AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES.

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AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES.

Learning Goal By the end of the unit... students will apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.OA.1 4.OA.2 4.MD.3 4.OA.3

Learning Scale I rate my learning as a because 4 3 2 1 In addition to a 3, I can relate my understanding of the area and perimeter formulas to a wide variety of real world math problems. I CAN apply the area and perimeter formulas for rectangles in real world and mathematical problems. I CAN show my understanding of the area and perimeter formulas in some ways. Even with help, I have a limited understanding of the area and perimeter formulas 4.OA.1 4.OA.2 4.MD.3 4.OA.3

FLUENCY PERIMETER AND AREA (3 MIN.) (Project grid paper with a rectangle of 5 units by 2 units shaded.)

FLUENCY Multiply a Number by Itself (5 min.)- Helps with area of squares Say the multiplication equation 1 x 1 =. 2 x 2 = 3 x 3 = 4 x 4 = 5 x 5 = 6 x 6 = 7 x 7 = 8 x 8 = 9 x 9 = 10 x 10 = I m going to call out a number. You say the answer when it s multiplied by itself. 2. Student: 4 Group Counting Count by threes. Ready? Repeat the process for this possible sequence: 1, 10, 5, 3, 6, 8, 4, 7, and 9. Direct students to count forward and backward, occasionally changing the direction of the count, using the following sequence: threes to 24, fours to 24, and sixes to 24.

CONCEPT DEVELOPMENT PROBLEM 1 1. Draw a rectangle on your grid paper that is four units wide and seven units long. 2. Tell your partner what you notice about your rectangle. 3. Place the point of your pencil on one of the corners of the rectangle. Now, trace around the outside of the rectangle until you get back to where you started. What do we call the measurement of the distance around a rectangle? 4.Trace the perimeter again. This time, count the units as you trace them. What is the perimeter of the rectangle? 5. When we know the measurements of the length and width of a rectangle, is there a quicker way to determine the perimeter than to count the units while tracing? 6.Take your pencil and count all of the squares within your rectangle. These squares represent the area of the rectangle. How do I find the area of the rectangle?

CONCEPT DEVELOPMENT Problem 2 Use the formula 2 (l + w) to solve for perimeter and to find an unknown side length of a rectangle. 1. Draw a rectangle on your graph paper that is 3 units wide and 9 units long. How can I find the perimeter? 2. Use your pencil to trace along one width and one length. Along how many units did you trace? 3. How does 12 relate to the length and width of the rectangle? 4. It s halfway around. I can double the length and double the width to find the perimeter instead of adding all the sides (2l + 2w). I could also add the length and the width and double that sum, 2 (l + w). Both of those work since the opposite sides are equal.

PROB. 2 CONT. 1. Now, draw a rectangle that is 2 units wide and 4 units long. Find the perimeter by using the formula I just mentioned. Then, solve for the perimeter using a different formula to check your work. 2. 2 + 4 = 6 and 6 2 = 12. The perimeter is 12 units. Another way is to double 2, double 4, and then add the doubles together. 4 plus 8 is 12 units. Both formulas give us the same answer. 3. Repeat with a rectangle that is 5 units wide and 6 units long.

CONCEPT DEVELOPMENT 1. Sketch a rectangle with a width of 5 units and a perimeter of 26 units on your personal white boards, not using graph paper. 2. Label the width as 5 units. Label the length as an unknown of x units. How can we determine the length? Discuss your ideas with a partner. 3. If I know that the width is 5, I can label the opposite side as 5 units since they are the same. If the perimeter is 26, I can take away the widths to find the sum of the other two sides. 26 10 = 16. If the sum of the remaining two sides is 16, I know that each side must be 8 since I know that they are equal and that 8 + 8 = 16, so x = 8 4. We could also find the length another way. I know that if I add the length and the width of the rectangle together, I will get half of the perimeter. In this rectangle, because the perimeter is 26 units, the length plus the width equals 13 units. If the width is 5, that means that the length has to be 8 units because 5 + 8 = 13. 26 2 = 13, x + 5 = 13 or 13 5 = x, so x = 8. 5. Repeat for P = 28 cm, l = 8 cm.

PROBLEM SET 1. Determine the perimeter of rectangles A and B : Rectangle A: P= Rectangle B: P=

Problem Set 2. Determine the perimeter of the following rectangles. P = c. P =

Problem Set

HOMEWORK 1. Determine the perimeter of the following rectangles: Rectangle A: P = Rectangle B: P = P = P =

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