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# INTEGRATED UNIT PLANNER

## TITLE: Perimeter and Area YEAR LEVEL: 5 LEARNING AREA: Maths

CONCEPTS: PROFICIENCIES:
 What the perimeter is and the formula  Understanding: how perimeter and area are
 What the area is and the formula calculated
 Using metric units accurately  Fluency: Use appropriate methods for finding
 Multiplying large whole numbers perimeter and area
 Problem solving: consider different solutions to
problems
 Reasoning: explain how they came up with
solutions and/or strategies
CONTENT DESCRIPTORS:

## Measurement and geometry

 Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)

## Number and algebra

 Solve problems involving multiplication of large numbers by one- or two-digit numbers using
efficient mental, written strategies and appropriate digital technologies (ACMNA100

ACHIEVEMENT STANDARD:

Students calculate perimeter and area of rectangles. They solve simple problems involving the four
operations using a range of strategies.

GENERAL CAPABILITIES:
Literacy: Critical and creative thinking:
Composing texts through speaking, writing and Generating ideas, possibilities and actions
creating  Consider alternatives
 Compose spoken, written, visual and  Seek solutions and put ideas into action
multimodal learning area texts Reflecting on thinking and processes
Word Knowledge  Reflect on processes
 Understand learning area vocabulary Inquiring – identifying, exploring and organising
information and ideas
Numeracy:  Organise and process information
 Estimate and measure with metric units  Identify and clarify information and ideas

## PRIOR KNOWLEDGE/ENGAGEMENT LEARNING EXPERIENCES(S)

Prior knowledge strategy 1
 Quiz appendix 1)
- Student will firstly complete the quiz to determine their prior knowledge and misconceptions (

Engage/prior knowledge
 Video on perimeter and area
 Class discussion and students discuss keys factors on area and perimeter
- What is perimeter?
- What is area?
- What kind of shapes are perimeter and area used to measure?

## What would perimeter and area be used for

 Students identify reasons for find perimeter and area of common things
- Eg finding the perimeter of the classroom to put in skirting boards
- Finding the area of the classroom to find how much carpet you will need
Find the perimeter using informal units
- Students will cut out squares of paper in a group
- I will demonstrate how they can find the perimeter, using informal units, of objects in the classroom
- Students will measure three objects and record the answers.
- Get students to consider what strategy they used to find the perimeter, did you just count up each
unit or did you do something else?

## Find the area using informal units – why units squared

- Ask students how they think we could use the squares to now find the area
- Show that one side of the square is one unit (same as perimeter activity) but because we are
using each side to fill in the area it’s a whole which is called a unit squared = unit2
- Get students to measure the same three objects to find the area and record their results
- Get students to consider what strategy they used to find the area, did you just count up each
square or did you do something else?

## EXPLORATORY /EXPLORE & EXPLAIN LEARNING EXPERIENCES

Learning experience 1
Perimeter
 exploring ways to find the perimeter (appendix 2)
- Perimeter part of worksheet (efficient ways to find perimeter)

Area
 exploring ways to find the area (appendix 2)
- Area part of worksheet (efficient ways to find area)

## Area and perimeter

 Sentence problems (appendix 3)
- Students will use their knowledge of perimeter and area to complete sentence problems

Application of knowledge
 Find the perimeter and area of three different objects in the classroom

Learning experience 2
Exploring perimeter and area
 True and false (appendix 4)
- Work as a team to find if the statements are true or false
- Be the first to submit correct answers

Compound shapes
 When the shape isn’t exactly rectangle or square
- Going through PowerPoint to understand compound shapes
- Student have a chance to explore and work out compound shapes

Bingo
 Students need to choose 9 numbers from the list presented and add them to their table of 3x3
 Students need to work out the perimeter or area of the shape presented and cross off the answer if it
is on their bingo card
- First person with a full line wins!

