Grade
4
Measurement Units, Benchmark C
02. Demonstrate and describe perimeter as surrounding
and area as covering a two-dimensional shape,
and volume as
filling a three-dimensional object.
Use Measurement
Techniques and Tools, Benchmark D
04. Develop and use strategies to find perimeter
using string or links, area using tiles or
a grid and volume
using cubes; e.g., count squares to find area
of regular or irregular shapes on a grid, layer
cubes
in a box to
find its volume.
06. Write, solve and verify
solutions to multi-step problems involving measurement.
Grade 6
Measurement Units, Benchmark F
01. Understand and describe the difference
between surface area and volume.
Use Measurement
Techniques and Tools, Benchmark E
04. Determine which measure (perimeter, area,
surface area, volume) matches the context
for a problem
situation; e.g.,
perimeter is the context for fencing a
garden, surface area is the context for painting
a room.
-
Students can work in groups,
pairs or alone.
-
Explain
to students that they will design a landfill.
-
Distribute copies of the handout and
graph paper.
-
Students may tape together several pieces of
graph paper in order to have enough squares.
-
Check students’ progress.
-
When they have
finished, have them share their drawings.
-
List the landfill
sizes on the board.
-
Determine
if any students have landfills with the same
area and/or the same perimeter.
-
Challenge students to generate rules
(formulas) for finding area and perimeter
of rectangles.
-
Collect designs. Students
will need them for the next lesson.
-
Extension
#1: Discuss the concept that rectangles may have
the same area, but
different perimeters.
-
Extension #2: Suggest that rectangles may have the same perimeter,
but different
areas.
- Extension #3: Challenge students
to find the length or width of a rectangle
if they
are only given
either
the length or width.
