Shaping Up Perimeter and Area

Teacher: Miss Dyche

Subject Area: Mathematics
Grade Level: 4th grade
Unit Title: Perimeter and Area
Lesson Title: Shaping Up Perimeter and Area
Objectives:
The students will create squares and rectangles of different sizes
with their bodies as a class, and as a group solve for perimeter
and area with above average accuracy.
The students will independently demonstrate the understanding
of perimeter and area of complex figures on a grid with Cheese-It
crackers with at least 80% accuracy.
Standards:
1. Measurement & Data 4.MD.A.3 Apply the area and perimeter
formulas for rectangles in real world and mathematical problems.
Materials/Resources Needed:
Use of space big enough for children to make different shapes
with their bodies as a class. (Examples include classroom with
desks pushed back to the wall, gymnasium, or the playground)
Perimeter and Area Grids Packets (25 copies of 3 different types)
25 plastic sandwich baggies filled with 15 Cheese-It crackers
Anticipatory Set:
Students will be asked the following questions in review about
perimeter and area:
1. Can someone please tell me how we find the perimeter in
shapes like squares and rectangles?
2. How do we find the area in these shapes?
Objective/Purpose:
Today, we are going to learn how to calculate perimeter by
creating squares and rectangles of different sizes with our bodies
as a class. We will also be doing an activity using Cheese-It
crackers to measure the perimeter and area of squares and

rectangles. This hands-on lesson will help strengthen your

knowledge about perimeter and area while having fun!
Input:
Students must have prior knowledge about how to measure
perimeter and area in squares and rectangles. If some students
are unsure, we will discuss as a class how to find perimeter and
area.
Model:
After asking the questions to the students, have them move to
the space that they will be creating the shapes with their bodies.
(This can be the classroom, gymnasium, or on the playground)
Once there, tell the students that as a class, we are going to
create shapes with our bodies, then come up with the perimeter
and area from those shapes.
First, have the students create a square with their bodies as a
class, linking arms or holding hands to show the shape. Remind
students that squares have equal sides, so be sure to work as a
group to create the shape with an equal number of students on
each side. (If an odd number of students, use the teacher as an
extra person, or take out a student)
Once the shape is created, ask the students to think in their
heads about how many students are on each side of the square.
Wait a few seconds, then ask how many.
Prompt the students about how we will figure out the perimeter.
Have them think about it for a few seconds. Then have everyone
say out loud as a group what the perimeter is.
Do the same process for area of that shape. Next, have students
create a rectangle. Prompt them to measure the perimeter of the
rectangle and calculate the area.
If activity moves quicker than expected, make smaller shapes
with fewer people. For a challenge, have the class make two
different shapes and calculate the perimeter and area.
Check for Understanding:
During the activity, the teacher will prompt the students and
guide their learning by asking questions such as:
o How did we figure out the perimeter/area of this shape?
o How can we check our work?
Guided Practice:

For the guided practice, students will return to their seats.

Teacher will pass out sandwich baggies of Cheese-Its and Packets
to each student.
Teacher will explain that the students are going to use the
Cheese-Its to help them solve the perimeter and area of the
shapes on their packets. Remind them how we just calculated
this during our guided practice.
If a student completes his or her packet correctly with extra time
remaining, they can do a more challenging shape for fun.

Closure:
Students, today we learned different ways to find perimeter and area
of squares and rectangles. As a class, we used our bodies to make the
shapes and found the answers. We also used Cheese-It crackers to help
us see the units in our shapes to solve for perimeter and area. If you
are ever stuck on a problem, you can visualize in your mind making the
shape as a class, or draw out your own grid and use blocks or crackers
to show your units. The information we learned today will be useful as
we move on to other shapes, like parallelograms next week.