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Applying the Area and Perimeter Formulas
Your Name: Amanda Wenzel
Total Lesson Duration: 45-60 minutes
Perimeter Grade: 4th

Date: March 20, 2015
Topic: Measurement: Area and

 Apply the area and perimeter formulas for rectangles in real world and 
mathematical problems in relation to one another.
 Area and perimeter formulas provide a method of measuring attributes of
rectangles by using measures of length and width.
 Area and perimeter are related to one another.
P= l + l + w + w OR 2 l + 2w


CCSS.Math.Content.4.MD.A.3:  Apply the area and perimeter formulas for rectangles in 
real world and mathematical problems. For example, find the width of a rectangular room
given the area of the flooring and the length, by viewing the area formula as a 
multiplication equation with an unknown factor.
Materials & Resources Needed
 Area/perimeter concepts anchor charts
 YouTube music video about area and perimeter on SmartBoard
 Papers with different size squares for students to measure
 Classroom items for measuring
Sequencing Group Work :
Whole Group  Pairs (TPS) Small Groups Whole Group 
Individual Assessment
This sequence supports the practices of anticipating student answers
within whole group instruction and Think-Pair-Share (TPS) activities in
the launch. I will be monitoring student’s actual responses within TPS
as well as small group work exploration. Selection and sequencing for
sharing ideas and answers within the discussion portion of whole
group work will be done systematically and in order of smaller number
to larger numbers for sense making. Students will be able to connect
their responses back to the lesson objectives and key ideas by relating
area and perimeter to real world scenarios and contextual application
as well as assessing individually for understanding of lesson goals and

Social and

Scaffold student
participation and
interaction during
launch activity
brainstorming of
ideas to
participation and
sharing of ideas
verbally (social)

Ask probing
questions that
students to use
their contextual
and background
knowledge of
culture and
experience which
relate to the
lesson topic as a
model in order to
/group practice
and learner

collaborative peer

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support and
building off of
one another’s
ideas in relation
to lesson topic
and objectives to
demonstrate a
wide range of
ideas and
viewpoints within
lesson content
and discussion

Ask students
questions that
activate prior
related to lesson
topic in order to
success within

Academic, Social and Linguistic Support

Ensure multiple modes of representation by using visuals, handson work, and specific examples in which students can apply
knowledge and lesson objectives effectively.
Students will be participating in group work for the majority of
the lesson which supports social development within the
classroom. Students will be expected to share materials and
work as a team to accomplish the task.
Provide linguistic support by offering multiple modes of
expression including a musical element in the launch, visual
elements throughout, as well as physical interaction with the

Redirect students
who seem
distracted or off

Address student
concerns and
within exploration
by modeling task
and supporting
student ideas or

There are no ELL
students within
my classroom,
but if language
issues arise, it
will be most
helpful to
reference anchor
charts as well as
modeling steps to
accomplish given
task. Encouraging
students to help
one another with

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group work and
facilitate in
directions will
participation and

LAUNCH (15-20 minutes)

NOTE: Keep transition times in mind as you plan



“Thank you for quietly finding your seats. Just as I have taught lessons in the
past, today we will be going over a math lesson together expanding on this
week’s unit of perimeter and area. Remember to only talk when you are called on,
to keep your eyes on the speaker, and follow directions as I give them.”
The objective of today’s lesson is for students to be able to find the perimeter and
area of rectangles in real-world and mathematical problems. We will accomplish
this by taking a look at length and width and how they relate to both perimeter
and area and our area/perimeter formulas.
“Who can remind me what length and width are? Give an example?”
Bring up image of a blue rectangle on smart board. “Pretend this is our classroom
floor. It has blue carpet, but we want to replace it as well as install tiles around
the outside.”
Length: the longest sides of a rectangle. Think of how you would describe the
distance along a road as well (draw a road on the Smart Board under the
rectangle) : it is the long distance, the length of the road. (The words along, long,
and length are all related.)
Width: The distance across the road tells how wide the road is from one side to
the other. That is the width of the road. (The words wide and width are related,
too). The longest side of the classroom floor/carpet is the width.
Provide more classroom examples (textbook, white board, desk, etc) Use
construction paper to illustrate next question.
“What is the length and width of paper? What if I turned it to the side? Or
diagonal? Does the length/width stay the same?”
Explain to students that today we are going to be applying length and width in
order to find the area and perimeter of said shapes.
“Who wants to take an educated guess at what the perimeter of a rectangle is?
Perimeter: The total distance around something (in this case a rectangle)

