Perimeter, Area and Volume What Do Units Tell You … rectangle have the same measure. • How could...

What Do Units Tell You About What Is Being Measured? Teacher Material Page 1 of 29

Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured?

Teacher Materials Lesson 1

Perimeter: The Line Club T1: Before class:

• Copy one set of student pages for each student in the class.

• Make the following 8 rectangles on the classroom floor using narrow masking tape. Spread them out around the room to allow students room to work in groups around each rectangle. Metric units can be used as well, but don’t inter-mix the two types of units.

A B C D E F G H 6ft x 5ft 3ft x 4ft 1ft x 6ft 4ft x 4ft 8 in x 5 in 10 in x 2 in 6 in x 6 in 7 in x 3 in

• Prepare class charts for Perimeter Tool, Rectangle A, and Rectangles A-H. (See teacher masters #1, 2, & 3)

1. With your partner, make a list of situations where a series of straight lines forms a boundary around a space or object. Example: a fence around a garden

____________________________ _____________________________ ____________________________ _____________________________ ____________________________ _____________________________

T2: Possible answers: fences, edges of a deck, molding around a room, ribbon around a package, picture frame, window frame, etc.

Discussion questions: • Are we measuring a line or the space between the lines? • How do you know?

2. What kind of tools could be used to measure straight lines? How could you use the tools to find the amount of tape used to form the rectangle you are looking at on the floor? Record your ideas on the chart below.

Tool How would you use the tool? Units?


T3: Focus on the idea of a line without measurable width. Use of a string to trace the outline of the rectangle might help students see this. Additional appropriate tools can replace or be added to this list. When students are measuring with their foot, it is important they place their feet heel to toe to get accurate data. This is also true for the ruler and yardstick as they move it around the perimeter. After all data and units are compiled, ask students to compare advantages & disadvantages of each tool drawing upon their experience and the data results across the class. Students should notice a wide range of measurements using feet because of different sizes of feet. They should see more variability with a ruler than a yardstick because of having to move the ruler along the perimeter, but the answers should be closer among the groups. The yardstick requires less moves around the perimeter, but students may have difficulty with the partial measurements of a yard along some sides. The tape measure should give the most consistent measurements because it does not require them to move it along a side. Summary question:

• How can we all get the same measurements? (idea of standard units & tools) Hopefully students will see the value of using a standard unit of measure to get consistent results and also see the value of the longer extension of the tape measure.

3. Work with your group to measure the total distance around each rectangle (A – H). Rectangle Length 1 Length 2 Width 1 Width 2 Total

(with units)

A 6ft 6ft 5ft 5ft 22ft

B 3ft 3ft 4ft 4ft 14ft

C 6ft 6ft 1ft 1ft 14ft

D 4ft 4ft 4ft 4ft 16ft

E 8in 8in 5in 5in 16in

F 10in 10in 2in 2in 24in

G 6in 6in 6in 6in 14in

H 7in 7in 2in 2in 18in


T4: Provide tape measures during this work. All students are required to record data during this activity. Students work in groups of four and rotate around the room every four minutes to measure each of the eight rectangles. There are four jobs:

• Captain organizes the group and gives additional updates from the teacher during work time.

• Facilitator makes sure everyone is participating and encourages quiet members by asking about their opinions and idea.

• Resource person gathers needed materials for the group and asks for teacher help when needed.

• Recorder/Reporter writes down the official group data and reports out results during class summaries.

As students work, monitor their understanding about the attribute they should be measuring and whether they are including the units of measure in their data.

• Ask them to explain why the tool they are using is appropriate for this attribute and how the tool helps them report unit.

• As you talk to groups, determine which group’s ideas and discoveries you want to bring out in the summary and in what order they should present to maximize the essential questions of what perimeter is and how to measure and report it.

Students needing more challenge: • Ask them if their strategy would still work if the figure was not a rectangle? Why

or why not? T5: Summarize group activity with students.

• What parts did you struggle with? • What did you do that was successful? • Let’s compile your results on the class poster.

