I showed them three options for recording this area: 63 sq in, 63 sq”, and 63 in². From their study of multiplication, the students knew to multiply 7 by 9 to get the area of 63 square inches. We first talked about the area of the grid. To begin, I projected an overhead transparency of the inch-squared paper, which was a 9-by-7 grid. Also, I made an overhead transparency of each of the sheets I distributed. I used yellow paper for the shapes so that there would be contrast when they pasted them on white paper. To prepare for the lesson, I duplicated for each pair of students the shapes for the activity and a sheet of inch-squared paper. I chose the activity because I felt that the students needed more experience with finding the areas of shapes. The students had already completed three other activities from About Teaching Mathematics- Foot Area and Perimeter, Squaring Up, and The Perimeter Stays the Same. I decided to use it with fifth graders in a different way than suggested in the book and have described below what I did. While browsing through About Teaching Mathematics recently, I came upon an activity, Area and Perimeter, that had once been one of my favorites but that I hadn’t taught in quite some time.
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