## Description

Area and Perimeter I with Kylie Murphy:

### Learning Objectives

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.

### Guiding ideas for Area and Perimeter I

Go through the pictures on the slideshow and brainstorm any thoughts and observations of how multiplication and area are related. Once the students have made a connection that math is needed to build homes, unit measurements, area, and perimeter, unveil the Big Idea. **Math is needed to construct all buildings and measuring the area and perimeter of shapes are its tools. **

### Student activities in Area and Perimeter I

**Blueprint **

Pass out the Blueprint Worksheet and help the students as they design their homes’ foundation by drafting area and perimeters in their plot of land. As students finish, have them peer review each other’s work before entering the Home Prototype World.

**Developing a Prototype**

To begin, have students load the attached Minecraft world file for Making Homes. Students will have three activities to complete that will follow the worksheet.

1) Find the area of building plot in Minecraft that is 10 meters by 10 meters.

2) Students will build a foundation consisting of two rectangles, find the area of each and then find the total area. Refer to the powerpoint for visuals. They will show work of their measurements with slates and pictures taken with the in-game camera.

3) Then students will measure and build a perimeter on top of their foundation. Note: some students might notice that their perimeter might be a larger number than the amount of blocks that are in the perimeter. This is an example of higher level thinking and happens because we added up the perimeter in meters and built in blocks, so the corner pieces get counted on two sides. Encourage them to explain why this happens and ask them to adjust the equation to count blocks and not meters. Over all, this is not in the main lesson plan because we don’t want to overwhelm students with changes to the basic perimeter problems: however, you can still use this to look for higher level thinking skills.

**Debrief **

1. What is a unit square and how can I prove it? 1×1=1

2. How can math help you build a home? 3. How is perimeter different from area?

### Performance expectations

**Depth of Knowledge 3** The student completed four out of the six listed above **Depth of Knowledge 2** The student completed three out of the six listed above **Depth of Knowledge 1** The student completed two out of the six listed above

### SKILLS

- Creativity
- Critical thinking

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