## Create a floor plan of a house (appendix 5)

 1 square = 1m2

 Specific requirements
- House must be 200-250 m2
- kitchen must have a perimeter of 24m with at least one side being 5m
- Lounge room must have a perimeter of 24 with at least one side being 8m
 Rooms to be included
- Bedroom
- Lounge room
- Kitchen
- Bathroom
- Guest room
- Hallway
- Any addition that you may want *

 You need to find the total area of carpet - Areas that need carpet
- Bedroom
- Lounge room
- Guest room

 You need to find the total area of tiles – area that need tiles:
- Bathroom
- Kitchen

##  You need to find the total area for skirting boards

- Each room needs to be calculated individually then added together.

## Present ideas and explain reasoning

 Student will have the opportunity to show their house designs and discuss:
- How they overcame problems
- What strategies they used
- If they found it challenging and why/why not

Redo quiz
 Students will take the same quiz that they completed at the beginning of the unit to determine their
progress of learning and understanding

WHAT WILL YOU ASSESS? HOW WILL YOU WHEN WILL HOW WILL YOU WHAT
(CONCEPTS AND ASSESS? YOU ASSESS? RECORD YOUR FORMS OF
PROFICIENCIES) & WHO LEADS ASSESSMENTS FEEDBACK?
IT? ?
Concepts: Diagnostic: Students Recording -
What the perimeter is and the  Quiz complete results in a table
formula individually at the
start of unit
What the area is and the
formula

Proficiencies:
Understanding: how
perimeter and area are
calculated

## Fluency: Use appropriate

methods for finding perimeter
and area

## Concepts: Formative: Will go through Observations of Direct oral

What the perimeter is and the  Worksheet together at end students that still feedback to
formula (appendix 2) of lesson have any students
students misconceptions
What the area is and the exploring or do not
formula different understand
ways to find
Proficiencies: area and
Understanding: how perimeter
perimeter and area are
calculated

## Fluency: Use appropriate

methods for finding perimeter
and area

## Concepts Formative: Will go through Observations of Direct oral

What the perimeter is and the  Compound with students students feedback to
formula shapes – together at the throughout – students
students end of activity identifying any
What the area is and the apply to misconceptions
formula apply their
knowledge
Using metric units accurately and
understandin
Multiplying large whole g of
numbers perimeter
and area
Proficiencies
Understanding: how
perimeter and area are
calculated

## Fluency: Use appropriate

methods for finding perimeter
and area

## Problem solving: consider

different solutions to
problems

## Reasoning: explain how they

came up with solutions
and/or strategies
Concepts Summative: During students Rubric (appendix Students will
What the perimeter is and the  Students presentations 6) receive a
formula investigations summary
– designing comment
What the area is and the their own back about
formula floor plan for their work
a house
Using metric units accurately
 Presenting
Multiplying large whole their finished
numbers product to
the class and
Proficiencies explaining
Understanding: how reasoning
perimeter and area are and decision.
calculated Discussing
problem
Fluency: Use appropriate solving and if
methods for finding perimeter they found it
and area challenging.
Problem solving: consider
different solutions to
problems

## Reasoning: explain how they

came up with solutions
and/or strategies
Concepts Summative: After the unit – Recording -
What the perimeter is and the Redo quiz coming against results in the
formula student first quiz same table as
quiz at the
What the area is and the beginning of unit
formula

## Multiplying large whole

numbers

Proficiencies
Understanding: how
perimeter and area are
calculated

## Fluency: Use appropriate

methods for finding perimeter
and area

TEACHER RESOURCES:
- Power point about compound shapes
- Power point for bingo

STUDENT RESOURCES
- Appendix 1, 2, 3, 4, 5

EVALUATION:

Lesson sequence:

Resources:

Students learning
Name: ___________________ Appendix 1
I can solve problems involving perimeter and area

## I can define ‘perimeter’ and ‘area’:

Perimeter means_______________________________________________________
____________________________________________________________________
Area means___________________________________________________________
____________________________________________________________________

## Find: a) the perimeter b) the area of:

1)

2)

3)

4)

5)

6)
For questions 7-10, draw the shapes below and find the perimeter and area.
7) A square with sides 2cm

## 10) A rectangle with sides 8cm and 2cm

11) Find as many rectangles as you can with the area of 12cm². What are the
perimeters?

