SIOP LESSON PLAN

Date: _March 18-22, 2013 Unit/Theme: _Geometry_ Teacher/Grade/Class/Subject: Ms. Snowden 3 Grade Math Standards: _MCC.3.MD.7, MCC.3.MD.8, MCC3.G.1
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Content Objective(s): By the end of this lesson, students will be able to show and explain the relationship between the area and perimeter of shapes and figures. Language Objective(s): To understand how words of comparison are used in mathematics. To explain their strategies for comparing area and perimeter either in writing or verbally. Key Vocabulary Supplementary Materials area attribute decompose elapsed time estimate http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3. gap gram (g) hour kilogram (kg) liquid volume liter (l) html?open=activities Geoboard with area/perimeter mass measure metric minute nonstandard units activity (Look for the activity titled, Shapes with overlap plane figure side length square centimeter Perimeter 16.) SIOP Features square foot square inch square meter square unit http://highered.mcgrawstandard units tiling time time intervals volume hill.com/sites/0072532947/student_view0/grid_and_dot Preparation Scaffolding Grouping Options _paper.html Printable dot and graph paper
_x_ _x_ ___ _x_ Adaptation of Content Links to Background Links to Past Learning Strategies incorporated _x_ _x_ _x_ _x_ Modeling Guided practice Independent practice Comprehensible input _x_ Whole class _x_ Small groups ___ Partners _x_ Independent

Integration of Processes _x_ Reading _x_ Writing _x_ Speaking _x_ Listening

_x_ _x_ _x_ _x_

Application Hands-on Meaningful Linked to objectives Promotes engagement

_x_ ___ _x_ _x_

Assessment Individual Group Written Oral

Lesson Sequence Introduction: Area & Perimeter 1) Students should be given the opportunity to explore pentominos pieces freely before working. 2) To further explore pentominos, ask students to sort the pentomino pieces and determine the common attributes of the set (i.e., each piece has an area of 5 square units and all sides meet to form a right angle). Also, ask students to sort the shapes by perimeter. Modeling / Guided Instruction: 1) Teachers may want to discuss the questions on the Working with Perimeters activi ty on the following web site: http://nlvm.usu.edu/en/nav/frames_asid_114_g_2_t_3.html?open=activities before students complete this task. 2) In preparation for working with pentominos, teachers may need to discuss how to manipulate the pieces by turning or flipping them. Small Group/Independent practice: 1) 2) 3) 4) 5) 1. In each box below, choose three pentominos and create a polygon. Trace your polygon in the box. 2. Find the area and perimeter of each polygon. Be sure to include the correct label for each measure. 3. Write to tell how you found the area and perimeter of your polygons. 4. Write to explain what you noticed about the areas and perimeters of your polygons. 5. CHALLENGE: a. Using 3 pentomino pieces, what is the longest perimeter you can make? Sketch it below and explain how you know it has the longest possible perimeter. 6) b. Using 3 pentomino pieces, what is the largest area you can make? Sketch it below and explain how you know it has the largest possible area. After all groups have solved their problems, I will move students into different groups to share how they solved the problem. In the second group they should compare their answers and explain their thinking for how they solved the problem.

Assessments/Closing: Assessments: Have you found all of the rectangles possible? How do you know? What strategies are other students using to find rectangles with the given perimeter? What do you notice about the shape of the rectangles? How are shape and area related? Closing: Exit ticket What is the relationship between perimeter and area? Are there any similarities among your neighbors and your rectangles? How can rectangles have the same perimeter but have different areas?

Reflections:

This lesson went very well. Students were able to make connections due to background knowledge on the subject area, which made for an extremely productive session because students were able to apply what they already knew and build on that with the new concepts that were introduced. Using manipulatives made the lesson easier to grasp, literally, due to its tangible nature. As a result, the lesson went smoothly with 100% participation and 85% mastery of the skill taught. Students were able to find the area and perimeter of successfully with little or no assistance from me or their peers. ESOL students A and B were successfully displayed their understanding of finding the area and perimeter of shapes and figures. They both understood the lesson so well that they both volunteered to share with the class the strategies the used and steps they took to get their answers. Their confidence in sharing with the class has grown tremendously ever since they start developing and teaching Spanish lessons to our class this year. Overall, this lesson was definitely a success.