Area+and+Perimeter


 * TEKS:**

3.11B Use standard units to find the perimeter of a shape. 3.11C Use concrete and pictorial models of square units to determine the area of two dimensional surfaces.

Estimates length before measuring. Measures in standard units (in, ft, yd) and metric units (cm, dm, m). Uses tools such as ruler (customary or metric), yardstick, meter stick and tape measure. Understands that 12 inches = 1 foot, 3 feet = 1 yard, 36 inches = 1 yard, and 100 centimeters = 1 meter. Uses any starting point on a ruler. Relates units of measurement to benchmark objects. Understands that perimeter is the distance around a shape. Uses the TAKS Mathematics chart regularly when solving measurement problems. Uses tools to measure and find perimeter. Expresses perimeter in linear units and understands why this is necessary. Uses graph paper and counts square units to determine area. Understands square units, including half units. Uses concrete models to demonstrate the area of a shape. Counts the number of tiles in an irregular shape.  Expresses area in square inches, square centimeters, square units and square feet. Begins to use multiplication to find the number of square tiles or squares on graph paper or other area model to measure area of a shape.
 * Core Components:**


 * Day 1: Introduction to Perimeter:**

Materials:

Square pattern blocks (5 per student) Pencil

Procedures: 1. Tell this story about a rabbit in a garden: I have a garden in my yard. I just love the taste of fresh beans, so I have planted a lot of beans. They were just starting to sprout and had about 2 leaves on each tiny stem, when I noticed that something was eating the leaves. It was a baby bunny and I knew that if there was one bunny, there would soon be more. What do you think I should do to keep the bunnies from eating my beans? I don’t want to hurt the bunnies, but I want to have fresh beans. Lead students to discover the idea of putting up a fence around the garden.

2. Continue the story: Yes, I think that putting up a fence would be a great idea. I think that if I go to the hardware store I can buy some fencing. If I buy fencing by the foot, how am I going to figure out how much to buy? Have students use their pattern blocks to show the garden. Make sure students know it’s shaped like a long rectangle. Check to see that students have their blocks in a row. Have students record a picture of their "garden" on the perimeter garden worksheet.

3. Demonstrate how to count the units going around the outside of the “garden.” "The name for the number of units going around something is **perimeter**. Think of it as measuring how much fence to buy to go around the garden.”

4. Guide students to use their pattern blocks to make 3 more “garden” shaped figures. Then they can draw their shapes by filling in the boxes on the worksheet. Then students should write the perimeter next to each shape they drew.

Review yesteday's lesson: The perimeter is the distance around an object. Share the following graphic with your students. Students can replicate this in their math journal. Pay careful attention to discussing the "formula" for perimeter when using this with the following lesson.
 * Day 2:**

A square has four sides. To determine the perimeter of a square you can add the length of all four sides of the square together.

Imagine a square with a distance of 4 inches on the bottom side. Since every side of a square is an equal distance then all four sides are 4 inches in length.

To determine the perimeter of the square above just add the four sides together. Since every side of a square is the same, the perimeter is: 4 inches + 4 inches + 4 inches + 4 inches =16 inches

The perimeter of the square is 16 inches.

Practice finding the perimeter of these squares (5 slides). Finding the perimeter of a rectangle can be done in a similar fashion. However, not all sides to a rectangle are the same length.

A rectangle has four sides. To determine the perimeter of a rectangle you can add the length of all four sides of the rectangle together.

Imagine a rectangle with a distance of 6 inches on the bottom side and 4 inches on the left side. Draw the example on the white board. Since opposite sides of a rectangle are the same lengths, lead students to see that they can figure out the length of the non-labeled sides.

To determine the perimeter of the rectangle above just add the four sides together. The perimeter is: 6 inches + 4 inches + 6 inches + 4 inches = 20 inches

The perimeter of the rectangle is 20 inches.

Practice finding the perimeter of these rectangles (5 slides).

View this powerpoint about finding the perimeter of shapes other than squares and rectangles.
 * Day 3:**

Practice using these worksheets.

Use this student book from [|www.EnchantedLearning.com] as a practice for finding perimeter of various shapes. You know me, I can't leave well enough alone, here is my version of the same book, just tweeked to meet our needs better (larger numbers and CUTER). Use either one.
 * Day 4:**

The biggest issue for kids when it comes to learning perimeter and area is distinguishing between the two, since they are so closely related, it is our job to find a way to help them differentiate between the two.
 * Day 5:**

The area of a shape is how many square units fit within it. The area is different then the perimeter. The perimeter measures the length around a figure. The area measures the space within the figure. Share the following graphic with your students. Students can replicate this in their math journal. We will not be using the "formula" for area until Day 6 of the lesson plans.

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Students begin by finding the area of a shape simply by counting the number of square units covering the shape. This is how they will be asked on the TAKS test. They do not need to have mastered the formula by the end of 3rd grade.

Use the first power point to practice. The first few slides are about perimeter, you can simply skip them or use them as a quick review. The thing I like about this powerpoint is that the squares are counted one at a time on the examples. As each square is counted, the number shows up in the square, which is the strategy we want our kids to use. Unfortunately, this took a long time to figure out so there are only a couple of slides like that.



The second powerpoint has several slides of shapes (on grids) that the students can use to practice counting the squares to find the area. The last few slides have 1/2 squares in them and the students will need to figure out what to do when they come across these (see note below). You can project this up on your whiteboard and have students take turns coming up and writing the numbers in the squares with a Expo marker.



I suggest giving the kids 2 equal size squares of paper (2 post-its work perfectly). One piece they keep intact and the other piece they cut on a diagonal. Use these to demonstrate to the students that the two halves make one whole square. I think having the visual in their hands and then putting it in their math journal will help reinforce this concept.

Have students practice on their own. I have several cute worksheets in my files or you can use one from the Envision resources.


 * Day 6:**

The students will learn the formula for finding area: area = length x width

Finding the area in an object is not difficult if you know how to multiply. You will also need to know what length and width are.

The length of a figure is the distance from left to right. The top and bottom lines of a square measure the length. This line is usually horizontal.

The width of a figure is the distance from the top to the bottom. In a square, the width is measured by the line that connects the top line to the bottom line. This line is usually vertical.

The equation for determining the area is: L (length) x W (width)

This powerpoint is extremely easy but gives the students practice in using the formula for finding area.



Have students practice on their own.


 * Day 7:** Use this day to catch up or practice using any of the powerpoints. There is a lot of information on Envision that can be used this day as well (see below).


 * Day 8:** Area and Perimeter Farm - I will show you this in our meeting as it is something I made up and there are no written directions.




 * Day 9:** Review and Test

//Spaghetti and Meatballs for All - Marilyn Burns//
 * Books:**


 * Envision Resources:

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Other:



Powerpoints:

Links:

Additional Activities:**