Unit:

Math – Measurement Unit Lesson: April 18

Outcome(s) of Lesson:
1. Grade 5: 2. Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations. [C, CN, PS, R, V)

How will I know the students have achieved the learning outcome?
• Students will hand in their cheez nip shape sheet & their Scoot game sheet to show if they understand area and perimeter.

HOOK: 10:33-10:37
• Watch video on Area & Perimeter: https://www.youtube.com/watch?v=rSVMrPu0__U (3.5 min)

Learning Opportunities:

Time Learning Opportunity How do I check that students

understand what to do?
10:37- Students will each need a whiteboard. The student that holds up their nametag the quickest
10:40 will be the first group to get a white board and marker first.
Those that get their whiteboard and marker will receive the next supplies first.

10:50- Cheese Nips Math – Students will each be given a bag of Cheese Nips to make a shape with.
11:00 They must use all crackers. Students will trace their shape. Once students have traced their Materials Needed
shape, they will put their crackers back in their plastic bag. Students will figure out the Whiteboards & Markers
perimeter and area of their shape on the BACK of their paper. Chips Nips – 19 to each student
Students will now find a partner to pair with. Partners will switch papers and figure out each
others perimeter and area of their shape. This will be done on the whiteboard. Check with
your partner to ensure that you have it right. If not, you will need to do Tip Tip Teach, which
means your partner will give you one tip to help, and then they will try again. If students still
do not understand then they will receive another tip. If students are still having trouble,
they will raise their hand and request for help from the teacher.

How do I differentiate the learning opportunity for all learners?

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Unit: Math – Measurement Unit Lesson: April 18

TRANSITION: (what will students do when they are finished?, how will we move to the next learning opportunity?)
11:00-11:05
• Students will keep their crackers at their spot, closed until lunch. Students will keep their whiteboards and markers at their spot.
Person #2 at each table group will collect the sheets and put them into the hand in bin.
Have Jayden and Nehemiah help hand out the task card answer sheets

Time Learning Opportunity How do I check that students

understand what to do?
11:05- Area Scoot – Students will each receive a Area scoot card that will stay at their spot the
11:35 entire class.
You will first start by answering the card at your spot, the answer goes in the corresponding
block on your answer key as the number on the card. You must answer all questions at your
table group. When Miss Jackson yells “SCOOT” students must move to the next table. You
will only have ~5 minutes at each table. Materials Needed
If students finish quickly, they will help the other people in their group to ensure that they
are on track. Task Cards
If students do not finish, they need to make sure they are moving a little bit quicker. Task Card answer sheet
Students can use their whiteboards to help them to figure out the task cards.
Students DO NOT need to show their work on their sheets, as there is not enough room to
do so.

How do I differentiate the learning opportunity for all learners?

CLOSURE:
• Person #1 – Collect the answer sheets to put into the hand in bin
• Person #2 – Collect whiteboards from your group members and put them away
• Person #3 – Collect the task cards and put them on the front bookshelf
• Person #4 – Collect the Markers from your group members and put them away
• Students will sit silently to show that they are ready to be dismissed

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Unit: Math – Measurement Unit Lesson: April 18

Lesson Plan Analysis: Using your lesson above, describe the following: (This information must be in your learning opportunities)
Deqa, Ky, Braden, Junaid, & Abdirasiq will need extra assistance.
Accommodations Read Measurement books to the students if there is time remaining.

Cooperative Learning Tip Tip Teach

Strategies used

Movement Breaks Students will move around the room as they complete the SCOOT area game.


Modes of Learning Working as a group during the scoot game will help all students to stay on task while working together.
(Differentiation) Completing task cards rather than pencil and paper problems.
Students use crackers to increase engagement.
Higher Order How can you use area and perimeter in real life?
Question(s)

Reflection and Revisions:

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