Name(s): Sam Sawtschuk and Liz Elder-Gomes

Subject: Math Topic/Unit: Shape and Space: determining perimeter and area
Grade: 5
Learning Outcome(s):
GCO: Shape & Space (SS): Use direct and indirect measurement to solve problems

SCO: SS1: Design and construct different rectangles given either perimeter or area, or both
(whole numbers) and draw conclusions.

What it Means: “I can… create rectangles using a given perimeter, area, or both.”

What is the intent of the outcome?

After instruction, students will understand the difference between perimeter and area, and using
informal measurement, be able to calculate perimeter and area.

Instructional Approach:
Check for prior knowledge
Before teachers can expect their students to grasp the concept of creating rectangles with given
measurements, it is essential that they check for prior knowledge. The teacher will do three
different kinds of formative assessment to check the students’ level of understanding the
calculation of perimeter and area, as well as their differences and purposes.

The first formative assessment is done through the observation of individual whiteboard
answers. The teacher will mount a grid paper on the SmartBoard, and ask a student to come
and draw a rectangle. The other students will write down the perimeter and area of the
rectangle. The first one to raise their board with a correct answer gets to draw the next
rectangle. However, all whiteboards must be raised before the teacher declares the answer, so
the teacher can take mental note of who got the answer wrong. The teacher will continue to
observe the answers to see if there is a pattern of continuous mistakes in particular students. If
the teacher does notice this, they will have conversations with these students during centers in
order to further assess their understanding, and work with them one-on-one.

The second formative assessment is done through creating robots. On graph paper, students
will design robots using only rectangles and squares (see picture below for an example). They
will calculate both the perimeter and area of each different rectangle/square and mark it beside
each one.
Engagement
Perimeter and area are concepts of shape and space. With this unit, it is important to integrate
many manipulatives and informal measurement tools, so students can see the concepts applied
in concrete forms. The teacher will ensure to have a fun hook activity at the beginning of each
lesson, facilitate a lot of group work and accommodate multiple learning styles in order to keep
students engaged.

Exploration
The teacher will ensure students are doing hands-on activities for the majority of the math
lessons, keeping the lecture to a maximum of 15 minutes per class.

Explanation
Once the teacher has sufficient evidence that students are able to calculate perimeter and area
comfortably, it is time to move on to the specific learning outcome of constructing rectangles
with pre-determined measurements. The teacher will instruct this process step by step.

The first lesson will be teaching students to construct rectangles with a given perimeter, and
demonstrating that there are many possible answers to this. The next lesson will be teaching
students to construct rectangles with a given area, which also provides the opportunity for
multiple answers. The following lesson will be comparing rectangles and showing the
relationship between perimeter and area: the teacher will ask students to draw rectangles with
the same perimeter, and then calculate the area for each of these. The teacher will explain that
rectangles with a bigger area are larger than the ones with smaller area. The teacher will asks
students to make other conclusions. The last instructional lesson will be teaching students to
construct rectangles with both a given perimeter and area, and show that in this case there is
only one possible rectangle.

Extension
Students who have mastered these lessons with ease will have the chance to do additional
projects if they finish their work early: activities such as “measure your body” where students
must measure different body parts, etc.

Evaluation
The teacher will use triangulated assessment: observation, conversation and collection of
product.
One example of formative assessment
The teacher will ask the students to draw all possible rectangles with a perimeter of 25cm2 on
their grid paper. The students will then write down which one is biggest, and what the area of
that rectangle is relative to the area of the smallest rectangle.

One example of summative assessment

The teacher will do summative assessment by means of collection of products. The teacher will
give the students a choice of how to hand in this final product: either a traditional “test” or
creating a building of their choice, using rectangles with specific measurements. These two
projects will be done at the same time and be done silently so the teacher can ensure that the
students are being assessed on their own understanding of the material. Additionally, the
measurements provided will be the same for both projects. The teacher will make exceptions
and adjustments for students with exceptionalities, as needed.

The “test” or worksheet is a grid paper. The student will be asked to draw all possible rectangles
with a predetermined perimeter. The student will then be asked to draw all possible rectangles
with a predetermined area. Finally, the student will draw a rectangle that corresponds with both
a predetermined perimeter and area.

The written component is a question at the end, asking what conclusions they can draw from
the rectangles they’ve drawn (i.e. “what is the biggest rectangle? What is the perimeter and area
of this rectangle, what conclusion can you draw from this?”)

The alternative project, where students create buildings, will use the same measurements
provided. They will be given the specific measurements and asked to create and draw a building
using rectangles with a given perimeter for the first rectangle, a given area for the second
rectangle, and a given area and perimeter for the third.
Assessment tool: Checklist

Student name Student Student showed Student did the Student did the
attempted either their work for proper proper
assignment each rectangle calculation for calculation for
perimeter area

1. Sharon

2. Grant

3. Bill

4. Marcea

5. Shaunda

6. Léo-James

Assessment tool: Anecdotal notes

Sharon: Grant: Bill:

Marcea: Shaunda: Léo-James: