David Boulton

EDC 271
M8A1: Signature Assignment Math Unit Plan

i. Unit Outline
Unit title

Perimeter and Area

Grade level

Third

AZCCR math standards

Content Standards:
3.MD.C.5 Recognize area as an attribute of plane figures
and understand concepts of area measurement.
3.MD.C.6 Measure areas by counting unit squares
3.MD.C.7 Relate area to the operations of multiplication and
addition.
3.MD.D.8. Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter
given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different
areas or with the same area and different perimeters.
Recalls, also, Second-grade Measurement and Data (MD)
Standards 2.MD.1 through 2.MD.8 measure and estimate lengths
in standard units
Mathematical Practices:
3.MP.2 Reason abstractly and quantitatively.
3.MP.4 Model with mathematics.
3.MP.5 Use appropriate tools strategically.
3.MP.6. Attend to precision.

Key terms

- Length
- Width
- Perimeter
- Area
- Units, square units
- Measurement

Requisite knowledge

- Understanding of concept of length and width;

- Addition concept, and fluency within 20;
- Multiplication concept;
- Multiplication fact fluency within facts to 10, or ability to skipcount by different denominations;
- Concept of rows and columns;
- Ability to use a ruler to measure a length;
- Understanding of inches and feet as units of measurement.

Knowledge gained from the

unit

- Perimeter is the distance around the outside of a shape;

- Perimeter can be calculated by adding together the unit lengths of
all sides of a shape;
- Area is the space occupied by a shape;
- Area can be calculated by multiplying together the unit length
and unit width of the shape;
- Area is stated in terms of square units;
- Appropriate units can be selected to match the real-word problem
being addressed.

Students will be able to:

- Define perimeter and the standard method for its calculation;
- Explain and justify their approach to calculating the perimeter of
irregular straight-sided shapes;
- Define area and the standard method for its calculation;
- Explain and justify their approach to determining the area of a
Knowledge, understanding, and
rectangle;
performance expectations:
- Describe conceptually the difference between perimeter and area;
- Select and justify a unit of measurement for perimeter and area
given practical examples of each.
Specific performance expectations for this unit are listed in the
Learning Objectives portions of the lesson plans that follow.

ii. Instructional sequence, strategies, themes.

Overview
In this unit, the concepts of perimeter and area are introduced through reference to familiar
features of students' school experience and environment (including through a recurring theme of
soccer). Discourse and student-derived strategies are emphasized as the connections are formed
between the topical 'hooks' and the formal concepts being taught. Students experience modeled
practice, guided practice, and opportunities for independent practice in each lesson.
Differentiation strategies include the use of various activities, manipulative props, and types of
performance practice in each lesson. Technology tools are integrated throughout, as tools of

instructional presentation and student activities. Specific instructional strategies and tools and are
addressed in the individual lesson plans. The three main parts of this unit proceed as follows:
Part 1 (Lesson 1) Perimeter:
Students will be reacquainted with measuring objects using standard units. Students will be
prompted to recall the comparative size of familiar objects or distances in terms of inches, feet, and
miles. In this section, students will be encouraged to consider how to calculate the distance around the
outside of various objects and introduced to the term 'perimeter' to describe this distance. Students will
use manipulatives, computer software, and measurement to tools to practice the measurement and
calculation of perimeters using real world examples.
Part 2 (Lesson 2) Area:
Students will discuss real-world applications of perimeter and area, developing an
understanding of the difference between the two concepts. In this section, students will use
manipulatives to visualize the conceptual meaning of area. Students will be encouraged to discuss and
justify their methods for determining area and will be introduced to the multiplication method. Students
will practice the determination and calculation of areas of rectangles, justifying their choices of unit-ofmeasurement.
Part 3 (Lesson 3) Perimeter and Area
Students will recall definitions of and methods for calculating perimeter and area. In this
section, students will be encouraged to develop a stronger conceptual understanding of area and
perimeter, and to apply both concepts to real-world situations. Students will be challenged to design
rectangles that maximize or minimize perimeter and area.

