"An Introduction to Area and Perimeter"
Edwina R. Justice Gunsaulus Scholastic Academy
4420 South Sacramento Ave.
Chicago IL 60632
(312) 535-7215
Objectives (Staff):
Demonstrate a phenomenological approach to teaching mathematics
Inspire others to use the approach
Objectives (Grades 4-7):
Form rectangles by using tiles
Measure area and perimeter by counting
Measure and record area and perimeter
Describe dimensions of rectangles
Discover and apply rules for measuring area and perimeter
Measure rectangles using transparent grids and determine area and perimeter
Observe patterns formed by rectangles with constant area or perimeter
Materials Needed:
inch grids centimeter grids scissors
worksheets with tables for recording area and perimeter
Recommended Strategy:
Cut 24 thirty-six inch tiles
Use tiles to make rectangles
Count tables (area) and number of people who can sit at the table
(perimeter)
Show all rectangles on grid with area equal to 12 square cm.
Discuss dimensions
Introduce appropriate mathematical vocabulary
Order rectangles from largest to smallest perimeter
Compare shapes of rectangles with area equal to 12 square cm.
Record dimensions, area, and perimeter
Apply rules for finding area and perimeter
Measure rectangles of various sizes by using transparent inch grids
Record dimensions, area and perimeter
Show all rectangles with area equal to 24 square cm.
Record dimensions, area, and perimeter
Demonstrate pattern formed by rectangles with constant area
Show all rectangles with perimeter equal to 24 cm.
Record dimensions, area, and perimeter
Demonstrate pattern formed by rectangles with constant perimeter
Performance Assessment:
Draw representations of two gardens with the same area, but with different
dimensions. Fencing materials must be purchased. Which garden will cost
less money? Explain your answer.
Return to Mathematics Index