EEI Lesson Plan Template

Name: Viviana Rivera Pima Course: ESE 290B Instructor:

Ana McGovern
Subject: 3rd Grade Topic: Math Grade Level: 4 Duration: 30 minutes

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then
insert actual examples in the Appendices below the plan]

Purpose: This lesson will help students understand how to solve for perimeters.

Components Description of Plan

Content Standard Solve real-world and mathematical problems involving perimeters of
Choose ONE standard and type it out plane figures and areas of rectangles, including finding the perimeter
along with the number.
given the side lengths, finding an unknown side length. Represent
rectangles with the same perimeter and different areas or with the
same area and different perimeters. 3.MD.C.8
Learning Objective Blooms Level: Comprehension
Choose ONE level of complexity
from Blooms Revised Taxonomy
Objective: SWBAT find the perimeter of any given shape.
Write ONE objective that is ONE
simple sentence with ONE carefully
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins
1. TW play the video
student's attention
Perimeter, by Math
Activates prior knowledge of
the objective Antics, for the class to
Requires active participation introduce the concept of
from ALL learners perimeter.
Students must literally
interact with the OBJECTIVE
2. TW ask a couple of
volunteers to tell you the
definition of perimeter.
Write the definition on the
board.
3. TW state the objective.
1. Students will watch the
video.
2. Students will tell me in
their own words what a
perimeter is.
3. SW copy down the
definition and interact
with the objective by
drawing a few figures
from the boards, along
with the lengths of their
sides. [write how they
will literally interact with
the objective]
4. Student will interact with
the object by solving the
problem.

Est Teaching-Input Teacher will: Students will:

# of Using effective and varied
Mins
strategies, the teacher
provides information and
vocabulary students will need
in order to grasp the concept,
strategy, or skill.
Check for Understanding.
1. draw a few figures on
the board, along with
the lengths of their
sides.
2. challenge students to
find the perimeter of
1. copy down the figures
from the board, along
with the lengths of their
sides.
2. give me thumbs up or
thumbs down if they are

Est Teaching-Modeling
# of Teacher demonstrates and
Mins
shows examples of what
students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
Check for Understanding.
Est Guided Practice
# of An opportunity for each
Mins
student to demonstrate new
learning by working through
EEI Lesson Plan Template
the geometrical understanding or not
figures drawn. understanding what Im
3. E\each time a student asking them to do.
answers, correctly or 3. Be asked to find the
incorrectly, explain perimeter of the figures
the reasoning behind drawn.
each figures 4. then explain their
perimeter. reasoning for answering
the problem the way they
answered it whether right
or wrong.
Teacher will: Students will:
1. start by showing the 1. watch first.
students how to use unit 2. then do the what Im
squares to count the doing.
perimeter units of a 3. be asked to write down
figure. For example, find their answer.
an object in the 4. raise their hand if they
classroom, such as a have any questions
book, to measure. 5. then be asked to answer
2. Using the cheese crackers out loud.
(or the unit of my choice),
I will model how students
will find the perimeter of
the book by placing
crackers side-by-side, all
around the book.
3. Write the unit
measurements on the
board, and then ask the
class to find the
perimeter.
4. ask random students
whats the first step we
should take to solve this
problem.
5. For example, if the object
you measured is 3
crackers on one side, by 7
crackers on another side,
the perimeter (total)
would be 3 + 3 + 7 + 7, or
20 crackers.
6.
Teacher will: Students will:
1. tell the students to make a 1. Create a 3X5 array with
3x5 array (rectangle) with the cheese crackers.
the cheese crackers. 2. Find the perimeter
 EEI Lesson Plan Template

an activity or exercise with
the teachers guidance.
This is the heart of the lesson
and should have the most
minutes assigned to it.
2. As the class creates the 3. Record the perimeter on
rectangle, ask students to paper
find the perimeter when 4. Create a 2X10 rectangle
theyre done, and record and repeat the process.
the perimeter on their
paper.
3. demonstrate how to draw
a 3x5 rectangle, and how
to find the perimeter.
4. have the students create a
2x10 rectangle this time,
and repeat the process.
Walk around the class to
support students, as they
need it.

Est Closure 1. SW complete the exit ticket perimeter problem.

# of ALL students must engage in
Mins 2. SW write down step by step what they did to solve the
brief closure activity to
problem.
cement learning and optimize
transfer.
Do not introduce anything
new during Closure.
Check for Understanding.
Students must re-engage
with the OBJECTIVE
n/a Independent Practice Students will: finish the rest of the Find the Perimeter worksheet
AFTER proper closure, it is independently. If students get stuck, have them raise their hand for
important to provide time for your assistance.
additional practice. It may be
group or individual work in
class or it might be As students complete the worksheet, check their answers.
homework.
Do not introduce anything
new during Independent
Practice.

Checks for Understanding
List at least THREE quick, informal
strategies that you used to check
understanding throughout the
lesson.
Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
Describe how you will pre- and post-
test students understanding of the
objective. These do not need to
happen on the same day as the
lesson.
Alternative options for diverse
learners should also be provided
Differentiation Options
1. Students will give me either thumbs up or thumbs down.
2. Students will answer questions verbally
3. Students will answer questions on paper
4. Students will explain a key concept by giving the definition (in their own
words), drawing a picture, giving an example, and explaining the big idea that
goes along with the key concept. (similar to the Frayer Model)
Pre- and Post-Assessment of Objective: Anticipatory set questions and the exit
ticket
Alternative Assessment Options:
Content Scaffold: Im not sure how to fill this out please explain
Content Challenge:
 EEI Lesson Plan Template

Describe how you will reach diverse

learners by varying the: Process Scaffold: Arrange students who are struggling into a small group to work
Content with you. Complete the Find the Perimeter worksheet as a group, using cheese
Process crackers as manipulatives.
Product
Process Challenge: Have students create their own arrays and solve for them by
using bigger numbers.

Product Scaffold: Student will get to choose which array they would like to work on
Product Challenge: Student will have to complete all arrays.
21st Century Learning Technology: Using crackers as manipulatives
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: Having them reflect on their answers
Critical Thinking
Creativity Creativity: Having them create different arrays
Collaboration
Communication
Collaboration: Having students work in groups of two or three.

Communication: Having students write down their findings.

Appendices/Additional Information: [insert materials/links/screenshots below]

EEI Lesson Plan Template