Area- The number of square units that covers a shape or figure  

 Perimeter- The sum of the lengths of the sides of a polygon

Students will be able to work cooperatively in groups of two

Students will be able to measure accurately using a yardstick/meterstick

Studnets will be able to perform the proper calculations to determine perimeter and area

1 50 minute class period with additional time for the extended activities

Materials:

yardsticks/metersticks or contractor's tape measure

plain white paper or graph paper if needed to keep calculation columns aligned

calculators if permitted

advertisements from hardware/home remodeling stores

crayons, markers, shoe boxes, etc. for extension activity

• W: How will you help your students to know where they are headed, why they are going there, and what ways they will be evaluated along the way? I will clearly explain the guidelines using a posted list of expectations and a rubric for self-evaluation at the end of the project.
• H: How will you hook and hold students’ interest and enthusiasm through thought-provoking experiences at the beginning of each instructional episode? I will tell them to use their imaginations and the chance to be creative to enhance their classroom to demonstrate their style.
• E: What experiences will you provide to help students make their understandings real and equip all learners for success throughout your course or unit? I will illustrate the concepts on a model of a room and post my calculations for easy reference. I will make observations as they work, assisting when needed and offering praise for their attempts.
• R: How will you cause students to reflect, revisit, revise, and rethink? I will have students share their ideas with their classmates and/or discuss their projects with them one on one.
• E: How will students express their understandings and engage in meaningful self-evaluation? They will complete a rubric for their own project and evaluate a peer’s project if appropriate.
• T: How will you tailor (differentiate) your instruction to address the unique strengths and needs of every learner? I will allow some students to round their measurements and have a more basic requirement for the best value piece of the project.
• O: How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage? I will model the steps and use visuals to assist student understanding. I could have a worksheet with examples that students would need to measure and calculate perimeter and area or have them measure their bedrooms and repeat the process for homework.

After students have an understanding of perimeter and area from previous lessons, use a motivational hook of imaginary grant being received to redo our classroom. Model the expectations by using a shoebox or doll house. Students could be assigned partners if needed.

Students must determine the perimeter and area of the irregularly shaped classroom by using yardsticks or metal contractor-type tape measures. They will start by measuring each wall to determine the floor’s perimeter. One area for differentiated instruction is to have some students round their measurements to nearest foot, some can have exact measurements. Next they will calculate the area of the floor to determine amount of flooring materials. Procedure can be repeated to find the area of each wall then totaled to determine amount of paint or wall covering needed for the remodel.

The students could use current ads from local hardware stores to find the best value for their materials. They could make a model of their selected design. Some students could use this website for further enrichment: http://illuminations.nctm.org

Teacher observation and discussion with students as they record their measurements and make their calculations

http://illuminations.nctm.org

http://www.pdesas.org lesson resources: Estimation With Fractions and Problem Solving With Fractions