Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Eric Adolphus Subject(s):MATH Grade Level(s): 7

Date: 11/19/2015

Standard(s):

Single/Multi-Day Lesson:
Single day lesson

2.1.MG

Students compute the perimeter, area, and volume of common

geometric objects and use the results to find measures of less
common objects. They know how perimeter, area, and volume are
affected by changes of scale:
2.1 Use formulas routinely for finding the perimeter and area of basic
two-dimensional figures and the surface area and volume of basic threedimensional figures, including rectangles, parallelograms, trapezoids,
squares, triangles, circles, prisms, and cylinders.

I.

DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Students will measure lengths of three dimensional objects around the classroom.( Concept)
II.
LEARNING OUTCOME (Objective):
The students will compare lengths of objects to find perimeter and area of different shapes
around the classroom, to understand how to find the area of three dimensional objects.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students learned how to find the perimeter and volume of a two dimensional objects on paper,
and will relate to this by knowing the basic ideas and principals of finding perimeters and areas
of objects.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
Teacher will have prepped classroom with large cardboard objects that are decorated around the
classroom, and will have arranged the desks aside of the classroom, to present a different setting in
the classroom from typical everyday lessons. Cardboard objects will be decorated with students
favorite activates, celebrities, and ect. Teacher will instruct the class to move freely around the class
and talk about lesson with previous class session behavior rules implied.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Students will learn be able to walk around the class and enjoy the environment :
a. What different shapes do you see? What is your favorite object? What can we notice off the
first bat about these objects?
b. I will check for understanding by looking at how the students engage with the objects in
class, and by asking them questions to peer into their curiosity and gear my questions
towards my objectives.
Step #2 Students will be assigned to measure several objects onto their journals
a. What objects will you guys measure first? Why? What object catches your attention? Why?
What objects seem to be similar? How do you know they are similar? Are you sure?
b. I will engage the students around the class in questions and check for participation and on*Note: Use CTRL + TAB for indents in outline format.

task work by walking around the class and asking questions.

Step #3 Students will relate previous work/formulas with three dimensional objects
a. How do we know how to measure a square? How do we know how to measure a triangle and
circle? Can we use the same method to find the area and perimeter of three dimensional objects?
How so?
b. Students will compare their past experiences and ideas with other children in the classroom, and
work together, individually, or as a class to figure out how to find the perimeter and area of three
dimensional objects.
Step #4 Students will have final time to collaborate with other students on ideas and solutions
a. Can you find a partner or a group to help you find the solutions to the perimeters and areas
of the objects? Can someone please pair up with someone that wants a partner? What
solutions can you come up with in your group or individually?
b. Students will orally respond to my questioning while simultaneously working orally and
physically with objects and students to find solutions.
Step #5 Students will review with me to reflect similarities from the past to the lesson at hand
a. What did we find class that was true about perimeters and areas of different objects? Did the
perimeters and areas match up with two dimensional objects? How do you know? Are you
sure?
b. We will have a group discussion as a class in the middle of the classroom.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will have a question to answer and reflect on in their math journal.
C. MATERIALS & RESOURCES:
Lots of cardboard 3 dimensional decorated objects
Pencils
Note books to write on
Math journals
IV.

V.

VI.

ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: Listen to students responses and check their work for understanding by asking
several questions.
Summative: Students will reflect the lesson taught in their math journals by being able to go
back to the work they did in the math journal and answer the question I leave them with. The
question I will leave them with is, Do you think that we can find the measurement of greater
than three dimensional objects?
ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
and PRACTICE):
Tactile objects
Hands on measurement
Questions and responses orally
Groups of all learners working together
Repeat questions for EL students
HOMEWORK (IF APPROPRIATE):
Answer question in Math Journal

*Note: Use CTRL + TAB for indents in outline format.