Lesson #6: The Relationship Between Area and Perimeter

Grade: __5__ Timeframe (time available): _______________

Curriculum Area: _Math - Measurement Strand____ Title of Unit: _Measurement: Perimeter and Area_
Context
This is the last lesson in the unit. Prior to this lesson students have learned about using appropriate units of measure, converting
from one unit to another, as well as perimeter and area. In this lesson, students begin to tie together their learnings to explore the
relationship between area and perimeter.
Spaghetti and Meatballs for All! by Marilyn Burns
In this story, Mr. and Mrs. Comfort are planning a family reunion. Mrs. Comfort arranges the tables to seat her 32 guests but as her
guests arrive they start rearranging the furniture so that they can sit together. This story not only presents ideas about
measurement but multiplication as well.
Learning Expectations
Big Idea
The same object can be described using different measurements (BIM1)
Overall Expectations

Specific Expectations

determine the relationships among

determine, through investigation using a variety of tools and strategies, the
units and measurable attributes,
relationships between the length and width of a rectangle and its area and perimeter,
including the area of a rectangle and the and generalize to develop the formulas [i.e.,Area = length x width; Perimeter = (2 x

volume of a rectangular prism. (M)

length) + (2 x width)];
Assessment

Assessment for Learning Strategies

X Observation
X Anecdotal Notes
Work Samples
Personal Reflection
Oral Reports
Learning Indicators:

X Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Interview/Conferences

Presentation/Performance
Audio/Video/Technological
Project
X Checklists
Other ____________________

Learning Goal: We are learning to describe the relationship between perimeter and area.
Success Criteria:
I can determine the perimeter of a rectangle.
I can determine the area of a rectangle.
I can use the data to show the relationship between the perimeter/area and its side length.
I can develop formulas to help solve perimeter and area.
I can organize my work clearly.
I can show my thinking/work.
I can explain my work using mathematical terms.

Materials/Resources
Teacher Resources

Student Materials

Spaghetti and Meatballs for All by Marilyn Burns

Chart Paper
Graph Chart Paper

Equipment

Markers
Square Tiles
Unifix Cubes
Pattern Blocks
Math Journals
Anticipation Guide for ea. student

Lesson Plan: The Relationship Between Area and Perimeter

*Grouping: W = Whole Class; S = Small Group; I = Independent

Timing Grouping
(approx)

Lesson Phase

I Getting Started:
Introduction to Learning Activity
Prior to reading the book, I would first review the concepts we have learned in the previous
lessons surrounding area and perimeter. To do this, I would have a quick discussion/recap of
previous lessons to help activate their prior knowledge. After this, I would ask students to
complete an anticipation guide to help focus their learning. According to Marian Smalls text
Making Math Meaningful to Canadian Students, K-8, using an anticipation guide gives
students an opportunity to think about key learnings as the lesson proceeds and becomes
invested in finding out the answers. (Small, 66) I would have students staple the anticipation
guide in their math journals so students can respond again to the same question to see how
their thinking has changed. Outlined below is a detailed account of how the learning activity
will be introduced as well as the various cooperative learning strategies and groupings that
will be used to get students thinking about their thinking.

Materials/
Resources

Assessment for Learning

Throughout the Getting Started stage I would use ongoing observation to help assess the
students current levels of understanding. I believe the anticipation guide will help shine a
light on student understanding to help determine next steps in instruction.
Groupings
It is important to use a variety of different groupings. (Early Math, 32) For this reason, I
decided to use different groupings to help introduce the task. For the learning task itself, I
would use assessment data from previous lessons to help compose groups of mixed abilities.
For this lesson, students need to have an understanding of area and perimeter before they
can start to investigate the relationship of the two. If some students are still struggling with
the concepts of area and perimeter, a mixed ability grouping gives students an opportunity to
learn from one another.
Materials
In my own classroom I have a math corner where there are a variety of different math
manipulatives that students have access to. At the front of the classroom I would have the
above listed materials all set out. I would go throughout the materials to show students what
is available. As a group, students would decide what materials they will use to help them solve
the problem. One student from each group would be responsible for getting the materials
that the group decided to use. Students would also be made aware that they could use any
other manipulatives, that they see fit, to help them solve the problem. Chart paper and
markers would already be laid out for them at their table groupings.
----------------------------------------------------------------------------Lesson Details:
1min
3min

-Review the concepts of area and perimeter

2min
W

1min

10min
W

I -Anticipation Guide: Pose the question If shapes have the same area, do they always have to
have the same perimeter? Explain your thinking.
I -Hand out anticipation guide sheet and have students record their thinking and then staple
the sheet in their math journal
I -Think-Pair-Share: have students share their responses
Minds On
I -Think-Pair-Share: Think of a real-life situation where you would have to find perimeter and
area
Read Spaghetti and Meatballs for All by Marilyn Burns
(stop before the last page)
-Draw out the table arrangements on a piece of chart paper as we go through the story

