Abby Greenfield

2nd Grade

LESSON RATIONALE
When working in math groups, there are 5 students that are further ahead, and have been working on area and
perimeter using unit measures; therefore, this lesson was designed for the small group.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
Students will explore the freedoms and creativity technology allows us to have with perimeters and
areas.
B. Objective:
Students will create rectangles and identify the perimeter.
C. Standards:
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.

II. Management Plan

a. Materials:
Minecraft PowerPoint, iPads (they have the game already on them)
b. Time: 45 minutes
c. Space: For this activity, students will be in the breakout room with me, it’s a small storage room
attached to the classroom.
d. Behavior: Students will be able to work individuals and in partners. While the teacher is speak,
students will practice appropriate behavior. Same applies when they are working in small groups
or partners.
III. Adaptation to Individual Differences and Diverse Learners—This lesson is designed around five
students who are generally more hands-on learners. Therefore, between each instructional step, they are
engaging in the lesson.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
• The props used for the anticipatory set are Legos. In front of you is a flat base. With your elbow partner,
work together to use the skinny Lego blocks to surround the entire outside of the base. Allow time for
students to build. We are going to call that the wall of the room. Now using the other blocks in the
center of the table, make tables, chairs, or whatever else to fill the room. You will have three minutes.
Allow time. How did you figure out how much stuff can fit into your Lego room? The answer should
relate to the amount of space within the walls. You had to keep in mind that the Lego guys need space to
walk around the furniture and other objects within the room.

V. Purpose:
 • When you play Minecraft, you can build a house. Within the house, you are able to place furniture
around the room, similar to what you did with the Legos. Without knowing it, your brain is already
thinking about the length of the room walls and the empty space that you can fill. This concept is area
and perimeter.

VI. Lesson Presentation (Input/Output)

• Perimeter is the length of all the sides around the shape. Use fingers to draw a rectangle in the air.
Perimeter is the length of all the sides. With motions. Say it with me. Have students repeat definition of
perimeter. Area is the space inside the shape. Make a rectangle with thumb and pointer finger. Area is
the space inside. With motions. Say it with me. Have students repeat definition of area. In order to find
the perimeter (motion), you add (make addition symbol with forearms) all the sides. Perimeter (motion)
equals (make equal sign with forearms) adding (motion) all sides. Repeat again. Have students do it
too.
• Pull up attached PowerPoint and pass out little whiteboards & markers. We are going to look at area
and perimeter using Minecraft today. Our first shape is a rectangle. When I look at this shape, we are not
given anything to go off of because there are no units. Which means, that this whole side could be 1, 2, 99, or
1000. So that we have to do is figure out how we are going to measure this. Advance slide. If you look at this
slide, we can see the boxes. Each box is 1 unit. One side of the box is 1 unit. So, let’s count how many sides are
at the bottom. Allow time for them to count. Now let’s count the other sides. Once you are done counting all
the sides, we are going to add them all together. Allow time for students to count and share. I want you to
use the iPad and go onto the Minecraft app. You are going to create a shape similar to this example. You have
three minutes to build the shape. When you finish, touch your thumb to your chin. Allow time for students
to create their shape. Now, you are going to hand the iPad to the person next to you. Find the perimeter of the
new shape on the iPad. Allow time for students to solve.
• Now we are going to try this shape. Hmmm, this shape is a bit different than the rectangle before. This
rectangle is a bit bent! But that’s okay, because we need to find out the length of the sides. So, what do we need
first? They should say units, then advance slide. Now, you are going to count the side lengths then add
them all up. Allow students to work and share answers. I want you to use the iPad and go onto the
Minecraft app. You are going to create a shape similar to this example. You have five minutes to build the
shape. When you finish, touch your thumb to your chin. Allow time for students to create their shape.
Now, you are going to hand the iPad to the person next to you. Find the perimeter of the new shape on the iPad.
Allow time for students to solve.

VII. Check for understanding.

Students will continue to design shapes using the iPad and trade with the person next to them. This
allows them the freedom of creativity and to brush up on their skills.
VIII. Review learning outcomes / Closure
What is perimeter? Perimeter is the length of all the sides. What does perimeter equal? Perimeter (motion)
equals (make equal sign with forearms) adding (motion) all sides. With motions. We are going to think
back to the Lego rooms we built are the beginning of class. Think about the answer to this question in your
head. If I wanted to know the perimeter of this shape, how would I find it?
PLAN FOR ASSESSMENT
Students will create shapes on Minecraft to switch with a partner.
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students stick to making geometric shapes?
8. Was the integration of technology useful for the students?
9. Was using hand signals easier for students to grasp the concept?