UNIT PREPARATION

Place base-ten pieces, connecting cubes, and square-inch tiles in a learning center for students to explore.

Gather 40-inch-long pieces of string for each pair of students (See Lesson 1 Materials Preparation.)

Gather 24-inch-long pieces of wire, twist ties, chennille stem or string for each student group. (See Lesson 4 Materials Preparation.)

Display the Math Practices page where all students can see it.

Place square-inch tiles in an accessible location for students to explore prior to Unit 2.

Make a set of Digit Cards 0–9. See the Teacher Notes for DPP items O and P.

Students will need the following tools readily available for the Daily Practice and Problems items in this unit:

LESSON SESSIONS DESCRIPTION SUPPLIES

LESSON 1

Investigating Perimeter and Area

 2 Students use string to measure perimeter providing a concrete review of the idea that perimeter is a measurement of length. They then use square-inch tiles to find the perimeter and area of irregular polygons. Students communicate the process they used to solve a problem finding perimeter and area.
  • string
  • square-inch tiles
  • rulers

LESSON 2

Perimeter vs. Length Lab

 4 Students apply the TIMS Laboratory Method to analyze the relationship between side length and perimeter for rectangles. They generalize these ideas and communicate how to find perimeters of rectangles using pictures, symbols, or words. The context for the lesson is the design of an airport for Antopolis.
  • square-inch tiles
  • rulers

LESSON 3

Workshop: Area and Perimeter

 1–2 Students solve problems in small groups to practice the area and perimeter concepts explored in this unit.
  • square-inch tiles

LESSON 4

Helipads for Antopolis

 2 Students design helipads for the Antopolis Airport and determine which helipad has the maximum area. They also explain how they know they have found the design with the largest area.
  • square-inch tiles
  • wire, string, or chennille stems
  • rulers

x