The student will complete a task where they are given 50 feet of fencing.  They have to design the largest area of garden using all of the fencing.  Students must explore circles, right triangles, and rectangles.  Students will be using the formulas of area and perimeter and circumference to calculate perimeter and area.     This task was created with Jamboard to allow students to collaborate together in person or remotely, in real time, as well as allowing the teacher to view students' work in progress.   The initial slide presents the task and provides the formulas for each shape’s area and perimeter.  The subsequent slides provide workspace for students’ thinking and collaboration.  The last slide is a conclusion slide.  Here students tell which shape they chose, give the measurements, and justification

Create your own shapes using colorful blocks and explore the relationship between perimeter and area. Compare the area and perimeter of two shapes side-by-side. Challenge yourself in the game screen to build shapes or find the area of funky figures. Try to collect lots of stars!

Create your own shapes using colorful blocks and explore the relationship between perimeter and area. Compare the area and perimeter of two shapes side-by-side. Challenge yourself in the game screen to build shapes or find the area of funky figures. Try to collect lots of stars!

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

This short video and interactive assessment activity is designed to teach third graders an overview of area of squares and rectangles - word problems.

This book is a "flexed" version of CK-12's Basic Geometry that aligns with College Access Geometry and contains embedded literacy supports. It covers the essentials of geometry for the high school student.

CK-12 Foundation's Geometry FlexBook is a clear presentation of the essentials of geometry for the high school student. Topics include: Proof, Congruent Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations.

Students will be shown different layouts of hotel rooms and be given a survey about which one was their favorite. The students will interpret the data to try to explain why certain rooms were more favorable than others. Students will then be given graph paper and asked to design their own hotel room. Students will determine the area and perimeter of the objects in their hotel rooms. Lastly, students will be shown the actual area and perimeter of hotel room items to compare to the ones that they created.

Measuring distance to determine perimeter -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Through this lesson and its two associated activities, students are introduced to the use of geometry in engineering design, and conclude by making scale models of objects of their choice. The practice of developing scale models is often used in engineering design to analyze the effectiveness of proposed design solutions. In this lesson, students complete fencing (square) and fire pit (circle) word problems on two worksheets—which involves side and radius dimensions, perimeters, circumferences and areas—guiding them to discover the relationships between the side length of a square and its area, and the radius of a circle and its area. They also think of real-world engineering applications of the geometry concepts.

Students develop and solidify their understanding of the concept of "perimeter" as they engage in a portion of the civil engineering task of land surveying. Specifically, they measure and calculate the perimeter of a fenced in area of "farmland," and see that this length is equivalent to the minimum required length of a fence to enclose it. Doing this for variously shaped areas confirms that the perimeter is the minimal length of fence required to enclose those shapes. Then students use the technology of a LEGO MINDSTORMS(TM) NXT robot to automate this task. After measuring the perimeter (and thus required fence length) of the "farmland," students see the NXT robot travel around this length, just as a surveyor might travel around an area during the course of surveying land or measuring for fence materials. While practicing their problem solving and measurement skills, students learn and reinforce their scientific and geometric vocabulary.

Students develop and solidify their understanding of the concept of "perimeter" as they engage in a portion of the civil engineering task of land surveying. Specifically, they measure and calculate the perimeter of a fenced in area of "farmland," and see that this length is equivalent to the minimum required length of a fence to enclose it. Doing this for variously shaped areas confirms that the perimeter is the minimal length of fence required to enclose those shapes. Then students use the technology of a LEGO MINDSTORMS(TM) NXT robot to automate this task. After measuring the perimeter (and thus required fence length) of the "farmland," students see the NXT robot travel around this length, just as a surveyor might travel around an area during the course of surveying land or measuring for fence materials. While practicing their problem solving and measurement skills, students learn and reinforce their scientific and geometric vocabulary.

A structured geometry program teacher edition of daily lesson plans and teacher supports to accompany the College Access Reader: Geometry student edition.

