Lesson plan-8

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Detailed Lesson Plan

Teacher: Namra Subject: Math Date: Period:


Class: 4 Students Additional Staff:
on roll: M: F:
17 How used: to assist students
Bigger Picture:
Past Present Future
Calculate the perimeter of Perimeter of regular
rectilinear shapes polygons.

Learning Objective(s): Learning Outcome(s)/Success Criteria:


To learn about: Students will be able to:
Students will be able to;
 measure side lengths to find the perimeter
of polygons,
 use addition to find the perimeter of
polygons whose side lengths are given,
 use attributes of common polygons like
squares, rectangles, and equilateral
triangles to find the perimeter when not all
side lengths are given,
 find missing side lengths in polygons given
the perimeter.

Literacy: Numeracy:
 Get to know about the learning objectives. · Solving real-world problems
 Being able to describe measurements, involving measurement, such as
explain how measurements were taken, finding the total length of multiple
and compare lengths or distances objects or determining if a
accurately. measured object will fit in a given
space.
Keywords: Potential Errors and Misconceptions:
 Kilo-metres  Misreading the scale.
 Metres  Students may misinterpret the markings on the
 Measurement ruler, thinking that centimetre markings are the
 Scale same as millimetre markings.
 unit
SMSC: Homework:
Socially: Group activities require students to work - Worksheet will be provided to pupils.
together, communicate, and share ideas to solve
problems systematically.
Morally: Wait for their turns during activity and
learn respect.
Spiritually: Help students build confidence and
satisfaction as they successfully solve problems,
recognizing their growing skills and capabilities.
Culturally: sharing items in a festival or community
gathering, to show how division plays a role in
cultural practices.
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Resources: Computational Thinking:


 PowerPoint Presentation · Simplifying measurement problems
 Worksheets by focusing on the overall length
rather than individual details of the
 Rulers (marked in centimetres) object.
 Metre sticks or tape measures
 Worksheets (e.g., the uploaded activity
sheet)
 Various classroom objects for
measurement
 Whiteboard/Smartboard
 Markers or pens

Algorithmic Thinking  Evaluation 


Abstraction  Generalisation 
Decomposition 
Differentiation: (Task, Response/recording, Resources, Support, Outcome, Grouping. Pairing,
Screencast, Audio, Other (state))
SEN: EAL: G&T
 Take instructions, try to  Highlight and colour  Try to differentiate
apply them and give an keywords on the between equal and
outcome. PowerPoint presentation unequal groups.
 Ensure instructions for
main activities are precise
and clear
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Detailed Lesson Plan

Welcome and Greet! – Uniform and cleanliness check as students enter the room
Time Learning Teaching Assessment of Evaluation
Learning
1 · Learn to maintain · Instruct students to arrange their stationeries.
mint discipline. “LEARNING MATH”
· Educate students to Learning Math is really fun
Bell Activity
(Optional)

deal with things New ideas every time


independently. There’s a lot for everyone
Problem solving satisfied
We are glad, we are glad
For the problem makes us wise.

10  Introduce today’s -Powerpoint (slide show)  They will be


mins topic and its learning assessed by
objectives. -Teacher shows a slide show to class. -pupils watch the their answers.
slide show -Teacher eliciting with pupil about the slide
show -Teacher relate the slide to the topic.

Students should already be familiar with;


Starter

 measuring length in standard units,


 the definition of perimeter,
 how to find the perimeter by counting unit
segments.
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10 · Students will learn · Write the word Perimeter on the board. · Assess them
mins the concept of are they
measuring items. · Ask students to share what they know and what understandin
Mini Plenary

they want to know about the term. Record their g the concept
answers on the board around the key term. or not.
· Have students choral read the learning objective.
Explain to students that they will be finding the
perimeter of different types of polygons.
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10 · Pupils will learn that Play the Movie; · Students are


mints how to convert. assessed by
 How can you calculate the total distance you’d run if their way to
you follow the red path? solve the
question. Did
https://www.brainpop.com/topic/perimeter-of- they solve
polygons?panel=10&refer=%2Ftopic%2Fperimeter- question
of-polygons%2Fmovie%2F without any
help?
Students express what they learned about finding the · Pupils may
Main Activity 1

perimeter of polygons while practicing essential literacy benefit from


skills with one or more of the following activities. Differentiate
by assigning ones that meet individual student needs.
using
manipulatives
here.
 Make-a-Movie: Produce a tutorial explaining how to
determine the perimeter of your classroom.

 Make-a-Map: Create a concept map sequencing the


steps to determine the perimeter of a playground.

 Creative Coding: Code a math problem about


finding the perimeter of a polygon. Challenge a
classmate to solve.
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20 · Stretch their thinking  Students self-


mints and deepen their assess their
understanding by Give work-sheets to solve. work.
asking questions from
their worksheets. Pupils may think
they can always
Main Activity 2

double the length


and width to
calculate the
perimeter.

This only works for


composite rectilinear
shapes if the lengths
do not overlap.
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5  Pupils reflect on the Children self or peer check their answers against those on the Summative:
mints completed tasks. board.  They will
 Revisit learning be
objectives. Show the self-assessment page. Ask the children to evaluated
 Recall the concepts point in the right direction for how they felt they got by weekly
on.
covered in today’s tests from
lesson worksheet.
Key Questions:

https://www.brainpop.com/topic/perimeter-of-polygons?
Plenary

panel=10&refer=%2Ftopic%2Fperimeter-of-polygons%2Fquiz
%2F

Why are opposite sides important when calculating the perimeter of


shapes? If one side is 10 cm long, and the opposite side is made up
of two lengths, one of which is 3 cm, how do you know what the
missing length is? Can you show this on a part-whole model? If a
rectilinear shape has a perimeter of 24 cm, what is the greatest
number of sides it could have? What is the least number of sides it
could have?
Students stand behind chairs – Orderly dismissal of students

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