Lesson Plan Format

Class: 6F

Date: 19 June

Time: Start: _____930am_______

Finish: ____1035am_________

Key Learning Area: Mathematics

Lesson Topic: Area and perimeter (square and rectangle)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss have been learning about finding perimeter (of regular and irregular shapes) and area (square and rectangle). They have worked
in various sizes of units including mm, cm, m, km and hectares.
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND
write out in full.
MA3-10MG
Selects and uses the appropriate
unit to calculate areas, including
areas of squares, rectangles and
triangles

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable. Curriculum Content Strands
may be used as headings.

Assessment:
Strategies, which will be used to
assess learners attainment of
learning outcomes. Should be linked
to each learning indicator.

By the end of this lesson, the students will:

a) Demonstrate how perimeter and area are related
and calculated

Ss work sheets are collected and

checked for understanding of:
Recordings of measurements. (b)

MA3-1WM
Describes and represents
mathematical situations in a
variety of ways using
mathematical terminology and
some conventions

b) Measure two sides of rectangular (including square)

sections of the school.
c) Use measurements to calculate part of the schools
area and perimeter
d) Demonstrate the correct use of meters square

How perimeter and area are

calculated (c)
Correct use and process of
addition and multiplication in
working (a)
Correct use of unit and unit square
(d)

Any safety issues to be considered:

Students are to move safely around the
school when measuring. Students stay
in bounds of the school and stay with
their group.

Resources:
List resources you used in preparing the lesson AND those used in the lesson
implementation.
IWB, trundle wheels, maths books, calculators, http://mathsstarters.net/bingo,
laminated blank 3x3 bingo boards and markers, clip boards, activity sheets,
http://www.mathletics.com.au, and classroom computers.

LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
Mental warm up: focus on whole
number skills (multiplication)
Ensure enough time for LA ss to
answer questions
WALT: Measuring and calculating
the perimeter and area of parts of
our school
WLF: Using m and m2 in the correct
way
Recording your calculations for area
and perimeter
Correctly using the trundle wheel
Working well with your group

Timing Teaching Strategies / Learning Experiences:

(mins) (How it is taught)
Write detailed steps showing what the teacher (T)
will do and what students (Ss) will do.

Resources and
Organisation:

10
mins

IWB
Slide 1
Laminated bingo boards
http://mathsstarters.net/bingo
WB markers

On the floor
Ss begin with mental warm ups game bingo.
Play 2-3 games depending on time taken for ss to
reach bingo.
Answers can be recorded on white board. T selects
different ss to answer
Introduce the topic of lesson as perimeter and area.

2 mins

3 mins

Explain WALT (what are we learning today?) and

WILF (What Im looking for) so ss understand the
learning intentions.

Slide 2

Review what has been covered in previous lessons

including perimeter of regular and irregular shapes,
and area of a rectangle (include a question from

Slide 3

both area and perimeter if need be- ss can answer

on their white boards)
DEVELOPMENT
Student have used trundle wheels
before and are familiar with setting
them
5 mins
Need be quiet, sensible and take
turns with measuring.
T moves around the playground and
school monitoring groups progress
and behavior.
Indicator (b)
T Move around the room to assist ss
where needed especially with
Support ss. Check ss progress
Indicator (a) (c) (d)

20
mins

15-20
mins

Look at the aerial shots of the school

-Which space will have the biggest/smallest
area/perimeter?
Explain activity and go over how use the trundle
wheel
Rules and conduct for the activity explained.
Ss are broken into mixed ability groups (each
groups should have a ss with a watch) and a time
limit for the activity is given (20 mins).
Groups begin at different buildings.
Ss take turns measuring and recording the length of
areas of the school.
SS return to their desk
T instructs them to round their answers to the
nearest meter and calculate perimeter and area.
Once complete ss check their answers with a
calculator.
Extension ss can continue wit mathletics tasks set
by T (perimeter and area)

CLOSURE
Ss understand that areas may have
different perimeters but the same
area.
Indicator (a)

5 mins

SS come to floor
Reflect on lesson
Did any of the buildings have different perimeters
but similar areas? Why do we use meters to
measure buildings? Did anyone have any
problems? Find anything easy or hard? E.g. using

Slide 4
Slide 5

10 trundle wheels
Clip boards
Measurement sheets.

Maths books
Calculators

Classroom computers
http://www.mathletics.com.au

Ss reflect on their learning and flag

any issues they had before they
move onto the next topic.

(add further pages as require

the trundle, multiplying large numbers.

Where to next lesson? We are looking at the area of
triangles.

Books collected for marking

(see assessment above)

SLIDES 1-5