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[Teacher Name: Cecilia] [Unit Title: Geometry] [Unit Length60]

[Class/Grade: Grade 4]

Lesson: [Geometry]

Unit Overview
Main Idea (Claim)
Build basic Geometry theories principle,
use it to solve world-problem, guide
students interested in it.
Summative Assessment
1. Test about theories and problem-
solving
2. Short Presentation about using
theories solving word-problems.

Guiding Questions Objectives (know/understand/do/value)

1. What character for rectangle?
2. How much is the area of your
room/home/toilet/ book/A4 paper
3. Find out the perimeter of your
room/home/toilet/book/A4 paper?
4. What is formula for the area of
triangle
- Students understand what is base and
what is high in the triangle.
- Students know and use the formula of
perimeter and area of rectangle, square,
triangle proficiently to solve problem.

Time Instructional Procedures and Strategies

(5) Beginning the Lesson:
- Find someone who: Before the class, chose two of students write
two words about describe someone in this room. And pick other
two students to guess who they are. And check answer.
- The rest of students should exchange what they learned in the last
class, talk about how they get answer of the perimeter and area of
their A4 paper/toilet/ book/room/home.

Developing the Lesson

Introduce the base and height in triangle by drawing on the board.
- The base is one side of the triangle.
- the 'height' is the altitude, or the perpendicular distance from the base to the
opposite vertex.
- One side or base correspond only one height
Give different examples on the board, and figure out the base and high.
Group three of students, let them create a triangle, and find the base and height.

Introduce the formula by teacher:

Square:
Perimeter: one side of the Square times four. P = 4a (a = one side of the Square)
Area: one side times one side. A = a*a
Example:
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[Teacher Name: Cecilia] [Unit Title: Geometry] [Unit Length60]
[Class/Grade: Grade 4]

This is a quadrangle, the length of the four sides are equal 1cm, please find
the perimeter and area of this image.

Independent Study:
Finish the question individual, check the answer and process with tablemates.

This is a quadrangle, the length of the four sides are equal 2cm, please find the perimeter
and area of this image.

Rectangle:
Perimeter: the sum of width and length times two. P = (a+b)*2
Area: width times length. A = a*b
Example:

Here is a rectangle, the width X is 2, the length Y is 3. Find out the perimeter and area
of the this rectangle.

Independent Study:
Finish the question individual, check the answer and process with tablemates.

This is a quadrangle, only the opposite sides are equal, the four corners are all 90 . The
wide is 2cm, the length is 4cm. find out the perimeter and area of this quadrangle.

Triangle:
Perimeter: the sum of the tree sides. P = a+b+c
Area: half times Height and Base. A=1/2*b*h
Example:

This is a triangle. b is base,3cm. h is high, 4 cm. the other two sides, a is equal
with b, which is 5. Please find out the perimeter and area.
b

Independent Study:
Finish the question individual, check the answer and process with tablemates.
c
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[Teacher Name: Cecilia] [Unit Title: Geometry] [Unit Length60]
[Class/Grade: Grade 4]

a
x
This is a triangle, a is base 2, x is high 3, c as another side is 5. Perimeter and
area.

Closing the Lesson

Give summarize about what we learn today.
Closing activity: Rate the learning or Lesson
Write a simple format on the board, on a 1 to 10 scale to rate how well they
understood the learning that day. For those low grade items, ask students what
they need (more time ,more explanation, more exercise), we can finish that in
the next class.

Assessment:
Two practice questions about today we leared.

Formative Assessment Differentiation

- Class time practice about the area Use the image of tringle, square and
and perimeter of triangle, rectangle help students understand that.
rectangle, square. Learning video:
- During the practice of triangle, Tringle
students need draw a triangle, and https://www.youtube.com/watch?
figure out where is the base, and v=QmUNqVjm4R4
where is high. Share it to the square
tablemates. https://www.youtube.com/watch?
- Rate of what they still confusing v=SWLtr8Yvu_w
and difficult to them. rectangle
https://www.youtube.com/watch?v=y_-
cOnzmITo

Resources
Paper, pan, ruler
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[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences