- Use Check-In: Question 5 in the Student Guide and the corresponding Feedback Box from the Teacher Guide to assess whether students can:
- Recognize geometric relationships involving the area and perimeter of rectangles [E4].
- Make shapes with given measurements (perimeter) [E5].
- Find the perimeter of rectangles [E6].
- Find the area of rectangles [E7].
- Use Check-In: Question 5B to assess whether students can write explanations that show how they solved a problem [MPE5], how they checked their work [MPE4], and that they used appropriate labels [MPE6].
The workshop in Lesson 3 provides targeted practice.
Ask students to individually solve Check-In: Question 5A using their experiences from this activity to design the helipad with the largest area. They then write the paragraph for Question 5B explaining their solutions. Make sure the list of ideas students generated for their answer to Question 4E is still posted where they can refer to it. Remind students to consider the feedback they received from their partners about how to write their explanations to make them clear and complete.
To help students generalize patterns in the data into a formula for finding any perimeter pose, ask:
- How would knowing the width and length of a runway help you determine its perimeter without measuring, counting, or drawing a sketch? (You could add the length and width and double that sum to get the perimeter; or you could double the length, double the width, and add those sums together.)
- Show how this formula works for any rectangle. (Possible response: If P = 4 and W = 10, I could add 4 + 10 = 14 then double it, 14 + 14 = 28; or I could double the length 10 + 10 = 20 and double the width 4 + 4 = 8 then add 20 + 8 = P. Both ways the perimeter is 28. Both ways would work with any length and width.)
