Rylee John
Perimeter Lesson Plan
Subject: Math Special Education: Sixth-Eighth Grade
Lesson Topic: Understanding what a perimeter is and how
to solve it.
Length of Class: 30-40 minutes
Learning Objective (performance, conditions, criterion): Students
will solve and create a perimeter with 100% accuracy.
Student Friendly Objective: Today we will understand how to solve
for a perimeter.
State Core Standard Alignment: Standard 4.MD.3 Know and apply
the perimeter formulas for rectangles in mathematical problems.
Standard 3.MD.8: Solve real-world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with the
same perimeter and different areas or with the same area and different
perimeters.
Core and Supplemental Materials:
Teacher Materials: Student Materials:
- Perimeter Paper - Perimeter Paper
- Ruler - Pencil
- Markers - Puzzle Box
- Whiteboard - Ruler
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Context for Learning:
Organization of the
students (e.g., small Whole group instruction (ten-eleven students)
groups, whole group,
partners)
Pre-Lesson Students can calculate and solve for a perimeter in a rectangular
Assessment Data shape.
IEP Goal Links Will solve for and add four sides to make a perimeter with 100%
accuracy on three consecutive trials. All students will demonstrate
an understanding of a perimeter with their own personal IEP
goals.
Pre-Instructional Set: (Approximately 3 minutes)
Gain students’ attention “I want everyone to get into learning #/minutes
(Activity and Script) position. Please stay in your own space,
and ears open. Is everyone ready?” 30 seconds-
1 minute
Inform students of “By the end of our math lesson today, you
learning objective(s) will be able to know what a perimeter is.
Learning how to calculate and find a 30 seconds-
1 minute
perimeter of a shape.”
“This is important to “This is important to know because you
know because...” can recognize how big and small objects
are. Learning how to add and calculate 30 seconds-
(Informed instruction) numbers will help you to understand how 1 minute
to solve basic math.”
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Preparing students for instructional content: (Approximately 6 - 15
minutes)
Pre-requisite skills to review, “With of raise of hands, who #/minutes
remembers what we learned last
if applicable lesson? What materials did we 30 seconds- 1
all use? And what were we minute
trying to solve for?”
Review of prior knowledge, “With a raise of hands, what
does a perimeter do to help us in
if applicable life? Why do you need to know 30 seconds- 1
what a perimeter is?” minute
Vocabulary to pre- teach, if “Who can tell me what the word 30 seconds- 1
perimeter stands for? Asking minute
applicable the whole class what they
remember and what we may
need to review before the
activity.”
Explicit Modeling of “Students, today we will be learning how to find a 3-5
perimeter. But first, what does the word perimeter stand Minutes
Skill (what cognitive for?
steps should the students
be using to successfully We will be learning what a perimeter is and then, you
all will have a chance to find it on your own.
perform the skill?)
(I DO IT)
Let’s try an example, (drawing a picture on the
whiteboard and showing students what numbers are
used in a perimeter).
Guided Practice “Now let’s try it together. Let’s now draw a 5-10
square/rectangle on your own paper. Follow my steps: Minutes
(WE DO IT) Two sides are worth 5 and the other two sides are
worth 3. What is the perimeter of this shape?
I will keep checking in on all the students and have
each of them show me how they found the perimeter on
their paper.
Strategies to check for “Okay, let’s pause for a learning moment. (Drawing 2-3
new shape on the whiteboard) Will one of you show me Minutes
the first step in solving for the perimeter? What is the
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understanding second step? And what is the final step? Try your best
work and once you have the answer, raise your hand.
Let’s practice a couple more before you all can try it on
your own.”
Continuing to check in on each student and how
comfortable they feel before moving on.
Independent Practice When each student feels confident enough and wants to 2-3
try it on their own, I will then give each student a piece Minutes
of paper with a perimeter problem. They can solve this
(YOU DO IT) problem on their own piece of paper. Once the students
are finished, assess their understandings and move on if
ready.
Assessment:
Concrete and tangible assessment “I want everyone to complete this math lesson
with calculating their own perimeter. I’m
to know whether students have going to give everyone their own puzzle box
met learning objective and a ruler. Each person will measure each
side of their box. Write your answer on your
paper and raise hand when finished.”
Closure: (1 – 5 minutes)
Organization/transition routines “Excellent! You did very well. Please
(e.g., put assignments in folders, return your cardboards and your
prepare for bell, transition to next worksheets to Miss Rylee.”
lesson/activity
Name _____________________________ Date ___________
Perimeter
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