Students work as engineers and learn to conduct controlled experiments by changing one experimental variable at a time to study its effect on the experiment outcome. Specifically, they conduct experiments to determine the angular velocity for a gear train with varying gear ratios and lengths. Student groups assemble LEGO MINDSTORMS(TM) NXT robots with variously sized gears in a gear train and then design programs using the NXT software to cause the motor to rotate all the gears in the gear train. They use the LEGO data logging program and light sensors to set up experiments. They run the program with the motor and the light sensor at the same time and analyze the resulting plot in order to determine the angular velocity using the provided physics-based equations. Finally, students manipulate the gear train with different gears and different lengths in order to analyze all these factors and figure out which manipulation has a higher angular velocity. They use the equations for circumference of a circle and angular velocity; and convert units between radians and degrees.

CK-12 Foundation's Geometry FlexBook is a clear presentation of the essentials of geometry for the high school student. Topics include: Proof, Congruent Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations.

CK-12's Geometry - Second Edition is a clear presentation of the essentials of geometry for the high school student. Topics include: Proofs, Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations.

CK-12 Geometry Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12 Geometry Student Edition. The solution and assessment guides are available upon request.

In Unit 5, students explore concepts of perimeter and geometry. Students have gradually built their understanding of geometric concepts since Kindergarten, when students learn to name shapes regardless of size and orientation. They also learn to distinguish between flat and solid shapes. In Grade 1, students’ understanding grows more nuanced, as they learn to distinguish between defining and non-defining attributes, as well as compose and decompose both flat and solid shapes. In Grade 2, students draw and identify shapes with specific attributes. All of this understanding gets them ready for Grade 3, in which students begin their journey of measuring those attributes, including area (addressed in Unit 4), and perimeter (explored here), as well as classification of shapes based on attributes into one or more categories.

Students begin the unit by defining perimeter as the boundary of a two-dimensional shape and measure it by finding its length. For a polygon, the length of the perimeter is the sum of the lengths of the sides. They develop their understanding of perimeter by measuring it with a ruler, finding it when all side lengths are labeled, and then finding it when some information about the length of a shape’s side lengths needs to be deduced, such as when a rectangle only has its length and width labeled. Students then solve real-world and mathematical problems, both given a figure and without one, involving perimeters of polygons (3.MD.8). With this understanding of perimeter, they are able to compare the measurement of area and perimeter of a rectangle, seeing that a rectangle with a certain area can have a variety of perimeters and, conversely, a rectangle with a certain perimeter can have a variety of areas, connecting the additional cluster content of perimeter to the major cluster content of area. Students then solve various problems involving area and perimeter. The last topic of the unit explores geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They explore the attributes of quadrilaterals and classify examples into various categories (3.G.1), then explore attributes of polygons and classify examples into various categories, now including quadrilaterals. Students also draw polygons based on their attributes. Students next use tetrominoes and tangrams to compose and decompose shapes.

In this unit, students reason abstractly and quantitatively, translating back and forth between figures and equations in the context of perimeter problems (MP.2). Students will also construct viable arguments and critique the reasoning of others as they develop a nuanced understanding of the difference between area and perimeter, as well as when they classify shapes according to their attributes and justify their rationale (MP.3). Lastly, students will use appropriate tools strategically by using rulers to measure the side lengths of polygons to find their perimeter, as well as use rulers and right angle templates to find attributes of shapes to determine their classification (MP.5).

Working as a team, students discover that the value of pi (3.1415926...) is a constant and applies to all different sized circles. The team builds a basic robot and programs it to travel in a circular motion. A marker attached to the robot chassis draws a circle on the ground as the robot travels the programmed circular path. Students measure the circle's circumference and diameter and calculate pi by dividing the circumference by the diameter. They discover the pi and circumference relationship; the circumference of a circle divided by the diameter is the value of pi.

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