How did you find the (perimeter) or total length of the rectangle’s sides? Students should say they measured each side and a

• dded them together. Try to

• dents should see that opposite sides of a

•

ide of ter.

• ations to refer to in the future.

get them to generate the formula L + W + L + W = P What patterns do you notice? Sturectangle have the same measure.

• How could these patterns help you find the perimeter of the rectangle? Students should see they don’t have to measure each side, but instead measure the length and the width. Try to get them to generate the formula 2 L + 2 W = P

one sfrom their first formula. They may also say that they only need to find square and may generate the formula 4 L = P for a square’s perimea

Create a class poster of their generaliz

4. The total measurement of the straight lines enclosing a figure is called the _______________________. (perimeter) 5. How do you measure the perimeter? ( length + length + width + width = perimeter) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 6. What kind of units are used? Why?_(length units of inches or feet because they measure a line and perimeter is a series of connecting lines enclosing an area) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ T6: Students could work in pairs on the following problems. Struggling students: • Suggest they trace the perimeter of each rectangle with their pencil as they

calculate the perimeter. • Students needing additional challenge: • Change the numbers to include decimal or fractional parts. • C ah nge the shape of the figure to a triangle or other polygon.

• Would their procedure still work? Why or why not? Would they have to change anything to make it work? Why or why not?

• Create additional perimeter story problems to be used as entry warm-ups or extra practice items for students needing additional help. Students love to see their work identified by name.

ind the perimeter for the following rectangles. Include appropriate units. F

2 inches 10 feet

7. 8.

4 feet 4 ft 6 inches


10 ft.

2 in.

Perimeter = ____________ Perimeter = ____________ (28 feet) (16 inches)

9. 15 inches 10.


3 inches 5 feet 5 feet Perimeter = _____________ Perimeter = ____________ (36 inches) (20feet) 11. Pleasant Valley Middle School is painting tetherball courts on their playground.

Each tetherball court forms a rectangle with a length of 12 feet and a width of 10 feet. What is the perimeter of each tetherball court? Include appropriate units. Show your work using words, numbers and/or diagrams.

The perimeter of the tetherball court will be _____________. (44 feet)

T7: Use this exit ticket to assess individual student understanding of the attribute of perimeter, determining its value and assigning appropriate units. Use this assessment to determine if reteaching is required. Exit Ticket Lesson 1 Name: ____________________ Stacy and Eddie want to put a rectangular fence around their pool to make it safer for small children in the neighborhood. They want the fence to be 30 feet long and 25 feet wide. What will be the total length of the new fence? Show your work using words, numbers and/or pictures.

The total length of the new fence will be ________________. (110 feet)



Name: _____________________ Lesson 2 Area: The Square Club T1: Before class:

• Copy student set of pages for each student in the class. • Make class poster of master #5 Tools for Area. • Make four sets of 30 1ft x 1ft squares for rectangles A – D. • Make four sets of 40 1in x 1in squares for rectangles E – H o• Make class poster of master #6 Areas of Rectangles A – H.

r use 1in tiles.

T2: y’s learning about perimeters. Students generate a summary of yesterda

• Use the charts created with the class. • Create the definition for perimeter with the students and add it to the master #4

chart from yesterday. T3: Ask students to think about the area or space inside the perimeter of a rectangle and e g nerate a list of places in real life they might see such an area.

• Some possible ideas: garden, picture, carpet, football field, door, etc… 1. With your partner, make a list of situations where the space or area inside the perimeter of a rectangle is used. Example: a garden ____________________________ ______________________________ _

____________________________ ______________________________ _

____________________________ ______________________________ _

T4: t with their partner. Give them the following questions to think abou

• H ow would they measure these kinds of areas? • Some possible ideas: lines placed side by side across the inside of the

perimeter, line from corner to corner, winding string back and forth across the space, flat piece of paper cut to size, strips of paper, squares of paper, triangles, etc…

There could be many polygons that would cover the area, but help students realize that squares are probably the easiest because of their attributes (90° angles, parallel sides, etc.)

• Ask them if this area can be covered by a line or does it require something different? Remind them to think about what they learned yesterday about

rea. perimeters. Perimeters are lines, so a line measures a line not an a• Could they use the same procedures and tools? Why or why not?