12) Find as many rectangles as you can with the area of 14cm². What are the
perimeters?

## Length (cm) Width (cm) Perimeter (cm) Area (cm)

7 2
10 30
6 48
3 24
15 38
18 18
Appendix 2 Perimeter and Area

Explore different strategies you can use to find the perimeter and area of these shapes
11 1 square = 1cm

1 10cm 2

5cm

3cm 4
3

7cm

5
12cm

12cm
1. Perimeter: Area:

2. Perimeter: Area:

3. Perimeter: Area:

4. Perimeter: Area:

5. Perimeter: Area:

6. Perimeter: Area:

## What strategy is the most efficient?

Appendix 3
Appendix 4
STATEMENT TRUE OR FALSE
1 I have an area of 144cm²
 You are a rectangle with length 23cm and width 10cm
2 I have an area of 150cm²
 You are a square with side length 15cm
3 I have a perimeter of 60cm
 You are a rectangle with width 24cm and length 40cm
4 I have a perimeter of 39cm
 You are a rectangle with width 12cm and length 7cm
5 I have an area of 84cm²
 You are a rectangle with width 7cm and length 8cm
6 I have an area of 56cm²
 You are a rectangle with width 2cm and length 3cm
7 I have an area of 50cm²
 You are a rectangle with width 10cm and length 22cm
8 I have an area of 31.5cm²
 You are a rectangle with width 5.5cm and length 13cm
9 I have an area of 16cm²
 You are a square with side length 7cm
10 I have an area of 49cm²
 You are a rectangle with width 10cm and length 6cm
11 I have a perimeter of 32cm
 You are an equilateral triangle with side length 12cm
12 I have a perimeter of 36cm
 You are a square with side length 5cm
13 I have an area of 25cm²
 You are a rectangle with width 3cm and length 1.5cm
14 I have an area of 27cm²
 You are a square of side length 11cm
15 I have an area of 300cm²
 You are a rectangle with width 7cm and length 6cm
16 I have a perimeter of 26cm
 You are a rectangle with width 13cm and length 21cm
17 I have a perimeter of 68cm
 You are a rectangle with width 10cm and length 11cm
18 I have an area of 37.5cm²
 You are a square with side length 13cm
19 I have a perimeter of 52cm
 You are a rectangle with width 14cm and length 15cm
20 I have a perimeter of 33cm
 You are a rectangle with width 10cm and length 7cm
Appendix 5
CREATE YOUR OWN FLOOR PLAN FOR A HOUSE

You will be using the grid paper provided to design the floor plan
 1 square = 1m2 (1m x 1m)

Rooms to be included
 Bedroom
 Lounge room
 Kitchen
 Guest bedroom
 Bathroom
 Hallway
 Any addition that you may want*

## Specific requirements of the floor plan

 The total area of the house must be between 200-250m2
 The kitchen must have a perimeter of 24m with one side being 5m
 The lounge room must have a perimeter of 24m with one side being 8m

## You will need to:

 Label the size of each wall within the house
 Create a table that shows what the perimeter and area of each room in the
house is and including the perimeter and area of the whole house.

Find the
Total area of carpet that is required in the house – rooms that need carpet include:
 Bedroom
 Guest bedroom
 Lounge room

Total area of tiles that is required in the house – rooms that need tiles include:
 Bathroom
 Kitchen

## Total amount of skirting boards for the perimeters in the house

 Each room in the house requires skirting board
Appendix 6

## WHAT IS EVIDENCE OF LEARNING

BEING
ASSESSED NOT EVIDENT NEEDS WORK PROGRESSING COMPETENT
Concepts
What perimeter
is and the
formula
What area is
and the formula
Using metric
units
Multiplying
large whole
numbers
Proficiencies
Understanding:
how perimeter
and area are
calculated

Fluency: Use
appropriate
methods for
finding
perimeter and
area

Problem
solving:
consider
different
solutions to
problems

Reasoning:
explain how
they came up
with solutions
and/or
strategies