Unit 5

Area and Perimeter

Unit Summary
In this unit, students will understand the concepts of area measurement and relate them to multiplication and to addition; and solve real-word and
mathematical problems involving perimeters of polygons.
Learning target of I can solve a variety of real word problems involving perimeter and area where the polygons have the same perimeter, but
unit different areas or polygons that have the same area, but different perimeters.

Essential understandings Overarching essential questions

The distance around a figure is its perimeter which is the sum of the How do we measure perimeter and area of geometric shapes?
length of the sides.

The region inside a shape is its area and can be measured using square
units.

Summative 1. Quentin began covering a large rectangle with square tiles in order to figure out its area. He ran out of tiles before the
Assessment rectangle was completely covered. Using the information shown below, find the entire area of the rectangle that Quentin was
trying to cover.
Describe what
students will do
and produce to
develop evidence
that will be
evaluated using the
scoring criteria

2. Katy and Jane construct a four-sided wall to surround their castle. The wall has a perimeter of 100 feet. One side measures
16 feet. A different side measures 16 feet. A third side measures 34 feet.

1
 a. What is the unknown side length? Show your work, or explain how you know.

3. Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:

• It will be in the shape of a rectangle.

• It will take 24 feet of fence material to make.
• Each side will be longer than 1 foot.
• The length and width will measure whole feet.

a. Draw 3 different rectangles that can each represent Ms.McCrary’s rabbit pen. Be sure to use all 24 feet of fence material
for each pen.

b. Ms. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the
side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.

• Draw another rectangular rabbit pen.

• Use all 24 feet of fencing for 3 sides of the pen.
• Use one side of the house for the other side of the pen.
• Make sure the ground area inside the pen is greater than 60 square feet.

c. Is it possible for two rectangles to have the same area but different perimeters? possible for two rectangles to have the
same perimeter but different areas?

2
 Evidence of student learning
Criteria for assessment
Concept compare rectangles with the same area but different dimensions and look for patterns or structures in the shapes of the
rectangles. For instance, they may use properties of operations (e.g., commutative and distributive properties) as strategies to
Perimeter and area find the area.
notice that arrays and multiplication can be used to solve area problems.
Problem solving / use concrete objects or pictures to help them make sense of problems involving perimeter and area.
modeling
represent problem situations in multiple ways using numbers, words (mathematical language), objects, and math drawings.
use models to represent both equations and story problems and can explain their thinking.
Communicate construct and critique arguments regarding their solutions for word problems involving area by creating or drawing arrays or area
reasoning models to prove answers.
listen to others’ explanations, decide if they make sense and ask appropriate questions.
connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the
appropriate units involved and the meaning of the quantities. For example, they demonstrate abstract reasoning by connecting
area with multiplication and arrays.
communicate clearly, using grade-level-appropriate vocabulary accurately and precise explanations and reasoning to explain their
processes and solutions.

Prior Knowledge At end of Grade 2, Students should be able to

• Use concrete and pictorial representations and repeated addition, determine the total number of objects in a
rectangular array with up to 5 rows and up to 5 columns. (2.OA.4)

• Write an equation to express the total number of objects in a rectangular array with up to 5 rows and up to 5 columns
as a sum of equal addends. (2.OA.4)

• Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks,
meter sticks, or measuring tapes. (2.MD.1)

• Measure objects with two different units, and describe how the two measurements relate to each other and the size of
the unit chosen. (2.MD.2)

• Estimate lengths using the following standard units of measurement: inches, feet, centimeters, and meters. (2.MD.3)

• Measure to determine how much longer one object is than another, expressing the length difference of the two objects
using standard units of length. (2.MD.4)

3
 Progression of learning
See Prior Knowledge I can solve a variety of
solve real-life and real word problems
mathematical involving perimeter and
problems involving area where the
Measure the area use perimeters of polygons have the same
use tiles to solve problems solve a variety of
of a shape by decomposed or polygons with given
find the area to find the word problems perimeter, but
covering it with broken apart side lengths and
of any areas of involving perimeter different areas or
square units and rectangles/are involving perimeter
rectangular rectangular and area. polygons that have the
counting the a models to of polygons to find
polygon when
number of unit
polygons with represent the an unknown side same area, but
given side different
squares used. distributive length. different perimeters.
lengths. dimensions. property. I can explain how
. . . rectangles with
I can tile to the same
I can partition find the area I can use area I can describe a
I can solve perimeter can
rectangles into of a models to polygon.
area word have different
rows and columns explain the
rectangle. problems by I can areas and how
and count the distributive
multiplying. describe perimeter. rectangles with
squares. I can explain property. the same area can
the I can use area I can find the have different
I can measure relationship models to I can perimeter of perimeters.
areas by counting between explain the decompose an polygons when given
unit squares tiling and commutative irregular I can find the
the lengths of all
multiplying property. figure into sides. perimeter of
side lengths non- polygons which
to find the overlapping I can find the have same
area of rectangles. unknown side perimeter but
How is an array rectangles. lengths of polygons different areas.
What is the
related to finding when given the
relationship How are I can find the
the area of perimeter.
between decomposed perimeter of
rectangular
dimensions of a area models I can solve polygons which
polygons?
How can I rectangular perimeter word
and the have the same
use tiling to polygon and solving a problems. area, but
solve factors of simpler different
problems multiplication problem perimeters
involving sentence? How can you find
strategy
finding the the unknown length
related?
areas of of a side in a plane How is finding the
3.MD.6 rectangular 3.MD.7.c figure when you area of a figure
polygons? know its perimeter? different from
3.MD.7.d
finding the
3.MD.7b.c perimeter of a
3.MD.8 figure?

