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 6 units by 3 units shaded.) - Same as yesterday s lesson/different units.

Find the unknown factor (4 min.): Group Counting (3 min.) Count by threes. Ready? FLUENCY (3 = 12.) On your personal white boards, write the unknown factor. Say the multiplication sentence. 3 4 = 12. Repeat the process with the following possible sequence: 4 = 12 ; 4 = 24 ; 3 = 24 ; 6 = 12 ; 6 = 24 ; 3 = 18 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 5 units wide and 8 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 area formula (l w) to solve for area and to solve for the unknown side length of a rectangle. 1. Look back at the rectangle with the width of 3 units and the length of 9 units. How can we find the area of the rectangle? Talk with your shoulder partner. 2. We can count all of the squares. We could also count the number of squares in one row and then skip-count that number for all of the rows. That s just multiplying the number of rows by the number in each row. A quicker way is to multiply the length times the width. Nine rows of 3 units each is like an array. We can just multiply 9 3. 4. Talk to your partner about the most efficient way to find the area of a rectangle. 5. Discuss how to find the area for the 2 4 rectangle and the 5 6 rectangle

CONCEPT DEVELOPMENT PROBLEM 3 1. We discussed a formula for finding the perimeter of a rectangle. We just discovered a formula for finding the area of a rectangle. If we use A for area, l for length, and w for width, how could we write the formula? A = l w. 2. If we know that the area of a rectangle is 50 square centimeters and that the length of the rectangle is 10 centimeters, how can we determine the measurement of the width of the rectangle? 3. I can use the area formula. 50 square centimeters is equal to 10 centimeters times the width. 10 times 5 equals 50, so the width is 5 centimeters. The area formula says 50 = 10. I can solve that with division! So, 50 square centimeters divided by 10 centimeters is 5 centimeters. 4. Repeat for A = 32 square m, l = 8 m and for A = 63 square cm, w = 7 cm.

CONCEPT DEVELOPMENT Problem 4: Given the area of a rectangle, find all possible whole number combinations of the length and width, and then calculate the perimeter. 1. If a rectangle has an area of 24 square units, what whole numbers could be the length and width of the rectangle? Discuss with your partner. *The length is 3 units, and the width is 8 units. But the length could also be 4 units and the width 6 units. Or, the other way around: length of 6 units and width of 4 units. There are many combinations of length and width to make a rectangle with an area of 24 square units. 2. With your partner, draw and complete a table similar to mine until you have found all possible whole number combinations for the length and width. 3. Now, sketch each rectangle, and solve for the perimeter using the perimeter formula.

PROBLEM SET

Problem Set

Problem Set

HOMEWORK

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