Explore Perimeter and Area
Objective: Students will review procedures for answering open response. Students will find perimeter and area by counting linear units (perimeter) or square units (area). Students are familiar with perimeter and area, supplemental lesson.
Frameworks: M.13.3.11, M.13.3.10, and M.12.3.4
Duration of Lesson: 1 Day
Anticipatory Question: (approx. 10 minutes)
How do you find perimeter of any object?
How do you find area of any object?
Materials/Resources: Elmo, Open Response, Dry-Erase Marker
Vocabulary Terms: perimeter, area, square unit, square centimeters, centimeters, feet, inches
Activity: (30 minutes)
1) Review with students procedures for answering open response. Ask students where work is shown. Review that all students have answers in open response box. Look at how many questions are given. Ask students, how will box be divided? Next divide box into three parts, because we have three questions. Now students are ready to read the first question. When reading the question reminds students that if it has a command or question mark at the end of the sentence, they will circle the sentence. When students have answered the question go back and check off the the circle, so they know that they have completed the answer.
2) Teacher will model first question. Ask students, "What is the area?" Go over with students that area is insde the figure. Explain to students that 1 square is equal to 1 square centimeter. You count the number of square units that fit inside the figure to find the square units. Teacher will review on elmo how to find the perimeter. Perimeter is the distance around the figure and measured in centimeters. Review how many inches are in a foot with students.
3) Question 2 will be guided practice for students. Have students read the question, ask for a volunteer to go to board and show steps in answering question. Lead students through.
4) Question 3 is independent work for students.
Assessment: Students will submit a completed open response sheet. Rubric will be provided to students in small group. Students will grade open response papers based on rubric.
Extension: Give follow-up Open Response Item
Frameworks: M.13.3.11, M.13.3.10, and M.12.3.4
Duration of Lesson: 1 Day
Anticipatory Question: (approx. 10 minutes)
How do you find perimeter of any object?
How do you find area of any object?
Materials/Resources: Elmo, Open Response, Dry-Erase Marker
Vocabulary Terms: perimeter, area, square unit, square centimeters, centimeters, feet, inches
Activity: (30 minutes)
1) Review with students procedures for answering open response. Ask students where work is shown. Review that all students have answers in open response box. Look at how many questions are given. Ask students, how will box be divided? Next divide box into three parts, because we have three questions. Now students are ready to read the first question. When reading the question reminds students that if it has a command or question mark at the end of the sentence, they will circle the sentence. When students have answered the question go back and check off the the circle, so they know that they have completed the answer.
2) Teacher will model first question. Ask students, "What is the area?" Go over with students that area is insde the figure. Explain to students that 1 square is equal to 1 square centimeter. You count the number of square units that fit inside the figure to find the square units. Teacher will review on elmo how to find the perimeter. Perimeter is the distance around the figure and measured in centimeters. Review how many inches are in a foot with students.
3) Question 2 will be guided practice for students. Have students read the question, ask for a volunteer to go to board and show steps in answering question. Lead students through.
4) Question 3 is independent work for students.
Assessment: Students will submit a completed open response sheet. Rubric will be provided to students in small group. Students will grade open response papers based on rubric.
Extension: Give follow-up Open Response Item
