LESSON PLAN

Subject: Area and Perimeter of Rectangles

Type: Inquiry

Group Size: 3 – 4

Time: 1 class (40 minutes)

I. Goal Statement
 Students will learn to determine the area and perimeter of rectangles.

II. Behavior Objectives/Domain/Level

Students will be able to
 recognize and explain the different counting techniques or formulas that
can be used to find the area, and perimeter of rectangles
 find the perimeter and area of a rectangle given its length and the width

III. Materials and Equipment

 none

IV. Concepts/Processes/Skills/Content
 Area
 Perimeter
 Counting squares units
 Formulas
o A=l*w
o P = 2l + 2w
 proper units for area (Square units)

V. Procedure

A. Introduction (Motivation, Advance Organizer, Focusing/ Discrepant Event)

 Review the definitions of area and perimeter, by asking the class to
define area and perimeter. Take several responses to get an idea of
what the students know.

B. Sequence of Activities

1. Prerequisite Skills
 Knowing the definition of Area and Perimeter
2. Teacher Demonstrations/Activities, Illustrations, Directions
 Give the students a rectangle cut out of graph paper, so they
are able count the squares units.
 Ask the students to find the area and perimeter of the
rectangle ANY way they can. Give them several minutes.
 Ask 2 or 3 students with different method to demonstrate to
the class how they found the area and perimeter.

3. Pupil Activities
 Have the students get into group of 3 to 4 students.
 Handout the first worksheet that is attached to this lesson. (Do
not hand out the second page yet.)
 Ask the students to find the area and perimeter of the
rectangles on the first page using any method that they want.
The last rectangle on this page is 9X10. Some student when
they reach this rectangle will have already started to use A = l
* w to solve for area, and will have no problem with this task.
The other students should quickly realize that there are many
squares for them to count. This rectangle will help to force
those who do not want to count the squares into using A = l *
w. Also note that the students who already know how to use
the formula have probably finished, making them free to
explain A = l * w to the other members when they become
stuck.
 Once some of the groups have finished ask the students to
answer the following questions.
 Explain in detail how you found the area and
perimeter of the rectangles. If you used formulas,
explain how the formulas work to give you the area
or perimeter of the rectangle.
 When you see several groups starting to finish the first
worksheet, then handout the second worksheet of rectangles
and ask the groups to find the area of the next set of
rectangles. This time the rectangles lack a grid inside, but
instead have the length and width written on the sides forcing
those who are still count the squares in the grids to find a new
method for finding the area of the rectangle. At this point, I
expect that some students (not many) will still draw the grid
in and count the square to find the area.
 Once part of the groups have finished ask the students to
answer the following questions in writing.
 Explain in detail how you found the area and
perimeter of the rectangles. If you used formulas,
 explain how the formulas work to give you the area
or perimeter of the rectangle.

4. Potential Questions and Responses

 Can I use the formulas? (yes if you are able to explain why the
formula works)
 How am I to do the last page since there are no grids? (Tell the
student to ask other around them, or ask them for their
thoughts, and they may suggest drawing in the grids
themselves which is okay.)

C. Culminations, Transition
 Have several students present their method for finding the
area and perimeter of the last rectangle on the second page.
 Handout homework and discuss problem solving strategies.

VI. Student Assessment/ Evaluation

A. In-class
 Verbal responses to questions and participation in activities will
provide feedback on how well students understand the concepts.

B. Homework
 Student should be able to break the shape into rectangles to solve for
the area. Students will explain how they would solve for the area of
the shape to help evaluate their thought processes. This problem
evaluates their ability to problem solving by apply their knowledge
about finding the area of rectangles.

VII. Attachments

A. Activity/ Work Sheets

 Worksheet 1 is finding the area of rectangles using grids
 Worksheet 2 is finding the area of rectangles with out using grids
 Homework finding the area of a shape that is made of rectangles.

B. Student Handouts
 none
 Name ____________________

Area and Perimeter of Rectangles: Worksheet 1

Find the area and perimeter of the rectangles using any method you want. Show
your work on the worksheet. Also, do not forget to include units.

1) 2)

Area ________ Area ________

Perimeter ________ Perimeter ________

3)

Area _______

Perimeter _______

4)

Area _______

Perimeter _______
 Name ____________________

Area and Perimeter of Rectangles: Worksheet 2

Given the length of the sides, find the area and perimeter of the rectangles using
any method you want. Show your work on the worksheet. Also, do not forget to
include the proper units.

1)
2 units
Area _______
6 units
Perimeter _______

2)

7 units

Area _______

5 units Perimeter _______

3)

5 units

Area _______

5 units Perimeter _______

4)

6 units

Area _______

8 units Perimeter _______

 Name ____________________

Area and Perimeter of Rectangles: Homework

27 ft

3 ft 6 ft 8 ft

10 ft
3 ft
21 ft

9 ft

30 ft

On this page a diagram of the classroom is given. The lengths of the walls have been
labeled for you. Write an explanation of how you would find the area and perimeter
of the room.