2. With your partner, generate some ideas about how you could measure this area. _____________________________ ______________________________ _____________________________ ______________________________ _____________________________ ______________________________ T5: Give students a few minutes to turn and talk with their partners about the following questions and then generate a chart with their ideas as a class. In this case, define “tools” as something used with which to measure a flat surface. Help them think about “tools” that would cover the surface of the rectangles. Examples students might develop would be strips of tape or string with units of inches or feet, but help them see these would not cover the surface very well. Another example might be circles of paper with each circle being 1 unit, but there would be gaps between the circles. Students should realize squares would work since they fit together without gaps and cover the surface completely. Help them to see the unit for a square is 1 unit on each side called a square unit.

• Ask students if their idea covers the entire space completely? • Are their ideas efficient? • What kind of units would be used for each idea?

3. What kind of tools could be used to measure this area? How could you use the tools to find the amount of area?

Tool How would you use the tool? Units

4. Which tool would work best to cover the area inside the perimeter of a rectangle? Explain why?______________________________________________________ _________________________________________________________________ _________________________________________________________________


T6: Introduce square units after students generate the idea of squares fitting neatly next to one another to cover the area inside the perimeter. Give each student a square and have them place it side by side inside the perimeter of rectangle A until the entire area is covered.

• Why does this choice measure the space well? (it covers the entire space.) • Why is it easy to use and count? (The square covers a piece of the interior of the

rectangle and it is easy to keep adding squares until the whole interior of the rectangle is covered.)

• How can we measure these squares? (1 foot on each side makes a square a foot from top to bottom and a foot from side to side.)

• Linear units, such as a foot, measures what? (A line) • Are we measuring lines? (no)

• How could we show these units are not lines, but squares covering one foot from top to bottom and one foot from side to side? (Square foot ( 1 ft² ))

• Students may suggest marking the square with one foot on each side or four feet of perimeter. Focus them on the fact that the perimeter measures lines and we are measuring an area one foot in each direction.

• Students are not expected to use exponents on the 6th grade WASL. They are allowed to use the term square units or square feet.

• When we cover the area inside the perimeter with square units it creates rows and columns of squares. • How many rows and how many columns? 6 rows and 5 columns • How this is related to the total number of squares it takes to fill the

entire area? (5 x 6 = 30 square units)

T7: As students work together, circulate and record their ideas and strategies to find the area of the rectangles.

• Decide which strategies you want to discuss as a whole class and in which order you want them to appear in the discussion to build the concept of what the attribute of area represents, how to measure it and what kind of units are necessary.

Struggling students: • Some students may be hesitant to continue to use the physical square units if the

group begins to move to a more conceptual understanding. Encourage struggling students to continue physically using the square units to fill the area and to physically count the total number of square units. Take this into consideration when making groups for this activity if you foresee a group of students needing this accommodation. Placing a couple of similar students

em find support for this problem solving strategy.. together in a group may help thStu end ts needing more challenge:

• Ask if they think the same strategies would work with rectangles where the length of one side is 4 ½? 3 ¾? Why or why not?

• What would you have to do to prove your idea?


3. Work with your group of 4 students to measure the total area inside rectangles

Rectangle Count

squares rows columns rectangle

Units

(A – H).

total # # of # of Area of

A 30 6 5 30 Square feet

B 12 3 4 12 Square feet

C 6 1 6 6 Square feet

D 16 4 4 16 Square feet

E 40 8 5 40 Square inches

F 20 10 2 20 Square inches

G 36 6 6 36 Square inches

H 21 7 3 21 Square inches

T8: Use the class chart from master #8 to summarize group data.

• Have students turn and talk with partners about patterns they see in the data.

How are these patterns related to the number of squares it takes to cover the inside of the perimeter? (nu

• mber of rows multiplied by the number of columns is

perimeter of any rectangle). e t er of squares contained within the perimeter of a rectangle is

T9: Ge

equal to the total number of squares needed to cover the entire area inside the

4. Th otal numbcalled the ___________.

(area)

nerate discussion about how to measure area. • Students may say they need to count every square needed.