3.MD.7

3.MD.8

4
Learning Intention 1 Measure the area of a shape by covering it with square units and counting the number of unit squares used
Standard 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Common Formative 1. Give students grid paper and put them into pairs. Have Student 1 create a rectangle on their grid paper and describe the
Assessment measurements to Student 2 and see if they can draw it based on the description.
2. Victor wants to create a 4-sided shape with the largest area possible. He has a choice of sides that are 2 units, 3 units, 4
units, or 1 unit. What measurements should Victor use? Use a representation to justify your solution.
3. Christine has a shape with 4 units in the first row. If she has 5 rows under the first row with 4 units in each, what is the
area of her shape?
Learning Intention Use tiles to find the area of any rectangular polygon when given side lengths.
2
3.MD.7a Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be
found by multiplying the side lengths.

Common Formative Look at Figure Q and Figure R below:

Assessment
= 1 square unit

Mia said Figure Q and Figure R have equal areas and equal perimeters.

She supported her thinking by saying that any two figures made of an equal number of unit squares always have equal area and
equal perimeters.

5
 Is Mia correct? Use pictures, numbers, and words to explain why or why not.

Learning Intention Solve problems to find the areas of rectangular polygons with different dimensions.
3
Standard 3.MD.7b,c Relate area to the operations of multiplication and addition.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and
mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a
× b and a × c.
Common Formative 1. Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:
Assessment
• It will be in the shape of a rectangle.

• It will take 24 feet of fence material to make.

• Each side will be longer than 1 foot.

• The length and width will measure whole feet.

a. Draw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence
material for each pen.
b. Ms. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she
uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.
2. Draw another rectangular rabbit pen.
Use all 24 feet of fencing for 3 sides of the pen.
Use one side of the house for the other side of the pen.
Make sure the ground area inside the pen is greater than 60 square feet.
3. it possible for two rectangles to have the same area but different perimeters? possible for two rectangles to have the same
perimeter but different areas?

Learning Intention Use decomposed or broken apart rectangles/area models to represent the distributive property.
4
Standard 3.MD.7d Relate area to the operations of multiplication and addition.
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the
areas of the non-overlapping parts, applying this technique to solve real world problems.

6
Common Formative 1. Tommy’s bedroom is a rectangle with side lengths of 10 feet and 17 feet. He wanted to calculate the area by multiplying
Assessment the side lengths, but he thinks it would be easier to break the 17 into 10 and 7 before multiplying. Can Tommy do this?
Explain why it would or would not work.

2. Determine the area of the figure below.

Learning Intention solve real-life and mathematical problems involving perimeters of polygons with given side lengths and involving perimeter of
5 polygons to find an unknown side length.
Standard 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the
side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the
same area and different perimeters.

Common Formative 1. There are 2 shapes with the same area of 15 square units. Their perimeters are very different. What could the shapes be?
Assessment 2. There are 2 shapes with the perimeter of 20 units. Their areas are different. What could the length and width of the shapes
be?
3. The construction crew was building a playground with a perimeter of 96 feet. The students were trying to figure out what it
was going to look like. The playground was not in the shape of a square and the longest side was 32 feet long. What could the
playground look like and what could each of the measurements be?
4. The sandbox has a perimeter of 90 inches. It is not a square and one of the sides in 15 inches. What could the sandbox look
like and what are the measurements of the the sides?
5. The perimeter of a rectangular chalkboard is 50 ft. The top of the chalkboard is 17 ft. What are the lengths of the other 3
sides?
Learning Intention solve a variety of word problems involving perimeter and area.
6
Standard 3.MD.7 Relate area to the operations of multiplication and addition.

7
 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the
side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the
same area and different perimeters.

Common Formative 1. Lavina wants to place a fence around a rectangular play area for her rabbits. The play area will be 7 feet long and 4 feet
Assessment wide. What is the total length of the fence, in feet, Lavina needs to place around the play area? What is the area of the play
area?

2. Two of the figures have the same area.

Identify the two figures that have the same area and find the perimeter of both.

Resources Tools for NC Teachers

Match Fish Tank Unit 4 Area Unit 5 Shapes and Perimeter

Georgia Unit 2 Multiplication and Division Unit 4 Measurement

HCPSS Scope and Sequence

SCUSD Unit 4 Measurement

8
 Utah Curriculum Resources

Reflection