McNeese State University

Department of Education Professions

Lesson Plan Template
Course: EDTC 245-V Semester: FALL 2018
Name: Nathaniel Derouen Email: msu-
nderouen1@student.mcneese.edu
Primary Subject Area: Mathematics Grade Level:4th Grade
Title Of Lesson: Using formulas for area and Approximate Duration:105 minutes
perimeter of rectangles
Overview of Lesson (Danielson, 1c)
Investigate and use the formulas for area and perimeter of rectangles
Prior Knowledge Expected of Students
3.OA.A.4, 3.MD.D.8, 3.OA.C.7
Louisiana Student Standards (LSS)

Educational Technology Standard

Additional Standards

Interdisciplinary Connections + Standards

Student Outcomes (Danielson, 1c)

• TLW: use area and perimeter formulas for rectangles in real world and mathematical
problems.
• TLW: solve multi-step problems posed with whole numbers and having whole-number
answers using four operations including problems in which remainders must be interpreted.
• TLW: represent these problems using equations with a letter standing for the unknown
quantity.
• TLW: asses the reasonableness of answers using mental computation and estimation
strategies including rounding.
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed
Questions
5 Introduction/Gain Attention: • How could
• Greet students at the door and direct them to their assigned seats. we find area
• Gather students attention by saying “Class Class” and have them another
respond “Yes Yes” way?
15 Framing the Lesson/Relevance: • How many
triangles can
• Multiplicative comparison is foundational for understanding you draw
multiplication as scaling in Grade 5 and sets the stage for proportional each with an
reasoning in Grade 6. area of 6
15 Motivating Introduction/Hook: cm2?
• Display a grid paper with square in it. • What is the
• Ask students “How many tiles is the square made up of?” difference
between
perimeter
and area of
 a 2D figure?
• Display and work the following problems: • What is the
Note: Multiplying a number by itself helps students quickly compute the difference
areas of squares. between
T: (Project 1 × 1 = .) Say the complete multiplication equation. area and
perimeter?
S: 1 × 1 = 1.
• If the
Repeat the process for 2, 3, 4, 5, 6, 7, 8, 9, and 10. perimeter of
T: I’m going to call out a number. You say the answer when it’s a rectangle
multiplied by itself. 2. is fixed (not
S: 4. changing),
then is the
Repeat the process for this possible sequence: 1, 10, 5, 3, 6, 8, 4, 7, and 9. area also
30 Whole Group: constant?

• Problem 1: Review and compare perimeter and area of a rectangle.

T: Draw a rectangle on your grid paper that is 5 units wide and 10 units long.
S: (Draw the rectangle on grid paper.)
T: (Monitor to see that students have drawn the rectangle correctly.) Tell your
partner what you notice about your rectangle.
S: The opposite sides are the same length. à It has four right angles. à The
area of the rectangle is 50 square units.
à The perimeter of the rectangle is 30 units.
T: Place the point of your pencil on one of the corners of the rectangle. Now,
trace around the outside of the rectangle until you get back to where you
started. What do we call the measurement of the distance around a
rectangle?
S: The perimeter.
T: Trace the perimeter again. This time, count the units as you trace them.
What is the perimeter of the rectangle?
S: 30 units.
T: When we know the measurements of the length and width of a rectangle, is
there a quicker way to determine the perimeter than to count the units
while tracing?
S: We could add the measurements of all four sides of the rectangle.
T: Take your pencil and count all of the squares within your rectangle. These
squares represent the area of the rectangle. How do I find the area of the
rectangle?
S: You count the squares. à You can multiply the length times the width of
the rectangle. à 5 units times 10 units is 30 square units.

• Problem 2: Use the area formula (l × w) to solve for area and to solve for the
unknown side length of a rectangle.
T: Look back at the rectangle with the width of 6 units and the length of 12
units. How can we find the area of the rectangle?
S: We can count all of the squares. à We could also count the number of
squares in one row and then skip-count that number for all of the rows. à
That’s just multiplying the number of rows by the number in each row. à A
quicker way is to multiply the length times the width. 12 rows of 6 units
each is like an array. We can just multiply 12 × 6.

T: Talk to your partner about the most efficient way to find the area of a
rectangle.
Small Group/Paired Practice:
20 • Students should complete problems 1-2,4,7-6 on problem set
handout.
Individual Practice:
15
• Students should complete handouts given by teacher.
Closing Discussion:
5 • Have students review their solutions form the group problems. They should
check work by comparing answers with their partner before going over
answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the
Problem Set and process the lesson.
Example questions:
§ What is a formula for solving for perimeter? What formula is most
efficient?
§ Compare the units used to measure perimeter and the units used to
measure area (length units and square units).
Transition back to teacher:
Teacher Materials Student Materials Technology Resources References
• Manual • Graph Teacher • Promethean Board
• Activisnpire • Individual Dry • Computer
Erase boards • Projector
• Exit Tickets • Padlet
Relevance / Rationale
Multiplicative comparison is foundational for understanding multiplication as scaling in Grade 5 and sets the
stage for proportional reasoning in Grade 6.

Exploration / Extension / Supplemental

Assessment Criteria For Success

Exit Ticket
Differentiation (Danielson, 1c, 3e )
Individual practice depending on the knowledge demonstrated.
Post Lesson Reflection
This information will be based on the results of the exit ticket the student will complete at the end of
the lesson.