-Anticipation
Guide Sheet
-Math Journal

-Book Spaghetti
and Meatballs
for All by
Marilyn Burns
-Chart Paper
-Marker

Sharing the Purpose/Objectives:

-Share Open Question
-Share the Learning Target and Success Criteria
-Review expectations during group work (role of the students and role of the teacher)
Working On It:
30min

Materials:

Task
Students will be provided with the following open question. (see problem below) Students
will be placed in mixed abilities grouping. (as described above) Students will be asked to write
their solutions/thinking on a piece of chart paper for our Gallery Walk and Math Congress.
Open Question:
Using the chart of data from the story, show the relationship

See above under

Materials
needed

between the perimeter and its side length and the area and its side length.
How might this change for 16 guests? Is the relationship the same?
Possible Errors and Misconceptions
-the word relationship
-belief that rectangles with the same perimeter occupy the same area
Demonstrating Understanding
In order for students to be successful at demonstrating their understanding of the
relationship between area and perimeter students should meet the following success criteria.
Learning Goal: We are learning to describe the relationship between perimeter and area.
Success Criteria:
I can determine the perimeter of a rectangle.
I can determine the area of a rectangle.
I can use the data to show the relationship between the perimeter/area and its side length.
I can organize my work clearly.
I can show my thinking/work.
I can explain my work using mathematical terms.
Assessment
I really liked Marian Smalls checklist on page 609 of Making Math Meaningful to Canadian
Students, K-8 and I would use this chart to check off instances of observing desired behaviour
(the success criteria) as I circulated the room. Included on the checklist would be a spot where
I could record further anecdotal notes. (see below) I would also include some of the probing
questions from A Guide to Effective Mathematics Instruction, K-6 - Volume Two: Problem
Solving and Communication pp.81-84)

Extension Activity
In my classroom I would have an area set up with a box full of laminated task cards that
students could take and work on. I would ensure that the task cards relate to the current topic
that we are learning about.
Task #1
Suppose there were going to be just 12 people at the family reunion. What different table
arrangements are possible? Which arrangement would use the fewest tables? Which
arrangement would use the most tables? Which arrangement should Mrs. Comfort use? (For
additional challenges, try the same problem for 24, 36 or any other number of people).
[problem is taken directly from the book Spaghetti and Meatballs for All! by Marilyn Burns]
Reflecting and Connecting:

Materials:

Discussion
Selecting Student Work
2min

I I would have students place their work up around the classroom and ask students to do a
quick gallery walk to view the work of others. This would give students the opportunity to see
different ways of solving the problem and/or representing the solution.
I would then have students meet me back on the carpet to engage in Math Congress. For
Math Congress, I would choose 3-4 student samples (depending on student solutions).
Samples I might choose would be students who had interesting ways of showing the
relationship between perimeter/area and its side length, students who generated different
formulas (ex. P=L+L+L+L is there a more concise way?), students who maybe struggled a little.
I think my choices would depend on student responses but I would choose samples where I
could highlight something about the success criteria (ex. maybe one group had some
challenges demonstrating their thinking, etc.)

-Tape
-Student
Solutions on
Chart Paper

Key Questions

6min

Throughout the class sharing I would ask questions to help guide the discussion, emphasize
the math, and build connections between solutions and concepts. (Guide to Effective Literacy
Instruction in Mathematics, K-6: Vol. 2, 66) I believe that the key questions should relate back
to the learning goal and the success criteria. The following would be some of the key
questions that I would use to help promote student communication and deepen student
understanding.
-What did you notice about the perimeter/area and its side length?
-What did you notice about the area as rectangles are closer to a square?
-If shapes have the same area, do they always have the same perimeter?
-What equations can you use to determine perimeter and area?
Highlights/Summary

W
2min

I would then refer students back to a pre-created anchor chart outlining the key concepts/big
ideas from this lesson. Students would then be asked to refer back to the anticipation guide in
their math journal and write a journal entry about their new learning/thinking.

Anchor Chart
Anticipation
Guide
Math Journals

I Practice:
Design a new classroom arrangement
-Relate to real-life interior designers
-Have students create a new design for the classroom. Encourage them to consider
movement round the class, convenience, small and large meeting areas, and so on.
-Students are encouraged to explain their thinking behind the arrangements. [borrowed from
www.polk-fl.net/staff/grants/pefgrants/documents/MFosterMIxingup003.pdf]
Assessment
Student Interview - students can explain their work one-on-one

Assessment Checklist
Date: __________________________
Lesson #6: The Relationship between Area and Perimeter
Learning Goal: We are learning to describe the relationship between perimeter and area.
Student

Ashley

I can find
the
perimeter
of a
rectangle

I can find
the area
of a
rectangle

I can use
data to
show the
relationship
between
the area/
perimeter
and its side
length

I can
develop
formulas
to help
solve
perimeter
and area

I can
organize
my work
clearly

I can show
I can explain
my
my work
thinking/work using math
terms

Notes

Mitchell
Tracy Savage