Design for Learning

Instructor: Lauren Hughes

Lesson Title: Whats the Distance?
Curriculum Area: Math

Grade Level/Cooperating Teacher: 3rd/Mrs. Talley

Date: April 8, 2016
Estimated Time: 45 minutes

Standards Connection:
23.) Solve real-world and mathematical problems involving perimeters of polygons, including finding the
perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different perimeters. [3-MD8]
Learning Objective(s):
When given a worksheet, students will compute the perimeter of each figure with 80% accuracy.
Learning Objective(s) stated in kid-friendly language:
You will learn how to compute the perimeter of a figure.
Evaluation of Learning Objective(s):
The teacher will present the students with a worksheet. It will have 10 total questions/figures. The
students will work independently to solve each question and find the perimeter of each figure. All
students must correctly answer at least 8 out of the 10 questions which is 80% accuracy. The students
who do this will be considered proficient and in the green range. The students who correctly answer 6-7
out of the 10 questions will be considered in the yellow range and will receive additional practice. Those
who correctly answer less than 6 out of the 10 questions will be considered in the red range and will need
further remediation.
Engagement:
The teacher will show the students a video concerning perimeter. This video is a short rap about
perimeters. It repeats the definition of perimeter multiple times as well as shows examples throughout on
how to calculate the perimeter of a figure. The repetitive definition will assists the students in
remembering what perimeter is as they continue to learn throughout the lesson. The teacher will then
complete a small number talk. She will show the students a small figure using the elmo. She will then
ask the students to find the perimeter of the figure and share their answer using turn and talk with a
neighbor. This will allow the teacher to actively listen as the students share to gain an understanding of
how well the students know the concept of finding the perimeter. Good morning! We are going to watch
a video this morning to start our lesson. Remember to be respectful and listen quietly to the video. You
will need to know the information from the video later today. The teacher will start the video. Once the
video is finished, she will ask a couple of questions and start the short number talk. Who can tell me what
the video was about? Very good, it was about perimeter. What did the video say that perimeter was?
Youre right; it is the shortest distance around an object. Our number talk today involves the perimeter.
Is everyone ready to begin? Do I have everyones attention? Thank you. I am going to project a figure
on the board. I want you to try and find the perimeter. I know that we have not talked about perimeter
yet, but I want you to try your best. Do not share your answer until I tell you to. Are there any
questions? Teacher waits for student response. Okay, lets begin. Teacher projects the figure and gives
students a chance to find the perimeter. Turn and talk with your neighbor and tell them what you think
the perimeter of this figure is. Teacher allows time for students to share while actively listening. I heard
some good answers. Lets try another one. Teacher projects the second figure and gives students a
chance to find the perimeter. Turn and talk with your neighbor again and tell them what you think the
perimeter of this figure is. Teacher allows time for students to share while actively listening. I heard

some good answers again, but I also noticed that some of you had questions about the perimeter. That is
okay because today you will learn how to compute the perimeter of a figure.
Learning Design:

I. Teaching:
The teacher will explain the objective to the students again. She will use literature, Spaghetti and
Meatballs for All!, written by Marilyn Burns as well as a chart and markers. The teacher will use
Spaghetti and Meatballs for All! to discuss perimeter with the students. The characters in the
book want to plan a lunch party for their family and friends. As they arrange and rearrange the
tables and chairs, the perimeter around the table changes. Each time the seating arrangement
changes, the teacher will reveal another section of a chart on the board that she has completed to
prior to class. The chart will have the seating arrangement as well as a place to compute the
perimeter. This will allow the teacher to model how to compute the perimeter of a figure. This
will also allow the students a chance to help her find the perimeter of the figures. If students are
behaving, they will receive the opportunity to come to the chart and solve the perimeter. I want
everyone to turn their attention to the chart paper to the left of the board. Remember that today
you will learn how to compute the perimeter of a figure, but first we are going to discuss what
perimeter is. If you will focus you attention to the chart paper on the left side of the board.
Teacher points to the chart paper. Perimeter is a measurement of length. More specifically,
perimeter is the distance around a figure. The key word in that definition is AROUND. When
we measure perimeter we want to make sure we are measuring around the figure and not inside
of it. Are there any questions? Teacher waits for student questions. She then moves to the
second column on the chart. Now, we are going to look at how you might use perimeter in your
life. It can measure a fence because a fence goes AROUND something. Where do you see fences
in your life? Great job, a fence goes around a building sometimes. Where else do you see
fences? Youre right. Fences go around yards. Perimeter can also tell how many feet of lights
will fit AROUND your house. Why is that useful information to know? Correct, if you want to
put lights up for Christmas then you have to know how many it will take. During this lesson,
think of some other ways perimeter might apply to your life. We can share those at the end.
Teacher moves to the third column on the chart. Hmm, now lets see what perimeter looks like.
Picture a swimming pool. The pool that you are picturing has four sides like the pool in this
drawing has. Teacher points to the drawing on the chart paper. Two sides of the pool are 11 feet
long and two sides are 12 feet long. How do we find the perimeter? Well, to find the perimeter
we have to add all of the sides together. So, if we add 12 + 11 + 12 + 11, we get 46. The
perimeter of this pool is 46 feet. Today, we will look at some figures and you will learn how to
compute the perimeter of those figures on your own. So, lets break that process down a little.
How exactly do you find the perimeter of a figure? Well, there are two ways. The first way is
counting unit segments. This is where there are no numbers with the figure, but instead the
figure is broken into units or cubes. Sometimes there is a scale below the figure telling you how
much each line around the figure is worth. You count the units AROUND the figure and your
total is the perimeter. Look at this example. The teacher points to the chart paper. Count these
with me. 1, 2, 3,.16. There are 16 lines around the figure, so the perimeter is 16 units. We
will discuss the second way to find the perimeter of an object tomorrow, but it involves adding
the lengths of the sides. You each have a yellow sticky note in front of you. I want you to write
one thing about perimeter that you have learned so far in this lesson on the sticky note and come
add it to our math board. Teacher allows time for students to write on their sticky note and add

