Properties

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Graduated Difficulty
Lesson Plan
Mathematics
4
Area and Perimeter
50 Minutes
Shawna McCoy

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
MCC4.MD.3 Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
TAG Standard
Higher Order and Critical Thinking Skills
4. Make and evaluate decisions using criteria

Summary/Overview
The focus of this lesson is to give students the opportunity to assess their own understanding
of how to apply the area and perimeter formulas for rectangles in the real world and make
decisions about what they need to do to improve their understanding/skill.
Enduring Understanding(s)
At the end of this lesson the student will understand that

Know and apply the formula for area (l x w) and express the answer in square units.
Know and apply the formula for perimeter: 2l + 2w or 2(l + w) and express the
answer in linear units.

Essential Question(s)

How are area and perimeter related?

How are the units used to measure perimeter different and alike from the units used to
measure area?

Evidence of Learning
What students should know:

Solve problems involving the area and perimeter of rectangles by applying formulas.
Determine whether you are supposed to find the perimeter or area of a rectangle in a
real world situation

Suggested Vocabulary

Perimeter
Area
Dimension
Square Unit

Procedure(s)
Phase 1: Hook

Teacher will read Sir Cumference and the Isle of Immeter by Cindy Neuschwander to
introduce students to the concept of perimeter and area. After the reading, students
will brainstorm ways people use perimeter and area in real life.

Phase 2: Acquiring Content

1.

Pose the Essential Question. Why is it important to know how to apply perimeter and area
formulas to real world problems? Gather student responses.

Explain that today we are going to review important concepts about perimeter and area.
Ask questions How do I use perimeter and area formulas? How can I use a model to
show my knowledge of perimeter and area?
3. Use the Perimeter and Area Flipchart to review the concepts with the students.
2.

Phase 3: DECIDE and Practice and DECIDE

4.

Explain You will now be given an opportunity to practice what you have learned. Because
everyone learns at a different pace, I will leave it up to you to decide which problem set is most
appropriate for you. To help you make the best choice lets consider a few questions.

Distribute the DECIDE handout and three problem sets. Provide time for students to
examine the three sets and decide which one is the most appropriate challenge to
complete.
6. Students will complete the problem set of their choice and check their work. Students
who quickly and accurately complete their selected set should try the next level. Students
who quickly and accurately complete Level C should create a more difficult Level D with
a corresponding answer sheet. They can trade problem sets with other Level D students.
5.

When all students have had an opportunity to complete and check at least one problem
set, lead the students in a discussion to identify the criteria they used to make their
choice, determine if the first choice was the best choice, and determine the
knowledge/skills needed to move to the next level.
8. Each student will establish a learning goal to improve their own achievement related to
understanding perimeter and area.
7.

Summarizing Activity
Sum It Up! : Create a rectangle with 2-digit number for the length and 2-digit number for the
width. Determine the perimeter and area using the appropriate formulas/ Use a model to
show how you determined the area and perimeter of your rectangle/ Now show the way you
would have found the perimeter and area before learning ways to solve.
Resource(s)
Anchor Text(s):
Technology:
Power point: Order of Operations
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:
Handout 5:

DECIDE
Level A Problem Set
Level B Problem Set
Level C Problem Set
Level D Problem Set
Sum It Up!

Determine what you know about the skill to be practiced.

What skills or knowledge to I need to explain and apply the area and
perimeter formulas for rectangles in real world mathematical
problems?

Examine the levels of difficulty and choose the level that is best for you.
What makes one level harder than the next?

What level do you think will work best for you? Why?

Check your work. Change your level or create a new level if you
completed Level 3.
What was easy about the level you chose?
What was difficult about the level you chose?

Identify the criteria you used to make your choice.

What criteria did you use to select the level at which you wanted to
work?
If you are given another opportunity to choose the difficulty of your
class work, will you change the criteria? Why?

Determine if you made a good choice and decide what you need to
know/understand to move to the next level.
Was your choice a good one for you? Why or why not?
What do you need to know/do to move to the next level?
Establish a goal for improvement
______________________________________________________________
_________________________________________________

Level A

Level B

Find the area or perimeter of each word problem.

1) A bathroom had a
length of 3 feet and a
total area of 27 ft2.
What is the width of
the bathroom?

2) A restaurant added a
new outdoor section that
was 8 feet wide and 6 feet
long. What is the area of
their new outdoor section?

3) An island in the Indian

Ocean was 10 miles wide
and 3 miles long. What is
the perimeter of the island?

4) A rectangle had a length

of 8 inches and a width of 7
inches. What is the area of
the rectangle?

Level C

You are hosting a picnic at Roswell Park. You know that all your

friends want to sit at the same table and you have to rent small
square tables to use.
1. Use 20 square tiles to make a table that will seat your 24
friends (with no extra seats). Use all of the tiles. Draw your table
here:
The perimeter of this table is: _________________
The area of this table is: ________________
2. Use 32 tiles to make another table that will seat your 24 friends
(with no extra seats). Use all of the tiles. Draw your table here:
The perimeter of this table is: _________________
The area of this table is: ________________
3. Answer these questions:
a. Each table costs $10 to rent. Which table will cost more to
rent? How do you know?
b. Describe the shape of the more expensive table.
c. Describe the shape of the less expensive table.

Level D

It is 1920, times are hard, and you have a family that

relies on you for food. You own a plot of land that is
shaped like a trapezoid. You decide to plant your
own crops. You have a variety of seeds: corn, potato,
and cabbage. You have the same amount of corn and
cabbage seed, but twice as much potato seed as corn
seed. What is a way that you can divide up your plot
of land in three sections in order to have enough
ground to plant your crops? Also, if you were to buy
fencing to keep the animals out, how much would
you need to enclose your crops? Create and draw a
picture of your garden. Explain in words how you
solved this problem.

Sum It Up
Create a rectangle with 2-digit number for the length and 2-digit number for the width.
Determine the perimeter and area using the appropriate formulas.

Use a model to show how you determined

the area and perimeter of your rectangle.

Now show the way you would have

found the perimeter and area before
learning ways to solve.