• Ask them if they will always have squares with them to use? (No) •

num•

Students may say they need to count the number of rows of squares and the ber of columns of squares to get the total number of squares needed.

Ask them how they could find that out without putting squares along the perimeter? Notice the number of rows of squares is the same as the length of one side of the perimeter and the number of columns of squares is the same as the width of one side of the perimeter.


te this

• Have students draw pictures or use Rectangle A on the floor to demonstraidea.


mns) __________________________________________________________________

_____________

___________________________________________

6. What kind of units are used? Why? ___________________________________________________________________

______________

______________________________________________________________

10: Have students work in pairs to find the area of these rectangles.

5. How do you measure the total area of a rectangle? (# of rows x # of colu_ ______________________________________________________ ________________________

(square units because they cover the area)_ ______________________________________________________ ______ TStruggling students:

• ms. e covering of the

grid across each rectangle to d for all these problems if you

n. tudents needing more challenge:

• You could also change the shape of the figure to a triangle or other polygon.

ot? • Also ask them to create additional area story problems to be used as entry warm-

ups or extra practice items for students needing additional help. Students love to see their work identified by name.

May still need to use the 1 foot and the 1 inch squares to solve these proble• Another strategy for students still struggling with visualizing th

area with square units is to have students create a usehelp them find the area. Grid paper could be

think all your students will require this adaptatioS

• Change the numbers to include decimal or fractional parts.

• Would their procedure still work? Why or why not? • Would they have to change anything to make it work? Why or why n


7.

feet

2 inches 10 feet Area = ____________ Area = ____________ (40 square feet) (12 square inches)

. 15 inches 10.

inches 5 feet

5 feet

Area = _____________ Area = ____________ (45 square inches) (25 square feet²)

Find the area for the following rectangles. Include appropriate units.

10 feet 2 inches 8.

4 4 feet 6 inches 6 inches

9 3

11. Pleasant Valley Middle School is painting tetherball courts on their playground. Each tetherball court forms a rectangle with a length of 12 feet and a width of 10 feet. What is the total aanswer. Show yo


rea of each tetherball court? Include appropriate units in your ur work using words, numbers and/or pictures.

(120 square feet)

The total area of the new court will be _____________.


T11 Use this exit ticket to assess individual student understanding of the attribute of area, their ability to determine its value and assign appropriate units. Use this

reteaching is required. n 2

Na :Sta pool to make it safer for sm c long and 25 feet wide. answer. s, numbers and/or pictures.

The total area inside the fence will be ________________. (750 square feet)

assessment to determine if Exit Ticket Lesso

me ____________________ cy and Eddie want to put a rectangular fence around their all hildren in the neighborhood. They want the fence to be 30 feet

What will be the total area inside the fence? Include appropriate units in your Show your work using word


Name: _____________________ Lesson 3 Volume: The Cubic Club

1: Before class: T• Copy student set of pages for each student in the class. • Make class poster of master #7 Tools for Volume. • Make or find a 2ft X 3ft X 2ft box for rectangular prism A • Make twelve 1ft cubes for rectangular prism A. Use master #9.

• Make one set of prisms (B-H) for each pair of students leaving one end open for f

• Students could also be given the nets to create the prisms. • Gather a set of 50 on- inch cubes for each pair of students

could also be used if metric measurements have been introduced to students. • Make class poster of master #8 Volumes of Rectangular Prisms A – H.

2: Summarize the area lesson

illing. Use master # 9.

. Centimeter cubes

T• Which tool would work best to cover the area inside the perimeter of a rectangle?

(Squares) • What is the total number of squares contained within the perimeter of a rectangle

called? (area) count the squares)

d? (square units) Why? (cover the area) :

• How do you measure the total area of a rectangle? (• What formula could be used to find the area? (L x W = A) • What kind of units are use

T3 Possible examples of space inside a rectangular prism: tc.)

