Investigate measurement using a variety of tools, units, systems, processes and techniques, in various cultures, especially in historical and contemporary Dakota and Anishinaabe communities. Explain and reason with attributes, estimations and formulas. Justify decisions and consider the reasonableness of results.
Anchor Standard 6 emphasizes measurement.
Students will measure and classify angles. They will also measure area and perimeter, and compare the two.
Measure angles with a protractor.
Classify angles as acute, right and obtuse.
Understand that the area of a two-dimensional rectangular figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Use square units to label area measurements.
Compare and contrast perimeter and area.
Justify why the area of a rectangle is A=bh or A=lw. Use square units to label area measurements.
Find the areas of geometric figures that can be decomposed into rectangular shapes. Use square units to label area measurements.
Using rulers or yardsticks, the class will determine the area and perimeter of an outdoor space. This could be a section of the sidewalk, a parking lot, a field, or an outdoor classroom. Next, students will work independently to find the area of smaller spaces or objects nearby: bricks on a wall, their seat pad, an outdoor rug, a windowpane, etc.
Discuss which spaces/objects were easier to measure and why, as well as which tools were most helpful. Are there other measuring tools that could be beneficial? What relationships do students see between the area and perimeter of a given space?
Possible Extension: Challenge students to measure the area and perimeter of your school or classroom building. This is a great opportunity to develop/strengthen teamwork and cooperation within the class.
This is an activity often completed indoors, but can easily be moved outside! Teachers prepare rectangles outside using sidewalk chalk, labeling one side of each shape and leaving the other unknown. Each rectangle will also be labeled with its area and/or perimeter. Students are tasked with finding the missing length or width, using the given information.
Possible Extension: Students create rectangles for their peers to solve! If each pair/team of students creates a rectangle with a missing measurement, the group will have several practice opportunities.