it to the math board. I see some awesome additions to our math board. Now we are going to
continue our lesson on perimeter by reading the book Spaghetti and Meatballs for All! By
Marilyn Burns. I am going to summarize the first part of the story and pick up towards the
middle. As we read, we will be computing various perimeters that go with the story. This will be
completed on the chart paper to the right of the board. The teacher will show the students that
chart paper as well as the front of the book. The teacher will then start reading Spaghetti and
Meatballs for All! She will ask questions throughout the reading to help the students find various
perimeters. She will model how to find the perimeter and then slowly transition to where the
students are finding the perimeters. So, at the beginning of this story, Mr. Comfort was tending
his garden and Mrs. Comfort brought up the idea of a family reunion. She suggested that Mr.
Comfort make his famous spaghetti and meatballs and concluded that there would be 32 people
coming to this party. Raise your hand if you like spaghetti and meatballs. Oh, me too. That is
my favorite meal that my mom cooks. My mom does not like to cook, but she always makes some
good spaghetti. As Mr. Comfort starts cooking, Mrs. Comfort gets the tables and chairs set up.
She arranges them like you see in this first drawing on the chart. The teacher will point to the
first row. There are eight tables and each table has four chairs around it. If we were to find the
perimeter for one table, we would add 1 + 1 + 1 + 1 and that would give a total perimeter of 4
units. Pretty soon the Comforts daughter, her husband, and their two children arrive. Now there
is a total of 6 people at the party, so they decide to push two of the tables together in order to fit
6. To find the perimeter of this figure, we are going to count around the figure. 1, 2, 3, 4, 5, 6 or
1 + 2 + 1 + 2 and either way we have a total perimeter of 6 units. The teacher will start reading
this portion of the book aloud. Now we have a total of 12 people at the party and they have
decided to push eight tables together. Turn and talk to your partner about how we could find the
perimeter. The teacher allows time for students to talk while actively listening. Do I have a
volunteer who would like to come and put their answer on the chart paper? Thank you! That is
correct. The perimeter is 12 units. How did you find that? Great job, Student A said that he
counted the units around the figure to get 12. Lets keep reading. The teacher will continue
reading the story. Okay, so now we have 16 people at our party and they have split the tables in
an arrangement like the one we see on the board. Who can raise their hand and tell me what the
perimeter would be of the table that is circled? Great job, the perimeter is 8 units. How did you
know that? Awesome, Student B added 2 + 2 + 2 + 2 and got 8 units as her total. The teacher
will start summarizing the story again. As the party continues, Grandma and Grandpa arrive,
which makes the total number of people 20. They have to rearrange the tables again to make
sure everyone has a seat. This time they put them in one long row. I want you to solve this
perimeter independently. Dont blurt out the answer. Make sure to give everyone time to think.
The teacher gives the students time to find the perimeter. Who would like to share their answer?
Great job, Student C got 18 because he counted around the figure and added the side lengths
together. Later, Grammy and Gramps arrive, so the tables are rearranged yet again. Turn and
talk with your neighbor about the perimeter for the table that is circled in this row. The teacher
points to the table that she is talking about, allows time for students to talk, and actively listens.
I heard some great answers. What is the perimeter? Youre right, it is 10 units. After more
family arrive they move the tables again and they are now set up like this drawing in the last
row. Who can look at this figure that is circled and compute the perimeter in their head? Great
job, Student D. The perimeter is 6 units. Now, lets see how this story ends. The teacher reads
the last part of the story aloud. So, what happened in the end? Yes, the tables were placed back
in the original formation. You all did a great job calculating the perimeter.

