Lesson Two: Implementation

IMPLEMENTATION

Procedures: 
1. I will introduce the topic to the students and explain what we will be doing that day. 
2. I will read the students "Spaghetti and Meatballs for All" 
3. On a SmartBoard I will call of students to recreate table arrangements from the story. We will discuss why they work or do not work. 
4. I will introduce them to the language of square unit, area, and perimeter. 
5. I will put more examples on the board of area and perimeter that are not from the book. 
6. I will call on students to come up and figure out what the perimeter and area are of the different shapes. (They will not all be rectangles and squares) 
7. I will then show the students how to access and use different math centers that I have set up for them. 
8. The students will rotate through 3 different centers. They will spend 10 minutes at each center. 
9. I will have student pull a piece of paper from a jar. On the paper will be a number that represents the area and perimeter. 
10. Students will create two different shapes that each add up to the given numbers. This will be used as my assessment. This will be created on Kidspiration. 
Technology Integration: 
Technology will be used throughout this entire lesson. After reading the story all of the review will be done on a SmartBoard. Students will have the chance by coming up and drawing on it and completing different math problems involving area and perimeter. I will also use the SmartBoard to show the students how to access their math centers. The students will then use their computers to access the games. The three games being used are: http://www.brainpop.com/games/dublox/ , http://www.ixl.com/math/grade-3/perimeter, and http://www.mathplayground.com/PartyDesigner/PartyDesigner.html. My assessment for this lesson will also be completed on Kidspirtation. 
Differentiated Instruction: 
For students with cognitive delays I will make sure to use a lot of scaffolding for them and visuals. I will also pull these students aside and give them the extra attention the may need before grasping the concept. I will also give these students manipulatives to use so they are able to work with the manipulatives to find area and perimeter easier. For gifted students will give them problems where they need to find a missing side of a shape to find the perimeter. I could also give these students a chance to find the area with only the perimeter and no squares to count, or vice versa. For ELL students I will also use scaffolding for them to visualize what is going on. I will also sit them next to a student they are comfortable with the talk through any problems they might be having. 

REFLECTION

Designing Instruction: 

I'm using these instructional needs because I believe that students need to be working hands on. They need to actually practice finding perimeter and area. I also think having the games makes learning and reviewing fun for the students. There are 3 different ways to look at perimeter and area if one way doesn't make sense. I also think this lesson as a lot of variety and movement keeping them engaged. I think this is best because it's engaging and geared towards their age group. If learning is fun and hands on students are more likely to learn more and take more in. It also gives them the chance to work through problems on their own that they might face in the real world. Student are using higher order thinking because the games force them to create areas and perimeters on their own. They are given a problem and forced to solve it. I don't use technology for my entire lesson. It acts as a supplement to give the students more practice with the material. If they are struggling then I will go back to a more hands on approach.