I gave the students a given perimeter and they had to construct a figure on the tiles. This had them thinking at a higher level. It's easy for a student to calculate the perimeter by counting the square units on each side of a figure or adding each side up when a figure is given to them. When the perimeter is given to them and they have to construct the figure, it has them really applying what they've learned at a higher level. This activity was really fun! We talked about how each tile was a square foot, so it made it easy to determine the perimeter in feet. We used dry erase markers, thinking it would easily come off of the floor...well, it didn't. Whoops! But we sure did have a lot of fun. :)
This was my example.
The girls working diligently on their figure. s
They did a great job!
Some of the students tried to make equilateral figures, but it didn't work out so they came up with a trapezoid!
It was easy to differentiate for each group, the GT kids were given a higher perimeter which challenged them a little more.
When we finished in the hallway, I gave them a given perimeter and then they constructed figures on a geoboard.
They came up with some very interesting shapes!
The students then split up in partners and took turns coming up with a perimeter and constructing the figures. They did a great job!
Our next activity was an activity I got here. It's a perimeter activity where the students measure the perimeter of a slice of bread, which is the crust! It's an activity that leads the students into how perimeter relates to real life applications.
We finished up perimeter (which we will come back to later) and began area. The students learned about area in 2nd grade so in 3rd grade, we are just building on that foundation they have and adding a little more. We watched a brain pop on area and began a SmartBoard activity.
The students on the carpet were figuring out the perimeter and area while the student on the SmartBoard was too!
After the SmartBoard activity, we used the same concept as our dry erase figures on the tiles, but we were smarter this time! We used string and ribbon that was so much easier! The students were given an area this time and had to construct a figure that had a specific area. We talked about how to count the halves, and the students were excited for a challenge! Luckily, we had an amazing Watch Dog Dad in our class to help!
The Watch Dog Dad helping with the figures. This group had an area of 20 1/2 square units. They did an amazing job coming up with a shape.
We talked about how not to come up with the normal shapes and to think "outside of the box". We didn't want to see regular rectangles or squares. :)
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