Blended Learning Lesson Plan

Lesson Title: Area and Perimeter

Objectives:
Students will be able to… Make sense of problems and persevere in solving them.
Students will be able to… Connect mathematical ideas and real-world situations through
modeling.
State Standards: Connect mathematical ideas and real-world situations through modeling.
Context: In the Area and Perimeter unit, I will be teaching what and how to solve area and
perimeter problems. To do this the students need to have an understanding of addition and
multiplication.
Data: Students will be grouped with their tables in class. These groupings will already be decided
on through test scores, as well as a mixture of races, genders. Like stated previously, I want not
only my class but my tables to be diverse. This is to promote and embrace the differences in my
class whatever that may be. Data will be collected through topics mastered on ALEKS, teacher
observations, their paper from the collaborative station and the exit ticket

Materials: Student iPads, laminated worksheets, dry erase marker, green construction paper,
popsicle sticks
Detailed paragraphs from here on down.
Procedures:
Introduction (10 minutes): The math portion of our day happens right after lunch, so the students
will come in quietly and go to their tables. Most of this time is utilized as a calm down time to
prepare the next subject. Due to the timing of when math is, it is often difficult for not only the
students but the teacher as well to jump straight into something. At the end of this time I will do
a brief introduction/review of area and perimeter and explain what each group will be doing
before splitting into the small groups.
Teacher Directed (10 minutes): In the teacher directed small group, each student will have a
laminated worksheet and a dry erase marker (to save some paper). For the first 7 of the 10
minutes we will be working on word problems with area and perimeter. This is often where
students struggle and get confused, so I want to be there to answer and questions they may have.
In the last three minutes, the students will have the opportunity to ask me questions about the
math section that we have been working on. I will then take these questions and use them for
when I am planning reviews. If there aren't any questions, we will just continue to do word
problems until time runs out.
Collaborative (10 minutes): This section will have hands on activities for the groups to do. In this
station, in pairs students will create their own area/perimeter problem. They will build their own
backyard using Popsicle sticks(fence) that vary in size with predetermined lengths and green
construction paper (grass). The will glue popsicle sticks on the paper to create their yard. They
will have to add the popsicle sticks to determine the length and width. They will solve their yard
problem on their piece of green paper.
Independent Digital (10minutes): In this station, students will use their 1-1 devices and sit at
their tables. There they will go through their Clever app to https://www.aleks.com/ Here they
will work on their weekly required number of topics. Students can work at their own pace.
However, at the end of the week they must have completed a previously assigned number of
topics. During this time, students will also watch a video on Area and Perimeter to aid in the
understanding of the concept. This video will also act as another reinforcer of what was learned.
Also, if a student does not understand how I taught them, this video could help them.
https://youtu.be/rSVMrPu0__U
Closure (10minutes): In the closing, I will review with the class some of the questions that I got
during teacher directed time. After doing so, I will have an exit slip for each student. It will have
one direct area and perimeter problem and one-word problem. As well as the two math problems,
students are given another opportunity to write any questions they may have as well as rating
their understanding of the topic. This is to be completed on their own to determine students'
strengths and weaknesses moving forward (or need to review).
Rationale:
(Aleks): I like this resource. Not only have I used it as a student, I have seen it used effectively in
the classroom. Students can work at their own pace to complete topics. Aleks sections are by
grade level, so the information goes along with the 4th grade standards and objectives. This
source also allows students to work on multiple types of math problems.
(Area and Perimeter Video ): This video is effective because it is another way that students can
hear and understand information. The graphics in the video not only intrigue and entertain
students but do so in an effective way.