iii. Lesson Plans

Lesson 1
Subject: Mathematics
Grade level: Third
Lesson title/topic: Perimeter
Anticipated duration: 50 minutes
Learning objectives
Students will be able to determine the perimeters of polygons using a variety of methods;
Students will be able to calculate accurately the perimeter of at least 4/5 given shapes, using an
addition method;
Students will be able to explain orally their process for determining perimeter;
Students will be able to select correctly the appropriate units of measurement for 4/5 given
scenarios.
State Standards
AZCCRS 3.MD.D.8
Anticipatory set
Ask the students how far they would walk if they walked around the outside of the soccer field;
Show students a regular 12 inch ruler and ask if this would be practical; ask students to suggest
alternative methods and units
Teaching (input)
Prompt students to recall units of measurement for length;
Explain that perimeter is the total length around the outside of any shape;
Prompt students to suggest an additive method;
Show students the 'Perimeter Song' video (Adam Up, 2013)
Teaching (modeling)
Point to three large polygons that have been drawn on the white-board;
Think aloud while measuring and labeling the length of each side of the first shape;
Write a number sentence for the perimeter of the first shape, stating that we have calculated the
shape's perimeter.
Teaching (check for understanding, guided practice)
Ask students to turn their attention to the two subsequent shapes in turn;
Ask for volunteers to measure each side of the other two polygons and to record the lengths on
the board;
Ask students to calculate the perimeter of the shape from the labeled shape and to hold up their
answers;

 Encourage students to discuss whether this applies to all shapes.

Some students are given two-inch pieces of straws and others access to E-Geoboards (NCTM
Illuminations) and asked to recreate figures drawn on the board;
Circulate while students complete these tasks, checking for understanding.
Closure
Ask students to explain the strategy for determining the perimeter of a shape;
Model the size of a soccer field (including all markings);
Solicit student suggestions of how to calculate the perimeter of the field, and the total length of
painted lines on the field;
Reiterate briefly that these calculations are synonymous with perimeter.
Independent practice
Students complete worksheet with 5 printed shapes and their real-world explanations - calculate
perimeters, select appropriate units.
Homework: distribute grid paper. Students will measure a room at home and calculate its
perimeter. Ask students to consider: how much carpet would I need to cover your room?
Assessment options
Informal interview during guided practice; check and grade student worksheet.
Differentiation
Encourage students who complete the guided activity quickly to discuss appropriate tools and
units for much bigger or much smaller shapes;
Ask students to consider strategies for more complex shapes (such as grouping identical lengths
together for calculations);
Allow lower-ability students to continue to list each length individually for rectangles and
perform addition; provide reinforcement of doubles facts to ease calculations; focus on concept
rather than units; allow continued use of E-Geoboards during independent practice.
21st Century learning
Discourse-centered introduction to concept;
Use of video and computer software resources during teaching input and guided practice.
Materials and resources
Smart Board/interactive white-board
Pencils, erasers;
Grid paper;
White-boards, erasers;
Construction straws (cut to 2 inch lengths);
E-Geoboards: http://illuminations.nctm.org/Activity.aspx?id=6385
Perimeter Song video: https://www.youtube.com/watch?v=ugmpVAb6EZA

Lesson 2
Subject: Mathematics
Grade level: Third
Lesson title/topic: Finding the area of a rectangle
Anticipated duration: 50 minutes
Learning objectives
Students will be able to determine the area of a rectangle using one-inch square tiles arranged
on printed figures;
Students will be able to calculate the area of a rectangle by multiplying the height and width of
printed figures, accurately calculating at least problems;
Students will be able to explain orally their process for determining area and how it differs from
determination of perimeter.
State Standards
AZCCRS 3.MD.C.5;
AZCCRS 3.MD.C.6
Anticipatory set
Ask the students which of them like soccer and who thinks it would be fun to cover the
classroom floor with grass to transform it into a soccer field;
Show plastic 'grass' squares product and accompanying video from the internet (Garden Winds,
see below);
Ask students to suggest how they may determine how many of these squares would be required
to cover the classroom floor; state that we will answer that question at the end of this lesson.
Teaching (input)
Prompt students to recall and reinforce that perimeter is the total distance around the outside of
a shape;
Distribute Saxon Lesson 129A worksheet (see appendix) and one-inch square tiles to students;
Explain that area is the number of square tiles required to cover a shape; for example, if ten tiles
fully cover the shape, the area of the shape is ten square inches.
Teaching (modeling)
Instruct students to place square tiles on the first rectangle to cover it fully, drawing the result
on the board;
Think aloud while labeling the height and width of the figure, and writing the area with units in
the figure;
Explain that the area is determined either by counting the individual squares, or by multiplying
the height and width of the full shape; state that multiplication is a preferred strategy (especially
in relation to large areas, such as the classroom floor).

