Overview and Lesson Plan Based on Student Readiness For this lesson on perimeter and area of polygons, students

were expected to use their prior knowledge of the properties of shapes and relate it to finding the required measurements. This lesson looks to establish spatial relationships and serve as a bridge to working with threedimensional figures. Based on the academic standards of my school district, at the conclusion of this lesson, students should know the definitions for perimeter, area and square unit; understand that area is measured in square units and applies to an internal measurement while perimeter measures a distance around an object; and be able to evaluate the area and perimeter of a given shape. The readiness of the class required a tiered assignment. Group activity 1 (Appendix A) was a scaffolded activity that included step-by-step directions, hints and a diagram (Tomlinson & Imbeau, 2010). This activity would have been given to students who struggled during the direct instruction portion of the lesson and who need a more directed approach to instructions. Group activity 2 (Appendix B) was designed for students who could more readily access their prior knowledge and apply it when solving an open-ended word problem. Both assignments revolved around the same essential question of solving for perimeter. Depending on time a similar example would have been given on finding the area of a shape. Grouping of students for that additional activity would have been dependent on the results of the perimeter problem. A positive component of both activities was the involvement of peer interaction and a hands on approach to the learning. Assessment for this lesson would be formative or ongoing during class. By rotating and questioning students I would be able to determine which students need reinforcement and which were able to move on to the next lesson. As witnessed in the video Flexible Grouping (ASCD, n.d.) having the students regroup at the end of class would also allow me to see who had met the lesson objectives while also engaging the class in a group discussion of the lesson. The

tiered independent homework would also serve as additional way for students to demonstrate their learning. I typically teach this lesson in a more formulaic fashion by distributing a formula sheet and providing guided examples before giving independent work for the students to do. Next year I hope to implement a lesson similar to the one I designed here. I feel by grouping the students and allowing them to work with their peers they will able to build greater understanding of the why and how of the lesson objective. This new revised lesson looks to enrich their problem solving skills and become more active participants in their own learning. References ASCD. (n.d.) PD In Focus. Flexible grouping [Video file]. Retrieved from http://pdinfocus.ascd.org/Resource/Video/3ac8005f-a02d-4c81-a1ba-3d0f65b4caf1 Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

Differentiated Learning Plan Standards: This lesson falls under the districts standards as listed: Unit 3 Measurement Objective- Apply formulas for area and perimeter to shapes Standards 4.2.7.E. 1,2

Subject: Math, Grade 7

Students will: Know definition of perimeter, area, square units Understand that an area is measured in square units; a perimeter gives you the distance around a shape Be able to determine if a perimeter or area problem; convert units if needed; label answer correctly Preassessment/Formative Notes: Students have already learn what a square unit is and worked with converting measurements. We will review looking for key words in word problems to determine which method to use. Hook: Students will be shown a detailed picture of a garden and asked the following, If I want to fence in this garden and fertilize it what mathematical processes could I use to do that? The hook will be used to see if students can recall the terms perimeter and area and possibly the formulas or steps needed to solve for it. Content Delivery: The goal for this lesson is for all students to identify and calculate the perimeter and area of a given shape. Notes: Teacher will review and have students record definitions for key vocabulary and formulas. Direct Instruction/Modeling: Use of more than one modality. A word problem will be displayed on the board and read out loud. Students will discuss what the problem is asking, rephrase the question, and determine which method and formula to use with a partner logging their answers in their notes section. The teacher will then visually draw the problem on graph paper to demonstrate what a square unit is. Students will then solve and correctly label the answer.

Notes: Students will be partnered up and work collaboratively to solve the problem in their notes section. Application Activities: (readiness) Based on observation of the modeling activity and partner work students will be grouped by readiness levels. Group 1: Will be given a more directed word problem with the key terms highlighted. They will be given the needed formula and asked to draw the example on provided graph paper. Side lengths of shapes will be more manageable for students to solve. Group 2: Will be provided with a word problem, asked to solve using a step method, label the answer and provide a written justification for their answer. Independent Application: (readiness) Based on the results of the application activity, students will be asked to complete a predetermined number of similarly formatted perimeter/area word problems for homework. Closure: Students will regroup and discuss the problems solved. As a class we will verbally discuss the definitions for perimeter/area/square units. Using question and answer we will complete one more additional problem that students can put in their notes to reference later. Next: While students are working on a warm up activity the next day, review homework of each child to check for understanding.

Appendix A: Group 1 Activity Name _________________________________ Date _____________

Directions: Read the below word problem. Using the attached graph paper draw the image and label the sides. Use the formula, provide the substitutions and solve the problem. Remember to label your answer. BUILD A FENCE: Mrs. Chen wants to build a fence around her yard so that her dog, Fluffy, can run free. The yard she wants to fence is 0 feet by 20 feet. The fencing is sold by the linear foot, so in order to figure out how much fencing she needs, Mrs. Chen needs to know the perimeter of the yard. What are the key words in the problem? ______________________________________ Rephrase the question: ____________________________________________________

Circle the formula you should use to solve: P=s+s+s+s A=l x w

Formula: __________________________________

Substitutions: ______________________________

Solve: ____________________________________ (show your work below)

Labeled Answer: ___________________________

Work Space:

Appendix B: Group 2 Activity Name _________________________________ Date _____________

Directions: Read the below word problem. Determine what the problem is asking you to solve for. Using your formula sheet, solve the problem below and correctly label the answer. In the spaces provided write an explanation for why you feel you have used the correct method and how you solved it. FENCING: Mr. Lao is planning to build a rectangular cattle pen that measures 50 feet by 75 feet. Find the total length of fencing that he will need to purchase. Formula: __________________________________

Substitutions: ______________________________

Solve: ____________________________________ (show your work below)

Labeled Answer: ___________________________

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