Lesson Plan Template

Summer Zuidema, Maud Nishimoto,

First Name

Shandele Mahi

UH Email

Last
Name
Date

Semester

Spring 15

Year

2015

Grade
Level/Subject

6th grade/ Math

Lesson
Duration

30 min

Title

Find the Area provided the Perimeter

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
Students will participate in a review of finding area and perimeter. Then, they will
practice what they know in an interactive math activity. Through the activity, their
knowledge of perimeter and area will be revisited, reinforced, and assessed.

Central Focus (Enduring Understandings)

A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and concepts
to lead students to make connections. There is a clear connection between concepts
and skills.
InTASC Standard 4. Content Knowledge

Given the perimeter, students should be able to find the area of any given shape.

Essential Question(s)
The big idea of the lesson stated as a question or questions
How do you find the area of an object?

Content Standard(s)/Benchmark

The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards
III (HCPS III) that align with the central focus and address essential understandings,
concepts, and skills
CCSS.Math.Content.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, 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.

Prior Academic Knowledge and Student Assets

Students have received formal lessons on how to find the perimeter and or area of
various shapes. This lesson will solidify their understanding by giving them an
interactive opportunity to practice these math skills.
The schools at which we will be giving this lesson have play grounds. The word
problem we chose to start this activity is about playground so every student should
have appropriate background knowledge.

Academic Language Demands

Perimeter: is the distance around a two dimensional shape, or the measurement of
the distance around something; the length of the boundary. A perimeter is a path that
surrounds a two-dimensional shape.
Area: is the size of the surface of a two dimensional object.
Dimension
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that 1)
uses clear steps that convey the use of multiple strategies, resources, and technology and
2) offers opportunities offered for inquiry, active learning, individual work, and pairs/small
group interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with and
respect for students. Candidate provides a challenging learning environment that provides
opportunities to express varied perspectives and promotes mutual respect among students.

edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages

students in learning tasks that address their understanding of key content. Candidate
prompts students to link prior academic learning and personal, cultural, or community
assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student responses
to promote thinking and to apply strategies and skills. Candidate facilitates interactions
among students so they can evaluate their own abilities to apply the essential strategy in
meaningful reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to learn,
practice, and apply strategies and skills. Candidate explicitly teaches students when to
apply the strategy in meaningful contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the instructional
plan.

Describe exactly what students will do during the lesson.

1. To introduce the class with the topic, have students take out a piece of paper or their
Math Journal. Review with the class the formula for finding the perimeter and area
of different shapes. On the elmo show a picture of a triangle, square, rectangle and
circle. (Time: 5 min.)
2. After 5 minutes, have students turn to their neighbor and share their answers.
3. Review the formulas if needed.
Ask students to share their answers.
Have students correctly identify different components of formula by referring
to the shapes.
4. Present students with the problem. (See Materials Section for word problem). Go
over the word problem with the students. The teacher may ask the following
questions if needed.
What is the problem asking you to do?
What do you know about this problem?
How will you solve this problem?
5. Provide students with an example. On a separate sheet of paper, teacher will model
creating an illustration along with showing solution.
Say Im doing this problem and I decided I wanted to create a playground
shaped like a rectangle
i.
One way to approach the problem is to use the supplies provided.
Teacher will demonstrate by using the string and grid paper. Teacher

will create a shape on the grid paper. Make sure to align the string to
the squares on the grid paper. Have the students say the rectangles
dimension. For example, 8x16. The rectangle has a dimension of 8 m.
by 16 m.
ii. Using these dimensions, teacher will find the area of the proposed
rectangular playground.
A= LxH
A= 16 m x 8 m.
A= 138 cm
I found a dimension and an area of a rectangle that I can use to create the
playground but is this best answer? Does is provide the Kindergarten the
most area to play in using 48 m. of fencing.
iii.

Using these dimensions, teacher will find the area of the proposed
rectangular playground.
A= LxH
A= 16 m x 8 m.
A= 138 cm

6. Teacher will then ask students, to refer back to the word problem. Emphasize that the
problem is asking for the MOST area students can create using 48 m. of fencing.
7. Provide students with supplies. Students will receive a sheet of centimeter grid paper
and a string with the length 48 cm.
8. Explain to students how 1 centimeter on the grid paper and the string is equivalent to
1 meter.
9. Count the students off to work into smaller groups. Remind students that even
though they are working together, they will each have a paper to turn in but they will
present their ideas as a group.
10. Have students present their ideas using the elmo.
11. Collect all work. If time permits, students will write an Exit Pass on what they
learned for the day.

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of

what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student Learning:
The candidate selects and designs informal and formal assessments to monitor students
use of essential concepts and skills. The assessments are strategically designed to allow
individuals or groups with specific needs to demonstrate their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate gives
specific feedback to address students strengths and needs related to the learning
objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities for
students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment

Informal/Formative Assessment:
Students will work in small groups to figure out the formulas of area for a triangle,
square, rectangle, and circle. Teacher will monitor students discussions.
Formal/Summative Assessment:
WB

DP

MP

ME

Mathematical
Accuracy

Does not
identify all
possible areas

Identifies most
of the possible
areas

Identifies all of
the possible
areas for each
configuration
and correctly
calculates
them.

Identifies

Approach

Random and
disorganized

Difficult to
follow

Organized and
easy to follow.
Explanation is
hard to follow.

Organized and
easy to follow
and there is a
clear
explanation as
to how they
arrived at their
answer.

Drawing

Messy and hard

to figure out the
different
configurations

Different
configurations
attempted.
Difficult to
follow.

All
configurations
included in
drawing
presentation

All
configurations
included in
drawing
presentation
was neat and

easy to follow.

Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of students with
specific learning needs that provide adaptations connected to instructional strategies, the
learning environment, content, and/or assessment/performance task for individuals and/or
small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The candidate
uses knowledge of his/her students to target support for students learning. Supports
include specific strategies to identify and respond to common developmental
approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences

TYPE OF LEARNER

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.

ELL/MLL
Struggling

Give students extra help or ask neighboring classmates (who

wont do the work for them) to help them.

Accelerated

Prepare an extra step to the problem that is harder. Or ask

these students to explain their understanding to the class or to

a specific student who may be struggling.

504/IEP

Follow individual plans, give students extra help or ask

neighboring classmates to help them.

Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom lesson
plans, etc.) into the space below. You may use as many pages as needed beyond the
space below to paste your materials.

Problem:
You are a part of the design committee for creating a new playground for the
Kindergarteners. One of the parents decided to donate wire fencing for the playground to
offset the cost. The fence is 48 meters long. The committee decided to use the whole fence
to save money so they can buy playground equipment instead. Your job as the leader of the
design committee is find how you will use all the fencing to provide the Kindergartners the
most area to play in. Remember a playground has to be enclosed. You will be presenting
your design to president of the committee. Make sure to provide a drawing, equations and
written explanation to your design.
Materials:
Centimeter grid paper
String 48 cm. long
Students will receive a piece of string and grid paper to help them find the best
answer. This will give them the opportunity to convert measurements.

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.

edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses evidence to

evaluate and change teaching practice to meet students varied learning needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses the
analysis of what students know and are able to do to plan next steps in instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of the
central focus (e.g., missed opportunities)?

Based on your reflection and your assessment of student learning, describe the next
steps to support students learning related to the central focus and student learning objectives.