LESSON PLANS LE SO LANS
• Project the image below. Let’s say the rectangular figure is a rug. Does it fit in a 20-square-foot bedroom? Explain your answer.
Kids Who Code AREA AND PERIMETER PAGE 8
6 ft
4 ft
4 ft
6 ft • How can area models help you solve for both area and perimeter of the rug? Use a visual model to represent what you mean. • Show me how writing an addition equation helps you solve for area and perimeter. • The examples below are for your reference. Always use student examples when possible: 4 ft + 4 ft + 6 ft + 6 ft = 20 ft (Perimeter) 6 ft + 6 ft + 6 ft + 6 ft = 24 square ft (Area) • Discuss whether or not you agree with the equations. • Now discuss how you can connect your equations to the formulas for perimeter and area. Encourage students to look for patterns and connect them to the formulas. Don’t worry if they don’t all see the connection right away. The more they work with these methods, the more they will develop a solid understanding. P = 2L + 2W (2 x 4 ft) + (2 x 6 ft) = 20 ft A = L x W 6 ft x 4 ft = 24 square ft • What did you write for your answer? The rug’s total area is 24 square feet. It is too large for a 20-square-foot bedroom. Application 3. Have students use area models to solve the problems from the article. Encourage them to compare their models with each other. Closure 4. Pair students together and assign one partner to draw a rectangle. Then have the other partner solve for the area and perimeter using an area model.
OBJECTIVE Students will use equations, formulas, and area models to solve word problems involving area and perimeter. OPTIONAL MATERIALS whiteboards and markers LESSON Engagement 1. After reading the article, ask questions and facilitate discussion either as a whole group, in small groups, or with a partner: • Do any of you know what computer coding is? Can you describe it in one sentence? • Would you be interested in learning how to code? • If you could create a website of your own, what would it be about? What would it look like? Draw a picture. Concept Development 2. Watch the video lesson “Area and Perimeter” as a class. Then facilitate a discussion with the following questions: • What is the difference between area and perimeter? Discuss what you learned from the video, drawing an example if you need to. • If I wanted to find out how much carpet I need to cover my whole bedroom floor, what would I be solving for? If I wanted to find the distance around the edge of the carpet, what would I be solving for? Discuss. CONTENT STANDARD Measurement & Data: Relate area and perimeter to the operations of multiplication and addition. MATHEMATICAL PRACTICES STANDARDS 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 7. Look for and make use of structure.
T4 DYNAMATH TEACHER’S GUIDE
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