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Lesson 1

The document outlines a 45 minute lesson plan for a 10th grade geometry class on perimeter. It includes standards, objectives, materials, procedures for the beginning, middle and ending of class, evaluation methods and differentiation strategies.

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50 views2 pages

Lesson 1

The document outlines a 45 minute lesson plan for a 10th grade geometry class on perimeter. It includes standards, objectives, materials, procedures for the beginning, middle and ending of class, evaluation methods and differentiation strategies.

Uploaded by

meggers14
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chatham University Education Department

Lesson Plan Format

Subject: Geometry/Perimeter
Grade Level: 10th grade
Time Allotment: 45 minutes
Date: December 3, 2010

PA STATE STANDARD(S):
2.9. Geometry
 Define perimeter and find the perimeter of various shapes

NETS-S (ISTE) STANDARD(S):


2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. communicate information and ideas effectively to multiple audiences using a variety
of media and formats

OBJECTIVE(S):
After a discussion on perimeter, the students will be able to find the perimeter of given objects
with ninety percent accuracy.

MATERIALS/RESOURCES:
Plain sheets of paper (8 in. x 11 in.)
Rulers
Journals
Notebooks
Pencils
Calculators (optional)
Student’s Blog

PROCEDURE:

Beginning: Before the students enter the classroom, their desks will be positioned into a
large square. Each desk will have a marking that will indicate the desks that are width and the
desks that are length. As the students enter the classroom, all the supplies that are needed for
today’s lesson will be laid out on their desks. Once the students are seated, they are to take out
their notebooks. The students will then begin the warm-up written on the board. The warm-up
is a review of the previous day’s lesson and will lead into the new lesson for today. Students will
be given five minutes to complete this warm-up; they may work by themselves or in groups.
Middle: During the lecture, which will only last twenty-five minutes, the teacher will
discuss and explain perimeter with a variety of examples. All examples (function and shape)
will include in-depth, step-by-step processes to obtain solutions. The students will be required to
record these notes and examples, as the notes will assist the students in completing today’s
activity and homework.

Ending: After the students and the teacher discuss perimeter and how you find it, a
quick classroom activity will follow. On the blackboard, the teacher is to draw the shapes that
can be used to measure perimeter. The students will be required to copy this information down
onto their 8 in. x 11 in. plain sheet of paper. The students will calculate the perimeter and they
will be asked to label the width and length in preparation for the next lesson. Give the students
no more than ten minutes to complete this activity. For homework, the students are to blog about
their reflection of today’s lesson. They should write about what they have learned and how they
can relate this activity to everyday experience. Each student must comment on the student’s blog
that I assign to them.

EVALUATION: As a partial evaluation, the students will turn in their 8 in. x 11 in. paper that
was used to complete today’s assignment. By the end of the week, the students are to estimate
the perimeter of two rooms in their house. Not turning in class work or homework will result in
a deduction for the first day that it is late. If the work is not turned in the day after the deduction,
the grade for that work will result in a zero. I will reflect on the students’ blogs by leaving them
comments.

DIFFERENTIATION: I will provide an equation sheet with the formulas for finding the
perimeter to each object I will hand out. By doing this, the students in need can still figure out
the perimeter, however, they don’t have to recall the formulas. They will be able to easily find
the appropriate shape and begin plugging numbers into the formula. The students will also be
allowed to use a calculator if needed. Depending on the situation, I may reduce the amount of
problems for the students to complete.

PLAN B: If for some reason the student(s) cannot get onto their Blog site, then they will
complete the same assignment on a regular sheet of paper. Students will still comment on the
assigned student’s blog, but they may have to wait until the next day if the blogger was not able
to access their site.

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