Lesson Plan : Perimeter and Area and Relative Statistics
Teacher Name: | Mrs. Kendall |
Grade: | Grade 4 |
Subject: | Math |
Topic: | Perimeter and Area |
Content: | Math: Perimeter, Area Review of range, median, mode Review of graphing |
Goals: | The learner will use and understand the concepts of perimeter and area. |
Objectives: | Students will use classroom items to determine the perimeter and area. Students will use prior knowledge to review range, median, mode, and graphing. |
Materials: | large grid paper (Normally I use centimeter grid paper. You may have to connect 2 sheets together for some students.) pencils Smart Board classroom items (desk, books, bulletin boards, door, etc) perimeter and area worksheet chart for graphing |
Introduction: | Have the Smart Board up with a blank page showing. Have a student some up and draw any closed shape with straight sides. Discuss perimeter as the outside measurement of the figure and the area as the inside of the figure. complete this example by putting in actual numbers and allow groups to determine the area and perimeter. |
Development: | Pull up one or both of the following websites on the Smart Board: http://www.learnnc.org/lp/pages/3770?ref=search (Go to Day 1, #3 and use the Perimeter Explorer Activity. Go to Day 2, use the Area Explorer. Go to Day 3, use the Shape Explorer. (These can be used over a course of several days. It is a good way to practice all week for an assessment.) http://www.tut-world.com/p4_m6-1.htm These gives some simple examples for students to complete. Use small dry erase boards for students to answer. This way you know everyone is participating. |
Practice: | Show students how you will have a partner trace around your foot (shoes on!) Pass out the large grid paper. Partners will trace around their partner's foot and determine the P:perimeter and A:area, writing the perimeter outside the foot and the area inside the foot. Make sure all students label their answers in centimeters, inches, or whatever you chose as grid paper. |
Accommodations: | |
Checking For Understanding: | *Checking for Understanding: After this activity, students will return to their seats where we, as a class, will discuss what the partners got for each of the ten items. We will then take our information from the �Foot Perimeter and Area� and we will graph this information to incorporate what we learned last week. We will determine the largest and smallest perimeter and area as well as any that are repeated. We will also find our range, median, and mode for our �Foot Perimeter and Area� activity. Students will work to create 2 meaningful questions to ask about our graph. We will then use those questions another day to review. |
Closure: | We will discuss our findings and I will have students tell the class the definitions of perimeter and area from what they learned today. |
Evaluation: | On Thursday, after several days of practice, students will be given an assessment of 10-15 perimeter and area questions to include word problems. |
Teacher Reflections: |
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