# The Fence or the Carpet: Understanding Perimeter and Area

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## Description

- Overview:
- Math unit about understanding Perimeter and Area using Khan Academy materials. Appropriate for grades 3-5.

- Subject:
- Mathematics
- Level:
- Upper Primary
- Grades:
- Grade 3
- Material Type:
- Assessment, Homework/Assignment, Lesson Plan
- Author:
- Amy Whitchurch
- Date Added:
- 01/28/2016

- License:
- Creative Commons Attribution 4.0
- Language:
- English
- Media Format:
- Downloadable docs, Text/HTML

# Comments

## Standards

Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Standard: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Degree of Alignment: Not Rated (0 users)

Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Standard: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Degree of Alignment: Not Rated (0 users)

Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Standard: Relate area to the operations of multiplication and addition.

Degree of Alignment: Not Rated (0 users)

Standard: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Degree of Alignment: Not Rated (0 users)

Standard: A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

Degree of Alignment: Not Rated (0 users)

Standard: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Degree of Alignment: Not Rated (0 users)

Standard: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Degree of Alignment: Not Rated (0 users)

Standard: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

Degree of Alignment: Not Rated (0 users)

Standard: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Degree of Alignment: Not Rated (0 users)

Cluster: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Standard: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different area or with the same area and different perimeter.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Standard: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Indicator: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Standard: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Indicator: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Standard: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Indicator: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: A square with side length 1 unit, called "a unit square,"ť is said to have "one square unit"ť of area, and can be used to measure area.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Standard: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Indicator: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different area or with the same area and different perimeter.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: Relate area to the operations of multiplication and addition.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Measurement and Data

Indicator: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Degree of Alignment: Not Rated (0 users)

## Evaluations

# Achieve OER

Average Score (3 Points Possible)Degree of Alignment | N/A |

Quality of Explanation of the Subject Matter | 2 (1 user) |

Utility of Materials Designed to Support Teaching | 2 (1 user) |

Quality of Assessments | 3 (1 user) |

Quality of Technological Interactivity | 2 (1 user) |

Quality of Instructional and Practice Exercises | 1 (1 user) |

Opportunities for Deeper Learning | 1 (1 user) |

on Apr 28, 02:16pm Evaluation

## Quality of Explanation of the Subject Matter: Strong (2)

The videos clearly explain, with pictures and good math language, the concept of area.

However, drawings comparing different areas are not drawn to the same scale, and student questions beneath indicate students are confused by this. A 40 x 30 land plot appears smaller than the 20 x 50 plot -- because, in fact, it *is.*

However, students are expected to do activities before they have learned skills.

on Apr 28, 02:16pm Evaluation

## Utility of Materials Designed to Support Teaching: Strong (2)

This lesson is comprehensive and easy to understand, but does not include adapations for different levels of learners and, as noted, exercises are out of sequence with videos (they are out of sequence on the KA site).

on Apr 28, 02:16pm Evaluation

## Quality of Instructional and Practice Exercises: Limited (1)

Actually, there's too much variation in the exercise type. There are glaring issues with the practice, such as expecting students to figure out areas of half squares (the area of a triangular shape) when at no point was this addressed in instruction (and there are no scaffolding hints; just the question). Students are asked to practice the "distributive property" skill... before the instructional video on the material.

Adjustments by the teacher could ameliorate this, fortunately.

on Apr 28, 02:16pm Evaluation

## Opportunities for Deeper Learning: Limited (1)

This lesson includes students watching a video that shows a 12 square meter area, and that if measured in "fungles" that the area would only be 3 square meters, adn that a fungle is twice as big as a square meter.

However, there is no opportunity for students to explore this pattern. Likewise, while students can see that perimeter and area are different, there isn't clear guidance about topics such as plots with the same perimeter having different areas.

on Apr 28, 02:16pm Evaluation

## Quality of Technological Interactivity: Strong (2)

The technology works very well, and could be called "individualized" since it keeps track of an individual's progress, but the actual learning experience is essentially the same for everybody, so it's shy of a 3. The points and encouragement along the way are strong, but when it tried to calculate my score, it stalled out completely and kept rotating between "cute" phrases about what it was doing until I turned it off.

on Apr 28, 02:16pm Evaluation

## Quality of Assessments: Superior (3)

The assessment is a strength of this lesson, including drawings and clear questions.