Students will work in groups to plan the process they will use to first determine the perimeter and then the area of a rectangle. Students will write out a detailed step by step process that can be used in different situations.

This resource presents students with a task of designing the dimensions of a fence that will create the most area inside. The students are asked to create a drawing of the fence and a chart to show that although the length of the perimeter does not change, depending on the dimensions the area can vary greatly.

This lesson is a remix from Illustrative Mathematics.  This lesson uses manipulatives to demonstrate how to solve for area.  Connections are also made to multiplication.https://goopenva.org/courses/3-md-india-s-bathroom-tiles

Differentiating among area, perimeter, and volume and solving practical problems. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 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.

Differentiating among area, perimeter, and volume and solving practical problems. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 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.

Developing and using the formula for determining the volume of a rectangular prism. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 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.