Math Lesson Perimiter
Math Lesson Perimiter
Math Lesson Perimiter
Enduring Understandings:
At the conclusion of the lesson students
will understand:
How to find the perimeter of polygons
and complex figures.
How to find the length of an unknown
side of a polygon.
classroom.
I will then ask the students to look at their desk references and explain
why they think the formulas on their will work for their assigned
polygons
We will then work to find the perimeters of the complex figures at the
bottom of the text book page as a whole group
I will explain that we are only counting the lengths that are round the
outside of the figure.
I will ask the students why they think the congruency marks are helpful
We will move through the sample problems on page 462 step by step. I
will model my thinking and how to use the reference card to solve the
problems
Next I will ask student volunteers to complete #1,4, and 7 on the smart
board with my assistance so the class has an idea of how to complete
each style problem for exercise one on page 463.
Once the volunteer have completed these problems, I will instruct the
students to complete the rest of the problems in exercise one(1-9)
I will make my way around the classroom to ensure that the students
get the help they need while working independently.
Next, I will instruct the students to complete problems 10-12 and I will
remind the students to use the logic that we used to solve the sample
problem at the beginning of the lesson.
If there is still time in the period I will have the students split into pairs. I
will instruct the students to bring their rulers and that I will distribute
graph paper.
I will instruct each student to draw several different polygons and I will
have them write the perimeter of the polygons on the back of their
papers.
I will then have the students switch sheets and find the perimeters of
their partners polygons. The students can compare their answers with
the ones on the back of the paper. If there are any discrepancies the
students can resolve the problem together.
I will give students a five minute warning and hand out cloudy/clear
cards as an exit ticket to assess what the students understood and what
needs to be retaught.
Materials Needed:
Math textbooks
Math copy books
Pencil
Calculators
Rulers
Smart board
Desk references
Cloudy/clear cards
Graph paper
Vocabulary/ New or Review:
and measure the perimeter of their own polygons. This lesson meets the needs
of kinesthetic learners by calling students up to the board to model how to
solve the different types of problems. The needs of my kinesthetic learners will
also be met when the class breaks off into pairs and finds a place to work to
create and measure their own polygons.
Closure: How will students demonstrate proficiency with todays lesson
objective(s) i.e., Partner Sharing, Exit Ticket, Student Summarizer?
I will bring closure to the lesson by having the students complete the cloudy
clear cards. I will then read off a few as they are returned to me. Lastly I will
ask the students how they think perimeter may be used in the real world and
give examples of: farmers using it to measure the space they want to plant
crops, to measure a space that needs to be fenced to know how many
materials need to be bought, and if a school needed to build a running track
around a football field they will know how much track material they need to
buy.
Reflection Guidelines
The student will write lesson plans with an eye to the Danielson Framework
and the Four Domains of Professional Practice. Use this as a resource when
writing lesson plans.
Domain I Planning and Preparation
1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when
planning?
5. What is the evidence that lesson components were logically sequenced?
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?
Domain II Classroom Environment
1. How did students know the behavioral and academic expectations for
the lesson?
2. What effective routines and procedures did you implement for lesson
efficiency?
3. How did you insure the classroom was physically accessible for all
learners?
4. What evidence indicates that respect was shown between and among
students and teacher?
5. What evidence indicates that students placed a high value on quality
participation, process, and product?
6. How do you assess if the lesson was attainable for all students but also
had appropriate rigor?
Domain III Instructional Delivery
1. How did you align your lesson to PA Standards?
2. How did you insure a clearly stated objective, understood by learners?