3rd+Grade+Revised+Perimeter+Lesson

Standards: M3M3: Students will understand and measure the perimeter of simple geometric figures(squares and rectangles). Acquisition Lesson Plan Name: Perimeter Plan for the Concept, Topic, or Skill—Not for the Day Topic:


 * A. Essential Question ** : How do I find perimeter?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt #1: Students will define and give examples of perimeter. Assessment Prompt #2: Students will use formulas (for rectangles and squares) to determine the perimeter. Assessment Prompt #3: Students will find the perimeter of objects in their classroom and/or home.


 * B. Activating Strategy: ** The teacher will show __Perimeter Power Point Slides #1-12.__ It asks the question, "What is perimeter?" The Power Point will display objects and pictures of items students are already familiar with. This will allow students to make connections from what they know, to what we will be doing with perimeter. __After slide 12, allow students to discuss and write their definitions for perimeter.__

Key vocabulary to preview: perimeter- the distance around the outside of a shape, length- the distance between two points or objects; it also refers to the longer side of a rectangle, width- the shorter side of a rectangle, sides- the line segments that make up a polygon, formula- a set of symbols that tell a mathematical rule, l+w+l+w=P, l //x// w=A,

//D. Teaching Strategies: // ** Instruction: Teaching Strategy 1: Teacher will lead discussion on perimeter using PowerPoint slides 13 - 18.
 * C. Graphic Organizer: Frayer Model


 * AP#1** Students will work collaboratively to refine their definition for perimeter on the Frayer. Collaborative pairs will also discuss definition, find examples of perimeter in the classroom and confirm each other's answers. Students will use examples from the Power Point to determine a definition. Students will then complete a Frayer Model for the definition of perimeter.


 * Teaching Strategy 2**: Teacher will show a diagram of a basketball court with dimensions. Teacher will point out the length and width of the basketball court. Teacher will model his/her thinking about how they might figure out the distance around the court.(Slide 19: See Powerpoint notes) Teacher will lead students to find a formula (a mathematical rule that works everytime) for finding the perimeter of a rectangle.


 * AP#2:** Students will write the formula for perimeter of a rectangle on the Frayer. Students will use the formula to compute the distance around the gym and share their answers.


 * Teaching Strategy 3**: Teacher will ask students what they know about the sides of a square. (All sides are the same length.) Draw a square and a rectangle on the board. Label the rectangle with l,l,w,w. Model your thinking about how you should label the sides of a square.
 * AP#2:** Collaborative Pairs discuss how it would be labeled. Teacher confirm suggestions.

Prompt the discussion of why all sides are not labeled. Do they need to be labeled for a square? (No) Do they need to be labeled for a rectangle? (Yes) Discuss reasons. Model your thinking about how to write the formula for perimeter of a square..
 * Teaching Strategy 3**: Continue discussion by asking students to compute the perimeter of the square, __but only label one side (such as S=7units)__.


 * AP#2:** Students will write the formula for the perimeter of a square on the Frayer. Students will use the formula to compute the problem on Slide #20 of the PowerPoint.

Math book pg.351, problems 1-10, pg. 354, problems 1-10 pg.356, problems 1-10 and pg. 359, problems 1-10.
 * E. Assignment:** Students will measure objects in the classroom (desk, book, sheet of paper, etc.) and/or at home and compute the perimeter. Provide a Measuring Perimeter graphic organizer to help students organize their information (in file cabinet).


 * F. Summarizing Strategy:** Ticket out the door: Math Journal: Write about how perimeter of a rectangle and perimeter of a square are similar and different.