garden?
a) 10 square meters
b) 14 square meters
c) 84 square meters
d) 35 square meters

2) The side length of a square is 20 millimeters. Which statement about this square is true?
a) The perimeter of the square is 400 millimeters, because 20 x 20 = 400
b) The perimeter of the square is 80 millimeters, because 20 x 4 = 80
c) The area of the square is 40 square millimeters, because 20 x 2 = 40
d) The area of the square is 80 square millimeters, because 20 x 4 = 8

3) Each wall in Zachs bedroom is 11 feet long and 8 feet high. Zach paints 3 walls of his
bedroom orange. How many square feet does Zach paint orange?

a) 88 square feet
b) 264 square feet
c) 57 square feet
d) 352 square feet`

4) The side lengths of a field are shown below.

- What is the perimeter of the field?
a) 1.41 mi
b) 3.18 mi
c) 3 mi
d) 2 mi

Kahoot! Questions (Modified)

2) The side length of a square is 20 millimeters. Which statement about this square is true?
a) The perimeter of the square is 400 millimeters, because 20 x 20 = 400
b) The perimeter of the square is 80 millimeters, because 20 x 4 = 80
c) The area of the square is 40 square millimeters, because 20 x 2 = 40
d) The area of the square is 80 square millimeters, because 20 x 4 = 80

4) The side lengths of a field are shown below.

- What is the perimeter of the field?

e) 1.41 mi
f) 3.18 mi
g) 3 mi
h) 2 mi

Kid Watching Tool

Date: 06/14/2017
Standard: TEKS 5.4H: Student will represent and solve problems related to perimeter and/or area
and related to volume.
Objective: Students will be able to represent and solve problems of perimeter and area.

Student Guided Station DOL Notes

Name Practice 1