Sarah Adams

EDU 220

Lesson Plan
I. Describe the Class​: Class Size: 20 (this includes 2 gifted students)
Grade Level: 2nd

II. Subject/Skill:​ Math Skill: Multiplying with area and perimeter

III. Objective(s)
- The student should be able to recognize area as an attribute of plane
figures and understand concepts of area and perimeter measurement
- The student should be able to apply the previously learned knowledge of
concepts of area and perimeter by demonstrating multiplication skills to
the side lengths of a shape to determine the area of a shape with whole
number side lengths in the context of solving real world/mathematical
problems with 70% accuracy

IV. Procedures: ​For a Direct Instruction Lesson

1. State the objectives and orient student to the lesson:

- Read aloud to students what the math learning objectives are
- Introduce the term definitions of area and perimeter and write them
at the top of the whiteboard
2. Review Prerequisites:
- All students should already know by now how to add multiple digit
numbers together and how to carry place value
- The purpose of this lesson is to successfully and correctly
demonstrate how to find the area and perimeter of a shape
3. Modeling:
- The teacher will provide step by step instructions on how to do the
problems by working through 2 problems from each worksheet on
the whiteboard before letting students work on the problems
4. Conducting Learning Probes/Guided Practice:
- Let 4 students work out and explain a problem on the whiteboard 1
at a time, then make sure the majority of the class got the same
answer and understood how they got the right answer
- Let the students work on each worksheet for 10-15 minutes with 1
partner
- The teacher will walk around and help students as needed
5. Independent Student Practice:
- Let the students work alone in silence on the remainder of the
worksheets without helping them
- The teacher will silently walk around and take a brief look at the
student’s work as they are doing it to see if they’re doing it
correctly
Sarah Adams
EDU 220
- Whatever the students don’t complete in the time allotted will
become homework

V. Materials
- a pencil, area worksheet/key, perimeter worksheet/key, Unique Area and
Perimeter worksheet/key, whiteboard, dry erase marker, and dry erase
board eraser

VI. Grouping Structures

- independent or with groups of ONLY 2 in the classroom

VII. Modifications
- For the 2 gifted learners in the class, they are allowed to have all 3
worksheets at the beginning of the math lesson and can work ahead of the
group in the time allotted
- Gifted students are encouraged to quietly help students sitting at their
same table if the others are struggling and if nobody at their table is
struggling, they are allowed to read quietly until the teacher continues with
the next part of the lesson

VIII. Assessment

6. Assessing student progress/culminating or closing activity:

- Ask students to identify what the definition of area and perimeter
is and ask students to restate what the objective was
- Let the students know that the next math lesson will be on word
problems, then open it up for questions about today’s lesson
- The teacher will know if the students have met the objectives for
this lesson if while they were walking around, the students seemed
to be engaged in solving their math problems, asked for little help,
didn’t have very many questions, and were able to correctly
explain and show on the whiteboard how to solve the problems
- The teacher will gather data to assess student mastery of the
learning objectives by giving them a short 3 question pop quiz at
the beginning of the next math lesson to see if they truly do know
and understand the material that was taught
7. Distributed Practice and Review:
- Go over what is expected to be done for math homework and make
sure the students know when it is due