Students are given 4-5 coordinate points, that will represent the sheep.  First, they are tasked with creating a fence around the sheep. The students will use the endpoints of each piece of fence to compute the slope, y-intercept, domain and equation of the line. They will then code the rover to draw their lines. Finally, the students can calculate the area/perimeter of their fence and calculate the cost to build the fence. The students will then be challenged to minimize the area, perimeter and cost of building their corral, recalculate the equations of their lines, stating their new slope, y-intercept, and domain.

This lesson unit is intended to help you assess how well students are able to: Interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects on the area of a rectangle of systematically varying the dimensions whilst keeping the perimeter constant; interpret and evaluate the data generated and identify the optimum case; and communicate their reasoning clearly.

This goal of this task is to give students familiarity using the formula for the area of a circle while also addressing measurement error.

Students find the area of rectangular regions in the context of mowing grass. 

The area model can be used when multiplying any two numbers, including decimals. This video demonstrates how to multiply using the area model when a decimal is involved.

This resource is from Tools 4 NC Teachers. This document is the About the Cluster document for Cluster 6 created by the authors of the NC2ML Instructional Frameworks. This document should be read prior to teaching Cluster 6. This document is not remixable since the document has been written by creators of the NC2ML Instructional Frameworks.

Students will practice measuring the diameter and radius of food themed circular objects. Next, they will discover that finding the ratio of circumference and diameter is the value of approximately 3.14 or pi.
Then, using the number 3.14 for Pi, students will find the area of the various circular objects.

Students will practice measuring the diameter and radius of various circular objects. Next, they will discover the ratio of pi to about 3.
Then, using the number 3.14 for Pi, students will find the area of the various circular objects.

Students will practice measuring the diameter and radius of various circular objects. Then using the number 3.14 for Pi, will find the area of the various circular objects.

Students will practice measuring the diameter and radius of various circular objects. Next, they will discover the ratio of pi to about 3.
Then, using the number 3.14 for Pi, students will find the area of the various circular objects.

For this lesson, students use tiles and grid paper to draw rectangles and record the perimeter and area of each rectangle.

This short video and interactive assessment activity is designed to teach third graders about perimeter in grid.

This short video and interactive assessment activity is designed to teach third graders about perimeter of squares and rectangles.

Students use their knowledge of scales and areas to determine the best locations in Alabraska for the underground caverns. They cut out rectangular paper pieces to represent caverns to scale with the maps and place the cut-outs on the maps to determine feasible locations.

Students draw a robot on centimeter grid paper that meets the specified criteria and calculates the area of each body part and the total area of their robot.

An interactive applet and associated web page that show the relationship between the perimeter and area of a triangle. It shows that a triangle with a constant perimeter does NOT have a constant area. The applet has a triangle with one vertex draggable and a constant perimeter. As you drag the vertex, it is clear that the area varies, even though the perimeter is constant. Optionally, you can see the path traced by the dragged vertex and see that it forms an ellipse. A link takes you to a page where this effect is exploited to construct an ellipse with string and pins. The applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

Students investigate how changes in the scale factor influence the ratio of perimeters and the ratio of areas between two figures.

Students learn how different characteristics of shapes—side lengths, perimeter and area—change when the shapes are scaled, either enlarged or reduced. Student pairs conduct a “scaling investigation” to measure and calculate shape dimensions (rectangle, quarter circle, triangle; lengths, perimeters, areas) from a bedroom floorplan provided at three scales. They analyze their data to notice the mathematical relationships that hold true during the scaling process. They see how this can be useful in real-world situations like when engineers design wearable or implantable biosensors. This prepares students for the associated activity in which they use this knowledge to help them reduce or enlarge their drawings as part of the process of designing their own wearables products. Pre/post-activity quizzes, a worksheet and wrap-up concepts handout are provided.

This lesson unit is intended to help teachers assess how well students are able to solve problems involving area and arc length of a sector of a circle using radians. It assumes familiarity with radians and should not be treated as an introduction to the topic. This lesson is intended to help teachers identify and assist students who have difficulties in: Computing perimeters, areas, and arc lengths of sectors using formulas and finding the relationships between arc lengths, and areas of sectors after scaling.

This short video and interactive assessment activity is designed to teach third graders an overview of area and perimeter.