Lesson plan-4

Page 1 of 4
Detailed Lesson Plan
Teacher: Namra Subject: Math Date: Period:

Class: 4 Students Additional Staff:
on roll: M: F:
17 How used: to assist students
Bigger Picture:
Past Present Future
Perimeter on a grid. Perimeter of a rectangle
Learning Objective(s): Learning Outcome(s)/Success Criteria:

To learn about: Students will be able to:
At the end of the lesson the students should be able Upon completion of this lesson, students will:
to:
 be able to calculate the perimeter of a
a. find the perimeter of a rectangle.
random shape on a grid.
 be able to calculate the perimeter of a
b. show accuracy in measuring length of objects.
random rectangle on a grid.
c. solve number involving the perimeter of
rectangle.
Literacy: Numeracy:
 Get to know about the learning objectives. · Solving real-world problems
 Being able to describe measurements, involving measurement, such as
explain how measurements were taken, finding the total length of multiple
and compare lengths or distances objects or determining if a
accurately. measured object will fit in a given
space.
Keywords: Potential Errors and Misconceptions:
 Kilo-metres  Misreading the scale.
 Metres  Students may misinterpret the markings on the
 Measurement ruler, thinking that centimetre markings are the
 Scale same as millimetre markings.
 unit
SMSC: Homework:
Socially: Group activities require students to work - Worksheet will be provided to pupils.
together, communicate, and share ideas to solve
problems systematically.
Morally: Wait for their turns during activity and
learn respect.
Spiritually: Help students build confidence and
satisfaction as they successfully solve problems,
recognizing their growing skills and capabilities.
Culturally: sharing items in a festival or community
gathering, to show how division plays a role in
cultural practices.
Resources: Computational Thinking:
 PowerPoint Presentation · Simplifying measurement problems
Page 2 of 4
 Worksheets by focusing on the overall length

rather than individual details of the
 Rulers (marked in centimetres) object.
 Metre sticks or tape measures
 Worksheets (e.g., the uploaded activity
sheet)
 Various classroom objects for
measurement
 Whiteboard/Smartboard
 Markers or pens
Algorithmic Thinking  Evaluation 

Abstraction  Generalisation 
Decomposition 
Differentiation: (Task, Response/recording, Resources, Support, Outcome, Grouping. Pairing,
Screencast, Audio, Other (state))
SEN: EAL: G&T
 Take instructions, try to  Highlight and colour  Try to differentiate
apply them and give an keywords on the between equal and
outcome. PowerPoint presentation unequal groups.
 Ensure instructions for
main activities are precise
and clear
Page 3 of 4
Detailed Lesson Plan
Welcome and Greet! – Uniform and cleanliness check as students enter the room
Time Learning Teaching Assessment of Evaluation
Learning
1 · Learn to maintain · Instruct students to arrange their
(Optional)
mint discipline. stationeries.

Activity
Bell
· Educate students to deal

with things independently.
10  Introduce today’s topic -Powerpoint (slide show)  They will be

mins and its learning objectives. assessed by
-Teacher shows a slide show to class. -pupils their answers.
Starter
watch the slide show -Teacher eliciting with pupil

about the slide show -Teacher relate the slide to
the topic.
15 · Students will learn the I have here a box, I will group you into 3. You · Assess them
mins concept of measuring will choose a leader and the leader will pick are they
items. one paper inside in this box and you will find understandin
the perimeter of the object that is written on a
Main Activity 1
g the concept
paper. The objects you’ll going to measure
or not.
through the use of tape measure are:
a. Laptop
b. Handkerchief
c. Teacher’s table
You will solve and write your answers in this
manila paper. Post it on the board and your
leader will discuss your output.
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5 · Pupils will learn that how Did you understand our lesson class? · Students are
mints to convert . assessed by
Now for your better understanding let sing the their way to
Mini Plenary
perimeter song. solve the

question. Did
Perimeter Song Perimeter is all the sides
they solve
Perimeter is all the sides Oh, oh don’t you
question
know perimeter is all the sides we add up all
the sides we add up all the sides oh, oh don’t without any
you know we add up all the side. help?
20 · Stretch their thinking and  Students self-
Activity 2
mints deepen their assess their

Main
understanding by asking Give work-sheets to solve. work.

questions from their
worksheets.
5  Pupils reflect on the Children self or peer check their answers against those Summative:
mints completed tasks. on the board.  They will
 Revisit learning be
objectives. Show the self-assessment page. Ask the evaluated
 Recall the concepts children to point in the right direction for how by weekly
they felt they got on.
covered in today’s lesson tests from
Plenary
worksheet.
Key Questions:
What is perimeter? How can we find the

perimeter of a shape? What do you think
rectilinear means? Which part of the word
sounds familiar? If a rectangle has a perimeter
of 16 cm, could one of the sides measure 14
cm? 8 cm? 7 cm?
Students stand behind chairs – Orderly dismissal of students

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Page 1 of 4

Detailed Lesson Plan

Teacher: Namra Subject: Math Date: Period:

Learning Objective(s): Learning Outcome(s)/Success Criteria:

 Worksheets by focusing on the overall length

Algorithmic Thinking  Evaluation 

Detailed Lesson Plan

mint discipline. stationeries.

· Educate students to deal

10  Introduce today’s topic -Powerpoint (slide show)  They will be

watch the slide show -Teacher eliciting with pupil

perimeter song. solve the

mints deepen their assess their

understanding by asking Give work-sheets to solve. work.

What is perimeter? How can we find the

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