II. Opportunity for Practice:

The teacher transitions into the opportunity for practice part of the lesson plan. Now you will
have the chance to practice computing the perimeter with a partner. Each partner pair will have
some cards. The cards have figures on them that look similar to the table arrangements that we
saw on the chart paper. One partner will hold up a card and the other one will say the perimeter
of the figure out loud. Go back and forth between partners until you have finished all of the
cards. Lets look at one together. The teacher projects the card on the screen. If we were finding
the perimeter for this figure, we would count around the figure like this. 1, 2, 3, 4, 5, 6, 7, 8
which would give us a total perimeter of 8 units. We could also say 1 + 3 + 1 + 3 which would
still give us 8 units. Are there any questions? The teacher waits for student questions and then
divides the students into partner pairs. You may begin once you have your cards. Keep playing
this game until I give you further directions. Remember to keep your noise level to a minimum.
III. Assessment
The teacher will present the students with a worksheet. It will have 10 total questions/figures. The
students will work independently to solve each question and find the perimeter of each figure. All
students must correctly answer at least 8 out of the 10 questions which is 80% accuracy. The students
who do this will be considered proficient and in the green range. The students who correctly answer 6-7
out of the 10 questions will be considered in the yellow range and will receive additional practice. Those
who correctly answer less than 6 out of the 10 questions will be considered in the red range and will need
further remediation.

Okay, eyes on me. I am going to pass out a worksheet to everyone. There are 10 problems on
this sheet. Each problem has a figure. You will need to refer to your knowledge about finding
perimeter for this worksheet. There is a chart at the front of the room concerning perimeter that
you can use as a reference if needed. Your job is to compute the perimeter for the figures that
you see on the page. Lets look at number 1 together. Follow along with your finger and count
around the figure aloud with me. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 so what is the perimeter of the
figure? Exactly, the perimeter is 12 units. Are there any questions? The teacher waits for
student questions and then passes out the worksheets. Remember to complete this independently
and do not talk. Raise your hand if you have a question and I will come to you. When you are
finished, you may work on frog games.
IV. Closure:
The teacher will instruct everyones attention back to her. She will then give the students a
chance to share with their small group something that they learned about perimeter. The students
will complete a 3-2-1 exit ticket concerning perimeter and turn it in as their ticket to go to
physical education. Okay, eyes on me. Take a couple of minutes to share with your small group
something that you learned about perimeter today. The teacher gives students time to share
while actively listening. Awesome, I heard some great answers. We will continue to learn about
perimeter this week. For today, I want you to complete this 3-2-1 exit ticket about perimeter. We
have done these before, so you all know what to do. When you finish with them, place them in
the green basket as your exit ticket to go to physical education. The teacher will pass out the exit
tickets and allow students time to work. We will discuss these cards when we come back from

physical education or tomorrow at the beginning of our math lesson. You all did a great job
today. Thank you!
Materials and Resources:
Perimeter Video - https://www.youtube.com/watch?v=KwXBMGdSWmI
Spaghetti and Meatballs for All! By Marilyn Burns
Large chart
Markers
Perimeter Task Cards
Perimeter Questions
Yellow Sticky Notes
Math Board
3-2-1 Exit Ticket
Differentiation Strategies (including plans for individual learners):
High End Learners They will have perimeter problems that are more challenging. This will include
some figures where they have to add the perimeter for each figure to find the combined perimeter.
Low End Learners They will complete a modified version of the worksheet. This version will have X
marks around the perimeter with each unit. They will be able to count the X marks around the shape to
help them find the perimeter.
Data Analysis:
Twenty-one students were assessed after this lesson was taught. Five of the students scored a 100% on
the perimeter worksheet placing them in the green range. Six students scored a 90% and two students
scored an 80% placing them in the green range as well. Five students scored a 70% and one scored a
60% placing them in the yellow range. Two students scored a 50% placing them in the red range. The
students had various scores on the assessment, but all of the problems that were missed were one or two
off of the correct answer. Since this is the case, students falling in the low yellow or red range will retest
on perimeter. I will remind them prior to the assessment to take their time. I will also encourage them
that they know the answers, but just need to take their time. I will work with the red range group during
math centers to reinforce that it is just a rushing issue instead of a lack of understanding.

Perimeter Assessment

Green Range
Yellow Range
Red Range

Reflection:
As a result of this lesson, my students learned how to compute the perimeter of a figure. They learned
two ways to find the perimeter. The first way was by counting the units around the figure. The second
way was adding the side lengths. They enjoyed the interactive part where they were able to find the
perimeter of different tables using literature Spaghetti and Meatballs for All! By Marilyn Burns. The
students were engaged through the whole lesson and the lesson went as planned for the most part. The
atmosphere of the classroom was not working to split the students into partners for the practice section.
They were working better at their individual desks, so I projected the task cards on the elmo and let them
complete the practice that way. We did some turn and talks to make it more interactive. They seemed to
enjoy this part to communicate with their neighbor. I ended up playing the perimeter video while they
were finishing their assessment. It just added another fun component to that part. The students started to
make careless mistakes on computing the perimeter because they were not taking their time. I made sure
to draw their attention to this so that it does not happen in the future. I had all of my materials and
resources for this lesson. After looking at the assessments, I realized that the students learned how to
compute the perimeter, but were making careless mistakes. Most of the mistakes were one number off. It
was obvious by their work that they were going through the process correctly. They were just working
too fast and not taking their time. I would reassess them another day and remind them to take their time.

Samford University
Design for Learning