Topic+Thirteen

= Topic Thirteen: Perimeter = Pacing (Duration of Unit): 2. Reason abstractly and quantitatively. 4. Model with mathematics. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * **Transfer:**
 * Standards for Mathematical Practices**
 * 1. Make sense of problems and persevere in solving them.**
 * 3. Construct viable arguments and critique the reasoning of others.**
 * 5. Use appropriate tools strategically.**
 * 6. Attend to precision.**
 * **Established Goals:**


 * 3.MD.8** 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 areas or with the same area and different perimeters.


 * Student I Can Statements:**
 * I can identify polygons.
 * I can define perimeter.
 * I can find the perimeter of polygons when give the lengths of all sides.
 * I can find the unknown side lengths of polygons when given the perimeter.
 * I can show how rectangles with the same perimeter can have different areas and show rectangles with the same area can have different perimeters.
 * I can solve word problems.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ||
 * Prerequisite Standards:**
 * 2.MD.1**
 * **Big Ideas:**

Some attributes of objects are measureable and can be quantified using unit amounts.
 * Measurement**

Mathematics content and practices can be applied to solve problems. || **Essential Questions:**
 * Practices, Processes, and Proficiencies**
 * How can perimeter be measured and found?
 * Why does "what" we measure influence "how" we measure? ||
 * **Students will know...**
 * The distance around a figure is its perimeter. To find the perimeter of a polygon, add the lengths of the sides.
 * In a given measurement situation, the type of measuring tool and the measurement units it contains determine the appropriateness of the tool.
 * To find the perimeter of a polygon, add the lengths of the sides.
 * Shapes can be made with a given perimeter. Different shapes can have the same perimeter.
 * Some problems can be solved by making a reasoned first try for what the answer might be and then, through additional reasoning, arrive at the correct answer.

|| **Students will be skilled at...**
 * Vocabulary:**
 * perimeter
 * mile
 * calculating the perimeter of a shape using standard units.
 * selecting appropriate tools and units to calculate perimeter.
 * matching shapes to a given perimeter and conclude that different shapes can have the same perimeter.
 * solving a problem through the process of try, check, and revise. ||
 * ~ = Assessment Evidence = ||
 * Performance Assessment: || Other Evidence: ||
 * ~ = Learning Plan = ||
 * **Learning Activities:**

**13-1** The distance around a figure is its perimeter. To find the perimeter of a polygon, add the lengths of the sides.

**13-2** In a given measurement situation, the type of measuring tool and the measurement units it contains determine the appropriateness of the tool.

**13-3** To find the perimeter of a polygon, add the lengths of the sides.

**13-4** Shapes can be made with a given perimeter. Different shapes can have the same perimeter.

**13-5** Some problems can be solved by making a reasoned first try for what the answer might be and then, through additional reasoning, arrive at the correct answer. ||
 * **Resources:**


 * Home School Connection:**

Student Activities:

[|Math Playground Party Designer Game]
 * Online Games:**

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 * Teacher Resources:**