Elementary Lesson Planning Template

Your name(s):

Amanda Coomer and McKinnah Bussey

Grade level and school:

3rd Grade and S. Ellen Jones Elementary

Title of lesson/activity:

Area and Perimeter Stations

Teaching date(s) and

time(s):

November 13th

Estimated time for

lesson/activity:

45 minutes

12:15-1:00

Overview and Context

Lesson Overview:

Students will break up into four stations (6 in each group) to practice

finding the area and perimeter of objects. Students will spend ten minutes
at each station and each station will have a teacher monitoring the station.

Sources/References
:

Miller, M. (2011). Playing with Color Tiles & Cubes. Unschooling

Conversations. Retrieved from:
http://marcialmiller.com/wordpress/page/3/
Lemons, A. (2015). Area Activities. Step into Second Grade. Retrieved
from: http://www.stepinto2ndgrade.com/search/label/measurement

National/Stat
e Standards
(as required
by subject
area)
NCTM:
Measurement
3.M.5: Find
the area of a
rectangle with
whole- number
side lengths
by modeling
with unit
squares, and
show that the
area is the
same as
would be
found by
multiplying the
side lengths.
Identify and
draw
rectangles
with the same
perimeter and
different areas
or with the
same area
and different
perimeters.

Objective(s)
Students will
find the area of
the rectangle
with wholenumber side
lengths with 80
percent
accuracy.
Students will
determine the
perimeter and
area of
rectangle with
80 percent
accuracy.

Assessment Tool with

Assessment attached
Station 1 (Pattern Blocks): Students
will determine the area and
perimeter of pattern block outline
and record it on their activity sheet.
Station 2 (Rectangle Outlines):
Students will determine the area
and perimeter of their self- created
rectangle and record it on their
papers.
Station 3 (Dice and Rectangles):
Students will draw their dice and
then draw the accompanying
rectangle.
Station 4 (Area of your Name):
Students will find the area and
perimeter of their names (premade
on rectangles).

Instructional Plan
Materials/Equipment
Teacher
Timer
Student

Mastery or
Performance Level,
Criteria
80 percent accuracy

Pencil

Station 1
Pattern blocks
Pattern block outline
Pattern block activity sheet
Station 2
Square outlines
Square tiles
Station 3
Dice
Dice worksheet
Square pattern blocks
Station 4

Name rectangles
Model name rectangle
Calculators (if needed)

Academic Vocabulary (Review):

Area: The number of square units needed to cover a surface like a wall, floor or other twodimensional shape
Perimeter: The distance around the outside of a shape or figure.
Retrieved from: https://www.iusd.org/student_resources/documents/3rdGradeMathCoreVocabulary712-08.pdf

Instructional Procedure(s)
Lesson Introduction
Say to the students, Good afternoon, we are Ms. Coomer and Ms. Bussey. Today we are going to
review what you all have been working on these last two weeks in math, area and perimeter! We are
going to break up into four groups or stations. We are going to go around and explain each station,
so we need everyone to listen very carefully.

Body of Lesson
1. Explain the instructions for each of the four stations. One teacher candidate will explain
the first two stations and then second teacher candidate will explain the other two
stations.
2. Students will be called into groups of six by their premade name cards for station 4 and
asked to go their assigned station (ex: group 1 goes to station 1 first etc.) Then the

teacher assigned to that station will go over and make sure students understand what
they are supposed to be doing.
3. Teacher candidate will set the timer for ten minutes and each teacher will assist the
students in their assigned stations.
4. Once the timer beeps, students will move to next station (clockwise rotation).
5. Repeat for stations 2, 3 and 4.
Instructions for Stations
Station 1 (Pattern Blocks)
1. Hand each student a pattern block outline, pattern block activity sheet, and a set of pattern
blocks.
2. Remind students that these manipulatives are tools not toys and should be used
appropriately.
3. Say to students, Place your pattern blocks where you think the shape could should go to
fill up the picture. If students are confused, model the placing a pattern block in the
appropriate place for students.
4. Once students have completed this task, ask students to find the area of their ____.
Students can use triangles to determine the area by counting the squares and the students
can put in their answer in square units.
5. If time, have students determine the perimeter of their ____ by placing green triangles
around the outside of ___. Students can put their answers in triangles or units.
6. Have students record their answers on accompanying activity sheet.
Station 2 (Rectangle Outlines)
1. Hand each student outline paper and a set of square pattern blocks.
2. Tell each student In this station we are going to create our own rectangles and determine
their area and perimeter.
3. Let each student create their rectangle on the paper, then instruct the student to trace the
outside of their rectangle.
4. Have each student determine the area and perimeter of their created shape and write their
answers on either next to the shape or on the bottom of the paper. Have students label
their rectangles (ex. A, B etc.)
Station 3 (Dice and Rectangles)
1. Hand each student dice activity sheet, square pattern blocks and a pair of dice.
2. Say to students, At this station we are going to roll a pair of dice. Based on what numbers
we get, we are going to build a rectangle that resembles this.
3. Model activity for students. Roll a pair of dice. For example if you get a 2 and 6. Say I got a
two and six. So, I am going to make a rectangle that is two squares on the first two sides
and 6 squares on the other sides. Now, I can find the area and perimeter of my rectangle.
4. Have students roll their dice and create their squares. Students should write their dice
numbers in the first column, the area of the rectangle in the second column and the
perimeter of their rectangle in the third column.
5. Students should complete as many rows as time allows.
Station 4 (Area of your Name)
1. Hand each student a pre-made name sheet.
2. Tell students, in this station we are going to try to figure out the area and perimeter of our
names!

3. Show the model name rectangle. My name is Ms. ____. See how each letter on name is on
this rectangle. Since we know how to find the area and perimeter of a rectangle. We can
figure the area and perimeter of our names!
4. Have students calculate the area by counting in the squares made up in each letter of their
name. Then the students can add each letter together by hand or with a calculator.
5. Have students find the perimeter of their names first. Have student either apply their own
perimeter solving strategy or if they stuck, have the student trace around each rectangle
that surrounds their name and add the total.
Note: At the end of each station the teacher in charge should collect the papers of the work that was
completed by the student. Name cards can be copied and returned to the students later.

Closure and transition

After the timer rings at the end of the fourth and final station. Teacher Candidates will announce that
math time is over and have students can help the teachers clean up and move desks back in the
appropriate area. When students have finished, teacher candidates will ask the students to move
quietly to the carpet.

Differentiation of Instruction/IEP Goals

Accommodations/Modifications for Students (Utilize the principles of UDL., i.e. , IEP, ELL,
GT, Physical, Social Emotional, Speech, Disinterested, low performing students)
IEP goals for Math: Accurately compute and/or apply models to solve problems.
Student A has attention difficulties, for this student we will use close proximity and make sure that the student
stays on task.
Student B has an emotional behavior disorder, for this student will offer encouragement when completing a
task and offer movement breaks if necessary.
Student C has a mild cognitive disability, for this student we will offer the use of calculator if needed to compute
problems.
Student D is a struggling reader, for this student we will read the directions a loud and model tasks for the
student.

Co- teaching Strategy (-ies)

This lesson will be taught using station teaching. The two teacher candidates will be charge of one
station. Either the general education teacher, interventionist, assistant or other teacher candidates in
the room will help monitor the other two stations.

Reflection of the Lesson