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This is an area and perimeter lesson






Title – Determining Area and Perimeter
By – Laurice
Primary Subject – Math
Grade Level – Seventh

Class: Pre-Geometry
Unit: Geometric Shapes
Lesson: Determining area and perimeter

PA Academic Standards: 2.3.8.A, 2.3.8.D, 4.4.7.A

      2.3.8.A: Develop formulas and procedures for determining measurements (e.g., area, volume, distance).


      2.3.8.D: Estimate, use and describe measures of distance, rate, perimeter, area, volume, weight, mass, and angles.


    4.4.7.A: Explain society’s standard of living in relation to agriculture.

Goal of this lesson:

    Students will learn to calculate the area and perimeter of a given geometric shape and apply it to a real life situation.


  • Chalkboard
  • Chalk
  • Magnets
  • Poster board cut into various shapes
  • Ruler
  • Overhead projector
  • Markers for the transparency
  • Transparencies of formulas and problems
  • Handouts with formulas and problems (same as transparencies)
  • Handout with group assignment
  • Enough calculators for 1/3 of the class

Clerical/Administrative Tasks:

  • Take roll
  • Report absent students to the office if they are not on the master absentee list
  • Make copies of transparency handouts
  • Make copies of group project handouts
  • Place poster board cutouts on the chalkboard with magnets
  • Assign each student to a group of three prior to class

Instructional Objectives:

  • Upon completion of this lesson, the students will be able to differentiate between the area and perimeter of an object.
  • Given a geometric shape, the students will be able to accurately calculate the area and perimeter by applying the proper formula.
  • Using their previous knowledge of proportions, the students will be able to successfully complete the section of the group assignment that requires them to divide up the land in order to plant their crops.
  • Using the area and perimeter lesson learned today, the students will be able to determine the amount of fencing needed to enclose their farming land.


  • Opening two questions to ask the students:
    • Can any of you explain to me what I’m talking about when I say “area”?
    • How about perimeter?
  • Well, area is the number of square units that covers a shape or a figure. Perimeter is the sum of lengths of the sides of a polygon. (Explain these definitions to the students in similar terms.)
  • Additional questions:
    • In what ways would you be able to use these measurements of area and perimeter?
  • Compose a collective list on the chalkboard as a class. Add to it if necessary:
    • Fencing in a yard
    • Putting lace on a project
    • Estimating the amount of paint needed to paint a wall
  • Pose a scenario to tie in The Good Earth: Suppose it is 1920. Times are hard and you have a family that relies on you for food. You own a plot of land that is shaped like a trapezoid. You decide to plant your own crops. You have a variety of seeds: corn, potato, and cabbage. You have the same amount of corn and cabbage seed, but twice as much potato seed as corn seed. What is a way that you can divide up your plot of land in three sections in order to have enough ground to plant your crops? Also, if you were to buy fencing to keep the animals out, how much would you need to enclose your crops? Well, this is what we are going to work towards today.

Developmental Activities:

  • Demonstrate to the students the correct way to measure a given shape using the geometric cutout figures placed on the chalkboard. (7 minutes)
  • Stress the importance of using the proper units throughout the whole problem and in the answer.
  • Ask the students if they have any questions.
  • Distribute a copy of the transparency to each student. Explain that you will do it together as a class and the students can work at their seats. Do the transparency on area and perimeter on the overhead as the students work at their seats. (Don’t forget to keep asking the students questions in order to help complete the transparency.) (15 minutes)
  • Ask the students again if they have any questions.
  • Tell the students to place the completed worksheet in the corner of their desk for future reference.
  • Explain to the students that they are now going to be able to answer the question posed at the beginning of class using the information that they just learned. Communicate to the students that they are going to be given a handout with a trapezoid shape on it and that information that I gave them at the start of class. And their task is to determine a sufficient way of dividing up the land in order to have enough ground for each of their three crops. Also, they must determine the amount of fencing needed to enclose their field. Explain to the students that if they do not complete the assignment by the end of class, you will collect their papers and give them a few minutes to finish up at the beginning of the following class. Inform the students that they will then be required to present their answer and go through the steps they used to complete the project. Remind them to use their units. (5 minutes)
  • Ask if anyone has any questions and make sure that each student understands what is expected of them.
  • Now, tell the students that they are going to complete this activity in groups of three.
  • Divide the students up into the pre-assigned groups. (3 minutes)
  • Distribute one calculator to each group of students.
  • Walk around and visit each group to check their progress and ask if they have any questions. (25 minutes)
  • Approximately two minutes before the end of class, ask the students for a show of hands of who needs more time to complete their assignment. Going by that, collect all the papers from each group to give back out at the start of the next class.
  • If time permits: Have each group of students stand in front of the room and present their solution to the rest of the class explaining each step they went through to arrive at their solution. (Remind the students to speak loud and clear.)


  • Whether or not the students were able to accurately progress through the assignment will allow me to assess if the students learned the material taught to them today.
  • When the assignment is complete and turned in, I will be able to check the accuracy of the students’ calculations and really determine whether or not the students gaining anything from the lesson.
  • Also, when walking around and observing the students, I will be able to make sure each student is actively participating in the group discussion.


  • Explain to the students that we will be seeing these area and perimeter formulas again soon.
  • Tell them that next week we will be working with them again when we start discussing volume and surface area.
  • Ask the students if they have any last questions.

Accommodations/Adaptations for Students with Special Needs:

  • In order to accommodate for the IEP student’s mild hearing deficiency, when the seating chart is done, he will have a seat in the front of the room near the center.
  • I will make sure I provide visuals for him to look at.
  • I will speak loud and clear, making much eye contact with him.
  • Also, when assigning groups, I will place the student with other children I believe will be sympathetic and accommodating to his needs.
  • If the students present their group answer to class, I will remind them to speak loud and clear.

Reflective Notes:

  • The culminating activity will be a field trip to Barr Ridge Farm in Nicktown, PA (approx. 30 minutes away).
  • At the farm, the students will have an opportunity to tour the facilities and learn about the process of planting and harvesting crops.
  • They will also understand how the farmer goes about deciding what is planted when and where.

Computer Integration:

  • If there is only one computer available in the classroom, the teacher might hook it up to the TV screen and demonstrate to the class the proper way to create and maybe even measure geometric shapes prepared on a program such as Geometer Sketchpad, or even just notepad. Have the students work at their seats with scratch paper and calculators.
  • If there are 3 to 6 computers available in the classroom, pair the students up into small groups and have them work together at the computer assigning them different tasks. Have one use the mouse, one measure, and one document their findings on a sheet to turn in, using an approach similar to that above.
  • If each student has access to their own computer, maybe just have the class go into Geometer Sketchpad or notepad and experiment with drawing different shapes and calculating the area and perimeter, or an estimation of each. Have the students record their findings to turn in for class credit.

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