Exploring Perimeter and Area Lesson Plan

Name: Amy Stucker
Date: 02/06/2014
Class: EDUC 354
Lesson Plan #1
Title:
Date(s):
Exploring Perimeter and Area with Painters Tape
02/06/14 and 02/13/14
Core Standards:
5.5.2 Solve Problems involving perimeters and areas of rectangles, triangles, parallelograms, and trapezoids using appropriate units.
Materials/Resources:
Painters tape, a tile floor, practice problems, formula cards, whiteboards, and markers
Objectives:
The students will be able to solve problems involving perimeters and areas of the shapes listed in standard 5.5.2. They will also be able to
explain how they found the perimeter and area in ways additional to using the formulas. They will check their work by measuring with a
ruler and finding area and perimeter with the correct formulas. They will say and write their answers in square units for the Assessment.
Assessment:
After working in partners, students will be given a sheet with some practice problems, in which they will create different shapes and
answer the questions. (See attached assessment sheet). This is an informal assessment. They will show me their work with the painters
tape and I will record it. They will turn in their written answers to questions on the practice problem sheet.
Introduction/Motivation/Springboard:
Students will draw shapes on their whiteboards, showing me how they would find the perimeter and area of each of the shapes with the
given formula cards. The emphasis will be on differentiating between finding perimeter and finding area (Perimeter is the distance
around and Area is the space inside).
Procedures/Activities:
Students will begin with the introduction described above. Then, they will divide into partners, and each group will get painters tape and
a small space on the tile floor. I will ask them to make various shapes according to the attached problem sheet, adding extra practice
where students are struggling. I will guide students, but they will come to conclusions about side lengths, perimeter, and area according
to the square tiles on their own. Hopefully, they will make the connections on their own. They can check their work with rulers if desired.
Then, I will assess each student as listed above in Assessment. Some students may need an oral assessment rather than a written one,
and I will accommodate to each students need. In addition, some students may need to spend a little more time with squares before
moving onto rectangles, and rectangles before moving onto anything else. This activity will allow students to progress at their own pace.
Closure Activity/Extensions/Homework:
I will ask the students to tell me what they learned about perimeter and area from this activity. Specifically, I will probe about other ways
to find area other than the given formulas.
Reflection:
This lesson was rough the first time because there were a lot of behavior issues. The second time, I sent disruptive students back to class,
but behavior was still a distraction at times. I could see that at least 3 students understood area as counting squares in addition to using
formulas each time, so that was a positive. Next time, I will find a bigger area of tile so students arent so close when making their shapes.
I might also only cover squares, rectangles, and triangles with the painters tape, and explore the other shapes through other practice. It
was a lot to cover all at once.
Name: Amy Stucker

Date: 02/06/2014
Class: EDUC 354
Problem Sheet
(For Practice with the Painters Tape)
This sheet is for use with the Lesson Plan for Standard 5.5.2. It is designed for
a teacher-guided student exploration into the topics of perimeter and area.
These are just examples, and the time and number of examples used for each
shape and subtopic should reflect the progress of student learning.
Materials: Formula cards, painters tape, marker, and a tile floor
If a rectangle has a length of 5 feet and a height of 2 feet, what is the perimeter of the
rectangle? What is the area of this same rectangle? Show this rectangle with the
tape.
If a triangle has a base of 4 feet and a height of 6 feet, what is the area of this
triangle? Show this triangle with the tape.
If a parallelogram has a base of 3 feet and a height of 1 foot, what is the area of the
parallelogram? Show this triangle with the tape?
Create a rectangle with a perimeter of 12 feet.
Create a rectangle with an area of 15 square feet.
Create a triangle with an area of 8 square feet. (Think about the relation to a square)
Create a parallelogram with an area of 12 square feet.
How could you create this without the formula?
Create a trapezoid with an area of 20 square feet. (Hint: Try a height of 3)
How could you create this without the formula?
Name: Amy Stucker

Date: 02/06/2014
Class: EDUC 354
Individual Practice Problems
Directions: Use your painters tape to create the following shapes and answer the
questions that follow.
1. Create a square with an area of 16 ft2 with your tape.
What is the side length for every side of this square? _______
How many square tiles are in the entire square you just created? ________
2. Create a rectangle with a perimeter of 14 ft. (There is more than one way to do
this).
What are the side lengths of your rectangle? You may draw a sketch of your
rectangle in the space below if that helps. ________________________
What is the area of your rectangle? ____________
Explain how you found the area.
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Create a triangle with an area of 6 ft2. (Hint: How can you use a rectangle to make
this triangle?)
How did you create this triangle?
__________________________________________________________________________________________
__________________________________________________________________________________________

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Name: Amy Stucker

Exploring Perimeter and Area with Painters Tape

02/06/14 and 02/13/14

Name: Amy Stucker

Name: Amy Stucker

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