AR Remediation Plan Area, Perimeter and Circumference – Banking Business STRAND: Measurement and Geometry STRAND CONCEPT: Area, Perimeter, and Circumference SOL 5.8ab Remediation Plan Summary Students differentiate among perimeter, area, and volume and identify which concept is appropriate for a given situation. Common Errors and Misconceptions Students confuse the difference between area, perimeter and volume. Students confuse the units used to measure the area, perimeter and volume. They have difficulty understanding the difference between a linear, square, and cubic unit. Materials Pattern Blocks or color tiles Grid paper Several small rectangular prisms- such as small boxes Inch cubes and centimeter cubes Copies of worksheets: Banking Business, Word Frames, Matching Cards, Perimeter, Area or Volume? Card Scissors A projector Introductory Activity Perimeter: Demonstrate the concept of perimeter by tracing on grid paper the outline of a pattern block or a figure made of color tiles. Describe perimeter as the “distance around a figure,” and demonstrate this by tracing around the figure again. Have students sketch the resulting polygon and estimate the perimeter, given the units on the grid paper. Area: Ask students to estimate in square grid-paper units the area of the same figure. Have them share their strategies and estimates. Ask which strategies work and how they can write the area in square units. Volume: Hold up a small rectangular prism and put similar prisms on each table for students to manipulate. Ask students, many cubic units fill this solid?” Hand “How out several inch cubes and centimeter cubes for each prism. Ask would you “How record the volume of this prism in cubic units?” Have students’ record definitions of perimeter, area, and volume in their math logs, and post these definitions on a chart or on the board. Distribute copies of the attached Business” worksheet, and have students “Banking complete it. Have a few students share what they wrote. Plan for Instruction
AR Remediation Plan – Area, Perimeter and Circumference Banking Business STRAND: Measurement and Geometry STRAND CONCEPT: Area, Perimeter, and Circumference SOL 5.8ab Remediation Plan Summary Students differentiate among perimeter, area, and volume and identify which concept is appropriate for a given situation. Common Errors and Misconceptions Students confuse the difference between area, perimeter and volume. Students confuse the units used to measure the area, perimeter and volume. They have difficulty understanding the difference between a linear, square, and cubic unit. Materials Pattern Blocks or color tiles Grid paper Several small rectangular prisms- such as small boxes Inch cubes and centimeter cubes Copies of worksheets: Banking Business, Word Frames, Matching Cards, Perimeter, Area or Volume? Card Scissors A projector Introductory Activity Perimeter: Demonstrate the concept of perimeter by tracing on grid paper the outline of a pattern block or a figure made of color tiles. Describe perimeter as the “distance around a figure,” and demonstrate this by tracing around the figure again. Have students sketch the resulting polygon and estimate the perimeter, given the units on the grid paper. Area: Ask students to estimate in square grid-paper units the area of the same figure. Have them share their strategies and estimates. Ask which strategies work and how they can write the area in square units. Volume: Hold up a small rectangular prism and put similar prisms on each table for students to manipulate. Ask students, “How many cubic units fill this solid?” Hand out several inch cubes and centimeter cubes for each prism. Ask “How would you record the volume of this prism in cubic units?” Have students’ record definitions of perimeter, area, and volume in their math logs, and post these definitions on a chart or on the board. Distribute copies of the attached “Banking Business” worksheet, and have students complete it. Have a few students share what they wrote. Plan for Instruction
banking-business-5-8a.docx