Dakota State University

College of Education
Name: Jacob Tvedt
Grade Level: 6th Grade
School: Chester Area Middle School
Date: Thursday February 14, 2018
Time: 9:18-10:08

Reflection from prior lesson:

 This is the start of a new unit. In the previous unit, 6th grade talked about rational
numbers. Fractions were taught in the unit, adding, subtracting, multiplying, and
dividing.

Lesson Goal(s) / Standards:

 6.NS.C.8 – Solve real-world and mathematical problems by graphing points in all four
quadrants of the coordinate plane.
 6.EE.A.3 – Apply the properties of operations to generate equivalent expressions
 6.EE.C.9 – Use variables to represent tow quantities in a real-world problem that change
in relationship to one another.

Lesson Objectives:
 After the lesson about area and perimeter, students will be able to sketch and determine
area and perimeter of different designs and shapes.
 I can determine the area and perimeter of different designs.

Materials Needed:
 TV/Projector
 Paper
 Pencil

Contextual Factors/ Learner Characteristics:

The Chester Area middle school has three grades, 6th, 7th, and 8th. Each grade is split into two
classes. The sixth-grade class has ten students in the first class, eight girls and two boys; the
second class has eleven students, six girls and five boys. The seventh-grade class has eleven
students, six girls and five boys; the second class has thirteen students, six girls and seven boys.
The eighth-grade class has fourteen students, seven girls and seven boys; the second class has
eighteen students, ten girls and eight boys. All middle school students are Caucasian. The seating
arrangement is in tables, and most tables have just one student. Rules in the classroom are
intended to make it a safe environment. The main one in the classroom is be respectful, if
someone makes a mistake, it is okay. The overlaying rules of the school go to the classroom.
These rules or expectations are called the Flyer 5. They include: Be Respectful, Be Enthusiastic,
Be A Worker, Be Kind, and Expect Excellence. Middle school students are responsible for
bringing their homework to and from home, and getting their homework done in time. Students
also have their own school Chromebook. If a student does not get homework done, they have
homework lunch, or they may come in during the last hour of the day. The range for math in the
class is 1st grade through 5th grade. There is a total of nineteen students on IEPs in the middle
school and one student on a 504 plan. There is an aid for each class except for one eighth grade
split class.

A. The Lesson
1. Introduction (5 minutes)
 You need a sheet of paper for notes and please open your books to page 8.
 Has anyone ever rode in a bumper car?
 Today we are going to be looking at area and perimeter. We are going to find out floor
plans for a bumper car ride. We will look at the area and the perimeter of the ride.
 Our perimeter today will be the number of rail sections needed to surround the floor.
A+B+C+D+E+F
 Our area will be the number of tiles needed to cover a floor. 2*4 = 8
2. Content Delivery (30 minutes)
 *Lesson will be based off behaviorism. I will be giving a lesson and students will be
taking notes. It will be more of a teacher-centered approach.
 Problem 1.1: When a customer places an order, the designers at MARS use square tiles
to model possible floor plans. MARS receives the customer orders below. Experiment
with square tiles and then sketch some designs on grid paper for the customer to
consider.
 A.1 – Lone Star Carnivals in Texas wants a bumper-car ride that covers 36 square
meters of floor space and has lots of rail sections. Sketch two or three possible floor
plans.
o I am going to give you some graph paper for you to sketch two or three floor
plans for a bumper car ride. Remember that when you sketch your plan, the space
is 36 square meters. I will give you some time to draw your plans and then we
will share some.
 A.2 – Badger State Shows in Wisconsin requests a bumper car ride with 36 square
meters of floor space and 26 meters of rail sections. Sketch tow or three plans for this
request.
o On your same graph paper, I want you to sketch a ride covering 36 square meters
and 26 meters of rail sections. Remember our rail sections were the perimeter, we
just got done doing the area of bumper car rides. Make sure that you have the
correct perimeter of your ride.
  B.1 – Find the area and perimeter of each bumper car floor plan. Record your data in a
table such as the one shown. You will use the “Cost” column of the table in part (3).
o To find the area of Design A – D we will count the boxes. For Design D, what
would be an easier way to find the area? Take 3 x 5 + 1. And our unit for area is
meters squared. With perimeter you have to add all of the sides up for A – D. Our
unit will be meters. (There will be a table for the students to fill out.)
 B.2 – Which of the designs can be made from the same number of floor tiles? Will those
designs have the same number of rail sections? Explain.
o Remember our definitions, which one uses the floor tiles? Area. Which designs
have the same area? A and C.
 B.3 – The designer at MARS charge $25 for each rail section and $30 for each floor tile.
For the designs with the same floor area. Which design costs the most? Which design
costs the least? Explain.
o It is $25 for each rail section and $30 for each floor tile. Does area or perimeter
deal with the rail section? Perimeter. Good, so area is with the floor tile. To figure
out the cost then, we will take 26 x 25 and 30 x 12 and those numbers together to
find the total cost. You will do this for A-D. Which one costs the most? Design B.
Which one costs the least? Design C.
 B.4 – Rearrange the tiles in Design B to form a rectangle. Can you make more than one
rectangle? If so, are the perimeters the same? Explain.
o Remember the number of tiles for design B, it has 18 tiles. Can you make more
than one rectangle? Yes. How? Can be 1 x 18, 2 x 9, or 3 x 6. Are the perimeters
the same? No, the perimeters are different.
3. Closure (5 minutes)
 Are there any questions about today’s lesson?
 We will continue the lesson next Tuesday.

B. Assessments Used
 Informal assessment – I will check student understanding based off of discussion during
class.
C. Differentiated Instruction
 Below average students – teacher will walk around and make sure they are getting
correct area and perimeter down for their sketches. May only need to draw two sketches
max.
 Average students – students will be asked to sketch appropriate models for area and
perimeter. Will be asked to discuss in class.
 Above average students – students should be able to draw out at least three sketches for
the bumper cars, will be asked to participate in class discussions.
D. Resources
 Pearson Connected Mathematics