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Area: The measurement of the space inside a shape
Following student responses, explain that we will be watching a short YouTube
clip music video about a perimeter and area song.
THINK-PAIR-SHARE-“What were some things you noticed in this video that
helped you think about perimeter and area?” Share aloud
(This is where hopefully a student will talk about the formulas the video brought
up which will introduce the next activity).
Display rectangle on board and explain to students they can write along with me
on their scrap paper as we identify the area and perimeter of this rectangle as we
return to our first activity. The length and width will be written down on
respective sides. “Pretend this is a wall in our classroom we want to paint and
border.” Then explain grid pattern.
“Who thinks they can identify the length? Width?” (4, 3)
“Remember from the music video we watched that the perimeter is the distance
around the rectangle. Who thinks they can identify the perimeter?” (14) Have
student show how on the board and scaffold student thinking to find formula for
calculating perimeter.
“Area?” (12) Student will probably count all squares at once. Have student show
how on board.
Scaffold thinking to identify formula for calculating area. (“What can we do with
the numbers ‘3 and 4’ in order to get an answer of 12 when not counting each
individual square?”)
Display and review anchor charts at this time
Hand out paper with two different size rectangles on them. Note to students that
there are no longer grid squares inside the rectangles to find area and perimeter,
so we will have to use our rulers and new formulas we came up with. Students
can work individually on this part and check answers with elbow partners if they
finish early.

EXPLORE (20 minutes)
Students will be working in small groups (3-4) on the following high-level task
 Students will be given an item from the classroom in each of their groups. Items
will include textbooks, desk tops, nametags, folders, etc)
 In their small groups with rulers, students will need to identify the length, width,
perimeter, and area of their assigned item using the formulas introduced in the
 Have students record answers on chart provided (length, width, perimeter, area)
 Provide example with an item at the front of the room (ex. eraser) before
Monitoring Chart
Student Solutions
If a student confuses area with perimeter

First review length and area, “remember

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and vice versa…

Student’s answers are correct

Students may leave gaps between
measurements or use their measuring
tool incorrectly

that area and perimeter are not the same
thing. Area involves multiplying sides
together and finding the perimeter is
when you add each side up. What might
be the first steps in solving this task as
we did before?”
Ask probing questions to further thinking
and evaluation such as “What if the item
was cut in half? Would the area be the
same? Perimeter? Would our formulas
still work?
Model correct measurement techniques,
encourage students to assist classmates
in question

To assess and advance student’s thinking during group work, ask the following
1. “What is the difference or relationship between area and perimeter?”
2. “Do you see any pattern(s) between them?”
3. “What is the relationship between length and width?”
4. “How might we use area and perimeter in real life?”
Walk around to each group in order to notice and monitor/record what ideas are at play
with student thinking
 To keep students engaged, be sure that each group member is getting a chance to
measure the item or to solve the equation.
 If a student does not understand the task at all, model how to get started by
measuring the length and width and directing student to remember what we
covered in the launch/anchor chart.
 For students who finish early, instruct them to begin measuring the perimeter and
are of a different group’s item
DISCUSS (5-10 minutes)

Sequence the solution strategies that were anticipated in the previous ‘Explore
part’ of this lesson in “number talk” fashion
Encourage students to share their findings. Display on graphic organizer on
Plan to address smaller number length and width before larger numbers in order
to increase difficulty at appropriate pace.
During this sharing time, orchestrate a whole group discussion/share aloud and
encourage students to TPS with elbow partners about their findings.
Be sure that all students are attentive during share aloud and discussion by
calling on students who seem distracted or off task, and redirect students by
repeating classroom codes of conduct.

Write specific question you would ask during this time so students can: (a) expand on,
debate, and question the solutions and ideas being shared, (c) make connections across

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strategies presented, (d) begin to form generalizations. Finally, state specific ways in
which you will invite students to help you reflect about what they learned.
 Are area and perimeter the same thing? Use bulletin board example border vs
fitting papers on it (area). Who thinks it’s different?
 Can a rectangle’s area and perimeter be the same?
 When might we use area and perimeter in real life? Ex. If you wanted to
redecorate your house and needed new carpet and wallpaper, how would you
figure this out?
 Would the area and perimeter yield different results if we are using different
measuring tools? (ex. Base blocks, ruler, fingers, etc). Test this out! Compare
large items to small items and what tools work best where.
 Is it easier to incorporate the use of an equation to solve for area and perimeter?
What formal and informal assessments will you use to ascertain that you have
accomplished the aforementioned learning goals? (You can use bullets and brief
descriptions if necessary)

Informal assessment will be taking place as I walk around and observe/monitor
group work
Formal assessment will be recorded using student’s group work chart’s which
they write their answers on
Informal assessment will take place during whole group discussion and TPR
Formal assessment will occur in the form of an exit slip in which student’s answer
the question of “How do you find area and perimeter? Explain and show your
work” on the back of their group work charts to ensure student’s are walking
away from the lesson with gained experiences and lesson objectives/goals.