Lesson Plan Grade Level/Teacher: 7th grade/Miss Nixon Current Lesson: Designing Bumper-Car Rides: Understanding Area and

Perimeter Next Lesson: Decoding Designs: Finding Area and Perimeter of Rectangles Objectives: 1. Students will be able to understand that the area of a figure is the number of square units needed to cover it. 2. Students will be able to understand that the perimeter of an object is the number of units of length needed to surround it. 3. Students will understand that two figures with the same area may have different perimeters. How will I know that students have met my objectives? Students will display their understanding of the objectives in the work time task (A, B, and C) and during the closing discussion of the task. Standards Addressed: Common Core State Standards 7.G.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects. 6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Common Core Mathematical Practices MP1: Make sense of problems and persevere in solving them. MP3: Construct viable arguments and critique the reasoning of others. MP5: Use appropriate tools strategically. Materials Needed: Activity sheet, Investigation 1: Designing Bumper Cars (one for each student) Graph paper (two pieces for teach student) Bumper car floor tiles (12 for each pair) Writing utensil (one for each student) Procedure: Launch (15 minutes) 1. Welcome students to class, have them sharpen pencils if needed

and tell students to be seated. 2. Hand out to each student the activity sheet (Investigation 1: Designing Bumper Cars). Once all students have received the activity sheet choose a student to read the introduction on the first page of the activity sheet. 3. Explain to students how to properly place the floor tiles when using them. Hand out to each student 4 bumper car floor tiles. Have students explore using the floor tiles by completing the table on the second page of the activity sheet. 4. Monitor students while they complete the table. After about 10 minutes go over the table with students. Choose students to share their solutions for their table and have them explain their work. During the discussion ask students: a. How many designs are possible for 1, 2, 3, and 4 tiles? b. For 3 tiles, does the number of rails change for each possible design? c. For 4 tiles, does the number of rails change for each possible design? Explore (25-30 minutes) 5. Once students have an understanding of how the floor tiles work have them find their assignment partner and sit together. 6. Tell students they will work with their partner to complete problems A, B, and C. Hand out a bag of 12 floor tiles to each pair. Tell students they have about 15 minutes to work on the task. 7. Monitor student pairs while they work and take note of unique floor plans for A and B to present during the closing discussion. 8. If students struggle with questions A and B: a. Tell them to explore using the tiles first and then record your floor plans on your graph paper. b. Ask them, what does it mean to have 16 meters of rail sections? c. Ask them, what does it mean to have lots of rail sections? 9. If students struggle with question C: a. Ask them, what is perimeter? What is area? b. Which one, perimeter or area would help to describe how big or small the floor plan is? Closing/Discussion (10-15 minutes)

10. After about 25-30 minutes, have students put their desks back, return materials, and return to their correct seats to begin discussing the task. 11. Once students are seated, begin a whole class discussion about the task. Have several students share their solutions to A and B under the document camera. Incorporate the following questions during the discussion of A and B to get students thinking: a. Why does your design meet the requirements of the problem? b. How do questions A and B differ? c. What kind of floor plans did you find gave you the most amount of rail sections? d. What kind of floor plans do you think would give you the least amount of rail sections? 12. Then have students share their solutions for question C. Incorporate the following questions during the discussion of C to get students thinking: a. What are you actually counting when you measure area? b. What are you actually counting when you measure perimeter? c. How are these measurements different from each other? 13. Make sure that students understand that area is labeled in square units because it is a measurement of how many squares of a certain size are needed to cover a shape. Also that perimeter is labeled in units of length because it is a measurement of how many segments of a specific length are needed to surround a shape. 14. Before students leave have them put their name on their paper and turn it in. Possible students questions: Launch Does it matter how we put the tiles? How do you know how many rail sections there are? How come with 4 tiles you can have 8 rail sections or 10 rail sections? Is there only one correct way to be placing the tiles? Explore How is it possible to have 12 tiles and 16 meters of rail section? How many ways can you draw 12 tiles with 16 meters of rail section? What is the least amount of rail sections with a 12 square meter

floor? What is the most amount of rail sections with 12 square meters of flooring? What does lots of rail sections mean? How do you find area/perimeter? What do you mean by size and how do I explain why?