Reflection: Checks for Understanding How Many Units are Needed to Make a Dog Pen? - Section 3: Student Practice

 

After this lesson, I read journal entries to make observations about my students' levels of understanding. Below are pictures of journal entries accompanied by my observations.

1. Great Models, Needing Numbers.jpg

Observations: This student did a great job providing examples of perimeter and area. He/she is missing labels. Also, I would like to see this student elaborate more by explaining how area and perimeter are measured. 

2. Needing Percision.jpg

Observations: This student explains that you count the outside squares to find the perimeter. I want this student to use precise and accurate language in his/her explanations.

3. Needing More Evidence.jpg

Observations: I would like to see this student elaborate by giving examples. It is unclear how much he/she truly understands.

  Checks for Understanding: Checking Student Journals
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How Many Units are Needed to Make a Dog Pen?

Unit 14: Area & Perimeter
Lesson 13 of 19

Objective: SWBAT explain the difference between area and perimeter.

Big Idea: Students will experiment with constructing dog pens with different perimeters and areas.

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