I restate that with their four tiles, they have an area of four square units. I NEED THIS Manipulating Perimeter with Fixed AreaĪfter students have a visual reference of area and perimeter, and have had time to ask questions and clear up misunderstandings, we are ready to begin manipulating the perimeter. Why do you think that is?” I give students time to think and discuss together and write their ideas on the board. Some of your rectangles have a perimeter of 8, but others of you have a perimeter of 10. “Perimeter is the distance around the outside of a figure. Students are amazed to find that we arrived at 8 with some rectangles/squares, but 10 with others. I draw a model of their rectangle on the board and show how we count and keep track of each unit we pass. I ask for volunteers to share their answers.
Then I ask students to trace the outside of their rectangle with their finger, and count how many sides of the square tiles they pass. Now we are measuring how much surface space it takes up, and we can do that with square units.” We use square units because we are measuring more than how long something is. Area is how we measure the space inside a figure. “How many square tiles were needed to make your rectangle? Your rectangle has an area of four square units. (Some will make a 2×2 array, while others will make a 1×4 or 4×1). (If you don’t already know, they are my favorite area and perimeter manipulative.) Ask students to make a rectangle with their four square tiles. To start, give each student four square tiles.
I’m going to share it with you today and hope that it helps your students latch onto these concepts from the beginning. That is until I came up with my favorite lesson for teaching area and perimeter to my scholars. I love how the concept of area naturally builds off of our work with arrays and multiplication! However, learning perimeter is often where I would start losing some of my students. Area and Perimeter can be such a fun unit, filled with projects and real-world applications.
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