Teaching (check for understanding, guided practice)

Ask students to turn their attention to each subsequent shape in turn;
Circulate as students arrange tiles and complete problems;
Encourage students to lay out tiles for one column and one row rather than to cover shapes;
Ask different students to provide answers for each portion, and write full number sentence on
the board to confirm.
Closure
Ask students to explain the strategy for determining the area of a rectangle;
Model the size of the classroom on the board using appropriate numbers for calculation;
Solicit student suggestions of how to account for 'missing' portion (i.e. subtraction of
bathroom's area) and calculate;
Reiterate briefly that these calculations are synonymous with the square tile problems
completed during guided practice.
Independent practice:
Students complete the remainder of the rectangles at their own pace; students are encouraged to
think strategically and use only one row and one column of tiles to determine area.
Assessment options:
Students may be observed while completing independent practice to check for conceptual
understanding and use of efficient methods;
Student worksheet may be graded.
Differentiation
Encourage students who complete the guided activity quickly to consider how we will calculate
the area of the classroom/how many 'grass' tiles will be required;
Ask students to think about how they will account for an non-carpeted portion of the room (i.e.
the bathroom;
Allow lower-ability students to continue to cover the whole shapes with rectangles as needed.
Technology and 21st Century Learning:
Students communicate their suggested strategies and thoughts to the class and in writing.
Marginal use of technology for demonstrating grass tile product.

Materials and resources:

Pencils, erasers;
White boards, erasers;
One-inch square tiles;
Printed handout with six rectangular figures
Garden Winds web site: https://www.gardenwinds.com/grass-deck-tiles-30mm-pile-height-p4870.html?gclid=CjwKEAjw0epBRDOp7f7lOG0zl4SJABxJg9qGZiJEahEwvKLrTHPdEJHw6MbO1XxLb4OVBlD9D_h_B
oCJxXw_wcB#googlebase

Lesson 3
Subject: Mathematics
Grade level: Third
Lesson title/topic: Perimeter and Area
Learning objectives
Students will be able to interchange comfortably between perimeter and area problems;
Students will be able to communicate strategies for maximizing and minimizing area and
perimeter in rectangles;
Students will be able to explain orally the method for determining area and how it differs from
determination of perimeter.
State Standards
AZCCRS 3.MD.C.5;
AZCCRS 3.MD.C.6;
AZCCRS 3.MD.C.7;
AZCCRS 3.MD.D.8
Anticipatory set
Draw a regularly proportioned soccer field on the board, and ask if the area or perimeter is
larger, soliciting multiple students for input on calculation, and ask which is bigger;
Ask students to discuss whether the area of a rectangle is always a bigger value than its
perimeter; challenge students by constructing irregularly proportioned 'soccer fields' on the
board.
Teaching (input)
Prompt students to recall and reinforce that perimeter is the total distance around the outside of
a shape, and that area is the total space occupied by a shape.
State that shapes with the same perimeters may have different areas, and shapes with the same
areas may have different perimeters.
Teaching (modeling)
Draw soccer fields of varying proportions on the board, labeling the length of each side;
Think aloud while labeling the height and width of the figures, and writing the perimeter and
calculating the area with units in the figure;
Explain that all of the shown shapes have different areas but the same perimeter.
Teaching (check for understanding, guided practice)
Ask students to suggest how they could maximize the perimeter of a rectangle of given area,

