BROMLEY

My lesson is for a 6th grade class and involves the students working with area and perimeter. The students will work to understand that area and perimeter can be manipulated without affecting one another.

= MARIAN UNIVERSITY – SCHOOL OF EDUCATION = **DEPARTMENT OF TEACHER EDUCATION** = LESSON PLAN FORMAT = Grade Level: **6th** Subject: **Geometry**

Concept: **Area and Perimeter**

// (If applicable attach rubric, test or other assessment instrument // ||
 * // Alignment of standards, objectives and assessment(s) for student learning //**// : //
 * // Model Academic Standard(s) or Early Learning Standard (EC majors) // ||  // Learner Outcomes/ Objective(s) //  ||  // Type of Assessment(s) //
 * || ** Students will recognize that area and perimeter can change without one affecting the other in the activity presented at the end of the lesson. **  ||  ** Students will be assessed based on the activity in the lesson in which students will work with area and perimeter. They will be assessed by if they were able to manipulate the area and perimeter or not by me looking at their shapes produced in the activity. **  ||

|| ** Students will describe how to calculate area and perimeter. ** ||  ** See above **  || ** and polygons by composing into rectangles or decomposing into ** ** triangles and other shapes; apply these techniques in the context of ** ** solving real-world and mathematical problems. ** ||  ** Students will be assessed based off their performance on the activity in the classroom which contains a subsequent rubric. ** ||
 * || ** Students will manipulate area and perimeter and understand that both can be changed without affecting the other. **  ||  ** Students will be assessed by using the program on the Smartboard. **  ||
 * ** 6.G.1 ** ||  ** Students will find the area of right triangles, other triangles, special quadrilaterals, **


 * Teacher background knowledge needed for the lesson:
 * ** I will need to know how to calculate area and perimeter by multiplying the length and width and adding length and width. **
 * ** I will need to know that area can be changed without affecting perimeter and that perimeter can be changed without affecting area. **
 * ** I will need to know basic multiplication factors **
 * ** I will need to know how to count **
 * ** How to use a Smart Board **


 * Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught:
 * ** Students will need to know simple multiplication facts **
 * ** Students will need to know how to count. **
 * ** Students will not need to know anything about area and perimeter because this is an introductory lesson to the subject. **
 * ** Students will most likely confuse area and perimeter the first couple of times. **


 * Type of lesson (__introduces__ a concept/skill/strategy, continues __development__ of a concept/skill/strategy, __and completes__ instruction of a concept/skill/strategy). Rationale for the lesson:
 * ** This lesson will be an introduction to area and perimeter. **


 * Teaching Strategies/approaches:
 * ** Before the students begin the activity, I will __mode__l what they are to do first. This is so that they do not get confused during the activity. **
 * ** I will be using a __hands-on__ approach by using manipulatives so the students can physically change perimeter and area. **
 * ** The students will also use __hands-on__ techniques for the program on the Smart Board **


 * Classroom management considerations:
 * ** I will be walking around the classroom to make sure the students are working and on task **
 * ** I will also be walking around to answer any specific questions the students may have **


 * Materials:
 * ** Overhead projector **
 * ** Grid paper **
 * ** Several pieces of string per student **
 * ** Piece of easel paper **
 * ** Tape **
 * ** Smart Board **
 * ** Computer **


 * Procedures: (__Detailed__ list of steps)
 * Engagement
 * ** I will start the lesson by holding up a piece of the grid paper **
 * ** I will then ask the students “If I ask you what the area of this piece of paper is, what do you think I mean by that? **
 * ** The students will then write down their answers in their brainstorming webs **
 * ** I will then ask the students “If I ask you what the perimeter of this piece of paper is, what do you think I mean by that?” **
 * ** The students will write their answer in the brainstorming web **


 * Development of lesson
 * ** We ** **will then talk about what they wrote down**
 * ** I will then turn on the Smartboard **
 * ** The students will then get a chance to come and use the Smartboard program in which they get to manipulate squares and rectangles on grid paper. (http://www.scholastic.com/browse/collection.jsp?id=190) **
 * ** The students will get a chance to see how area and perimeter can be manipulated and affect each other. **
 * ** I will then place a section of 5x5 grid paper on the overhead projector **
 * ** I will ask the students what the area of the section is and how they know this. **
 * ** We will then discuss that area can be found by counting the total squares in the shape or by multiplying length and width (//lxw).// **
 * ** I will then ask the students what the perimeter of the section is and how we know. **
 * ** We will then discuss that perimeter can be found by counting the outer squares of the section or by multiplying length and width by two and adding the two together. **
 * ** I will then tell the students to find the perimeter of the squares they were given **
 * ** I will then tell them to find the perimeter by using the piece of string they were given **
 * ** I will then ask the students to cut their piece of paper up into 2-3 pieces **
 * ** I will tell them to tape the pieces together to make a new shape **
 * ** The students will then find the new perimeter of the shape they just made **
 * ** I will then ask the students “Did the area of your new shape change when you made the new shape?” **
 * ** The students will then come up to the board and put their shapes on the easel paper. **
 * ** We will then talk about the area and perimeter of the various shapes that the students made. **
 * Accommodations to support student learning
 * ** I will walk around the room and make sure that the students who have trouble focusing and staying on task **
 * ** I will also use the microphone to ensure the hearing impaired student and the students in the back of the classroom can hear what I am saying. **
 * Closure of the lesson
 * ** I will close the lesson by going over and summarizing what we learned today. **
 * ** I will then ask the students the same questions I did in the beginning **
 * ** What is area? How do we find it? **
 * ** What is perimeter? How do we find it? **
 * Extension Activity/Homework Assignment (if appropriate):
 * ** There will be no assignment **