_

__ ___________ ______________________________

4: Students may generate the following ideas:

(box of candy, swimming pool, storage unit, a planter box, e1. With your partner, make a list of examples where the space inside a rectangular

prism (box) might need to be found. __ __________________________ ______________________________ _____________________________ ______________________________

________________ T

• Pieces of paper the size of the bottom stacked up, squares covering the bottom stacked up, filling the box with Styrofoam peanuts, filling with blocks, etc.

Measuring the all edges of the box and adding them up

• • Measuring the all edges of the box and multiplying them

• Show the 2ft x 3ft x 2ft box as an example.


_______________ ______________________________

___ ___________ ______________________________ __ ___ _ __ _______________ 3. What kind ou d to measure ce? How could you use the tools to find the amount of space?

Tool How ould you use the tool?

2. With your partner, generate some ideas about how you could measure this space. ______________

__________ _____

_________

of tools c

______ ________

ld be use

______ _______

this spa

w Units

T5: Ask the following questions to summarize their ideas: • Would the lines we used for perimeter work to measure he box?

(N only mea es length• Would the squares we used for area work to m ure t e box?

(No, only measures area which has a length and a width.) by side and on top without spaces

• Ho iD with

• Sh• Have ents each place one cube into the 2ft x 3ft x 2ft box. Count as each

Which tooExplain w_____ ________ __

the space inside to, sur .)

eas he space inside th

• What would work? (cubes) Why? (Stack side between)

w s this related to the previous units we used for perimeter and area? (Area is 2- length and width. Volume is 3-D with length, width and height.)

ow a cube and label the length, width and height. 12 stud

cube is placed in.

l would work best to measure the space inside the rectangular prism (box)? hy?

___________________________________________________________

______________________________________________________

________________________________________________________________


group of 4 students to measure the volume inside the rectangular

rows of

the

columns

on the

layers of

high

of

is

3. Work with your prisms (A – H).

Rectangle # of # of # of Total # Units Prism cubes on of cubes cubes cubes

bottom bottom Volume

A 2 3 2 12 cubic feet (ft³)

B 3 2 4 24 cubic inches (in³)

C 2 4 4 32 cubic inches (in³)

D 1 3 2 6 cubic inches (in³)

E 4 2 2 16 cubic inches (in³)

F 5 2 3 30 cubic inches (in³)

G 3 4 1 12 cubic inches (in³)

H 2 2 5 20 cubic inches (in³)

T6: Summarize student data from the above chart.

• s do you see from your data? • (# rows on the bottom multiplied by the # or columns on the bottom is the

ngle making the bottom of the box. • o fill the rectangular

• Wh s ese cases cubic feet and u

int out the exponent represents 3 measurements (length, width & height)

• Point out again the idea of a line measuring length only thus feet (ft) for perimeter A square measures length and width thus square feet (ft²) for area A cube measures length, width and height thus cubic feet (ft³) for volume.

4. The total number of cubes contained within the rectangular prism is called the ______________.

What pattern

same as the area of the recta The area (L x W) x H is equal to the number of cubes t

prism.) at’ the unit used to measure volume? (Cubes and in th c bic inches)

• Point out if students don’t generate the idea that there are 3 measurements L x W x H so ft³ or in³. 5th and 6th grade students are not required to use exponents on the WASL, but po


sure the volume of a rectangular prism? (# of rows x # of columns form the base x # of layers) (LxWxH)

___________________________________________________

______________________________________________

__________

_________________________________________________________

7: Students can work in pairs to find the volume of the following prisms.

(volume) 5. How do you meato _____________ __________________ ______________________________________________________ 6. What kind of units are used? Why? (cubes because they fill the prism) ________________________________________________________________ _______ ________________________________________________________________ T

• Watch for students using incorrect notation like 30²ft instead of 30ft² if they chose

of their measurem

ay want eed.

ight help students see box like

ualize the

tudents needing more challenge: • Change the numbers to include decimal or fractional parts. • You could also change the shape of the figure to a triangle or other polygon.

• Would their procedure still work? Why or why not? • Would they have to change anything to make it work? Why or why not?

• Also ask them to create additional volume story problems to be used as entry warm-ups or extra practice items for students needing additional help. Students love to see their work identified by name.

to use exponents in their answers. • Remind students to label each ents with units in their work.