and how they could maximize the area of a rectangle of a given perimeter;
Provide geoboards, E-geoboards, one-inch square tiles, and two-inch straw pieces to students
and ask them to work in pairs, designating area of perimeter problem to pairs;
Circulate among pairs as students attempt to maximize perimeter or area with their given
manipulative, discussing their methods and justifications.
Closure
Play Math Playground video;
Ask students to communicate their findings to the class.
Independent practice:
Students exchange manipulatives and tasks with another partner;
Students complete Rectangles Area worksheet, consolidating learning of both concepts.
Assessment options:
Students may be observed while completing independent practice to check for conceptual
understanding and use of efficient methods;
Student worksheet may be graded.
Differentiation
Multiple modalities for practice of concepts;
Higher-ability students encouraged to proceed at their own pace and can be given irregular
shapes to investigate;
Opportunity to reteach perimeter and area concepts during designated independent practice
time.
Technology and 21st Century Learning:
Students communicate their suggested strategies and thoughts to the class and in writing.
Use of instructional video (Math Playground);
Use of E-Geoboards for experimentation.
Materials and resources:

Pencils, erasers;
White-boards, erasers;
One-inch square tiles;
E-Geoboards: http://illuminations.nctm.org/Activity.aspx?id=6385
Math Playground video (http://www.mathplayground.com/howto_sameareadiffperimeter.html)

iv. Appendix
Referenced resources
Unit level
AZCCRS Arizona College and Career Ready Standards (2013). Standards Mathematical Practice
Explanation and Examples: Third Grade. <http://www.azed.gov/standardspractices/files/2015/04/azccrs-grade3-math-.pdf> Accessed 5/14/2015
Lesson 1
E-Geoboards NCTM Illuminations. 'Investigating geometry concepts on geoboards'.
<http://illuminations.nctm.org/Activity.aspx?id=6385> Accessed 5/14/2015
Perimeter Song video Adam Up Maths (2013). 'Perimeter song' (video). <https://www.youtube.com/watch?
v=ugmpVAb6EZA> Accessed 5/14/2015
Independent practice worksheet MathWorksheets4Kids.com. 'Rectangles Perimeter'.
<http://www.mathworksheets4kids.com/rectangle/perimeter-easy1.pdf> Accessed 5/14/2015. (Shown
below)

Lesson 2
Grass squares product Garden Winds. 'Grass deck tiles'. <https://www.gardenwinds.com/grass-deck-tiles-30mm-pile-heightp-4870.html?gclid=CjwKEAjw0epBRDOp7f7lOG0zl4SJABxJg9qGZiJEahEwvKLrTHPdEJHw6MbO1XxLb4OVBlD9D_h_BoCJxX
w_wcB#googlebase> Accessed 5/14/2015
Saxon Math Lesson 129A copyright may apply; (intentionally distorted image shown below)

Lesson 3
E-Geoboards NCTM Illuminations. 'Investigating geometry concepts on geoboards'.
<http://illuminations.nctm.org/Activity.aspx?id=6385> Accessed 5/14/2015
Math Playground Video Math Playground (2014). 'How to find the area and perimeter of a rectangle'. (Video).
<http://www.mathplayground.com/howto_sameareadiffperimeter.html> Acccesed 5/14/2015

Independent practice worksheet MathWorksheets4Kids.com. 'Rectangles Area'.

<http://www.mathworksheets4kids.com/rectangle/area-easy1.pdf> Accessed 5/14/2015. (Shown below)

Additional materials and technology resources

Pencils and erasers (each student);

White-boards and erasers (each student);
One-inch square tiles (set for every other student);
Straws cut into two-inch lengths (approximately 15 for every other student);
Geoboards (one for every other student);
Personal computers or tablets (approximately one for every other student, as available);
Classroom interactive or Smart Board (teacher);
Classroom white-board (teacher);
Grid paper (1-2 sheets per student)