Same Area, Same Perimeter?
A Learning Activity is a strategy a teacher chooses to actively
engage students in learning a concept or skill using a digital tool/resource.
You may save this Learning Activity to your hard drive as an .html file by
selecting “File”,then “Save As” from your browser’s
pull down menu. The file name extension must be .html.
This learning activity provided by:
Author:
Michelle Frye
System: Blount County School: Hayden Elementary School
General Activity Information
Activity ID:
2891
Title: Same Area, Same Perimeter?
Digital Tool/Resource: Same Area, Same Perimeter? - slideshow
Web Address – URL:
Overview: This learning activity is designed to activate students thinking about perimeter and area. Students will work together to answer writing prompts about a rectangle that has an area of 36 inches.
Associated Standards and Objectives
Content Standard(s):
Mathematics 24. Construct rectangles with the same perimeter and different areas or the same area and different perimeters.
Unpacked Content
Evidence Of Student Attainment:
Students:
Identify rectangles with the same perimeter and different areas or the same area and different perimeters.
Construct rectangles with the same perimeter and different areas or the same area and different perimeters. Teacher Vocabulary:
Perimeter
Area
Side length
Side measure Knowledge:
Students know:
Perimeter is a measurable attribute of rectangles.
Area is a measurable attribute of rectangles. Skills:
Students are able to:
Construct rectangles with a given perimeter.
Construct rectangles with a given area.
Construct rectangles with the same perimeters but differing areas.
Construct rectangles with the same areas but differing perimeters. Understanding:
Students understand that:
Perimeter and area are measurable attributes of rectangles.
Perimeter is the distance around a figure found by adding side lengths.
The area of a plane figure is measured by the number of square units that cover the interior space of the rectangle. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.3.24.1: Define perimeter.
M.3.24.2: Recall the formula for perimeter (P= L+L+W+W or P=2L + 2W).
M.3.24.3: Recall basic addition and multiplication facts.
M.3.24.4: Build and draw shapes to possess defining attributes.
M.3.24.5: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
M.3.24.6: Describe measurable attributes of objects such as length or weight.
Prior Knowledge Skills:
Recall doubles addition facts.
Model written method for composing equations.
Alabama Alternate Achievement Standards
AAS Standard:
Learning Objectives: I can construct rectangles with the same perimeter and different areas or the same area and different perimeters.
Strategies, Preparations and Variations
Phase: Before/Engage
Activity: In the engage activity, Same Area, Same Perimeter? the students will answer the following writing prompts.
If a rectangle has an area of 36 square inches, what could the length and width be?
What would the length and width be if the shape were a square?
The students will record their thinking and drawings in a math journal or on blank paper.
The teacher will ask the following essential questions:
How many different rectangles did you find?
Were the perimeters the same? Why or why not?
These questions are in the notes section of the slideshow.
Assessment Strategies: Teachers will observe student responses to determine student understanding of the concept and skill. You can use the following guidelines to ensure students meet the learning objective and answer the essential questions.
Check that the student:
can make multiple rectangles with an area of 36.
can identify that squares have four equal sides, so the dimensions must be the same on each side.
can identify that some of the rectangles have the same area, but different perimeters.
can identify that some of the rectangles have the same area and same perimeters.
Advanced Preparation: The teacher will need a computer and projector to display the slideshow. The students will need a math journal or blank paper, pencils, and possibly color tiles.
Variation Tips (optional): Students may need a manipulative, such as color tiles, to build the rectangles. This would help students visually notice the different perimeters and configurations of the area.
Notes or Recommendations (optional):
Keywords and Search Tags
Keywords and Search Tags:
area, perimeter
