Area and Perimeter

Monica Starks John Fiske Elementary
6145 S. Ingleside
Chicago IL 60637
(312) 535-0990


This lesson is designed for the intermediate grade levels. Upon completion of
the lesson students should be able to:

* use with accuracy this unit of measurement
* differentiate between area and perimeter
* compute the area and perimeter of an object


* posterboard cut in squares, rectangles and triangles
* rulers
* scissors
* a bolt of lace trim
* velcro and magnets
* skin area worksheet-See references
* 3x5 index cards
* worksheets with geometric shapes using various units of measurement to
calculate area and perimeter.

Recommended Strategy:

* Ask opening questions:
When do we use the measurement of area?
When do we use the measurement of perimeter?
How would you measure a shape to trim it in lace?
* Do worksheet on area and perimeter on the overhead as the students work
at their seats.
* Distribute and explain skin area worksheets then pair off students.
* Students will complete and turn in the skin area worksheets.
* Distribute materials for perimeter activity.
* Ask students how they would measure the shape of the picture frame to
trim it.
* Students will use their rulers to find the perimeter of their shapes.
* Perimeter calculations are put on 3x5 index cards.
* Students will use their ruler to cut the length of lace from the bolt.
* Students will glue the lace on the perimeter of the shape.
* Place the velcro or magnet on the back of the picture frame or a cake can be
placed on the rectangular shape.
* Ask the closing questions:
You want to tile your kitchen floor. Which measurement do you use?
You want to fence in your garden. Which measurement do you use?
Students will record their answers on the 3x5 index cards.

Performance Assessment:

If the lace frames the perimeter of the shape without overlapping then the
perimeter was calculated correctly. Check answers to the closing questions
on the index cards. Also, check the calculations on the skin area worksheets.


Everyday Mathematics Journal II, Everyday Learning Corporation, 1995

Return to Mathematics Index