**"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