Struggling students:

• May still need to use the 1 inch cubes to solve these problems. You mto change the measurements for each prism to inches to help with this n

• An example of using squares on the bottom of the box md help them sthe connection to area an ee that flat squares won’t fill the

cubes. The cubes could even be placed directly over the squares to visconnection.

S


your 7.

4 fe

3 feet 2 inches 10 feet 2 inches Volume = ____________ Volume = ____________ (120 cubic feet) (24 cubic inches)

5 feet . 10. 15 inches inches 5 feet

2 inches 5 feet (90 cubic inches) (125 cubic feet)

Find the volume of the following rectangular prisms. Include appropriate units in answer.

8.

et 6 inches 9 3 Area = _____________ Area = ____________

11. Pleasant Valley Middle School is constructing tetherball courts on their playground. Each tetherball pole will be set in a concrete prism 18 inches long, 15 inches wide and 12 inches high. What is the volume of c


oncrete needed to make each prism for the tetherball poles? Include appropriate units in your answer. Show your

numbers and/or pictures.

___________________.

work using words,

The volume of concrete needed for each prism will be

(3240 cubic inches)


T8: Use this exit ticket to assess in nt understanding of the attribute of dividual studevolume, their ability to determine its value and assign appropriate units. Use this

rmine if

Name: ____________________

Miguel is mailing a package to his uncle for his birthday. He has two boxes he can use wants to send the b rgest volume. The first box is 24 inches long,

cond box is 20 inches long, 15 inches wide 1 inches high. Explain which box you thin Include appropriate units in

ur answer. Show your work using words, numbers and/or pictures.

Box #1 Box #2

Miguel should us #2 because it has a volume of 3300 cubic

inches. Box #1 only has an area of 2880 cubic inches. The volume

of box #2 is 420 cubic inches larger than the volume of box #1.)

assessment to dete

reteaching is required.

Exit Ticket Lesson 3

and he 10 inches wide and 12 inches high. The se

ox with the la

and 1• k he should use and why.

yo

( e box


Vocabulary P n e vocabrior vocabulary Vocabulary i lesson Futur ulary

centimeter area atestim e

foot column nent expo

h surface area eight cubic units

inch edge

length face

linear units hypothesis

perimeter row

ruler rectangular rism p

rectangle side

square square units

width volume


terialsMa

Manipulatives Supplies Copies Tools inch tiles or cm tiles

orcut from paper

student lessons rulers/yardsticks empty box

tration

(60 per group of 4) 160 inch squares

(one per student for each lesson)

(one per student) tape measures

2ft x 3ft x 2ft for class demons

(one per group) inch cubes or cm net patterns on calculators

cubes tag board (one nt) poster paper

for class charts (60 per group of 4) set per student)

(one per stude

foot cubes (12) gold tickets (2 per class)

felt pens (various colors per group of 4)

one foot squares cut from paper (120)

classroom charts(one per class for

each teacmaster

her )

inch grid paper or cm grid paper

several sheets per student)

vocabulary (one per student)

ball of string

exit tickets (one per student for each lesson)

small white boards (two per group)

unit assessment (one per student)

dry era(one per student)

se pens

kleenex (one per student for erasing)

scotch tape (roll per table)

masking tape narrow width

scissors (one per student)

snack size candy bars (one per student)

transparencies if overhead is used


Perimeter, Area & Volume Pre-Test

. Sandra wants to build a fence around her vegetable garden. Which of the following will he ne er to needs to be?

c. volume d. surface area

. Alejandro is buying new carpet for his bedroom. Which of the following will he need

to d termi

c. height of the room d. area

. How many faces does a rectangular prism (box) have?

a. 6 b. 5

c. 8 d. 4 4. Wh

L + W + H

. Which of the following can be used to find the area of a rectangle?

a. L x W b. L + W + H

c. L x W x H d. L + L + W + W

6. W

a. L x W b. L + W + H

Name: ___________________________

1

s ed to determine in ord know how long her fence a. area b. perimeter

2e ne in order to buy the correct amount of carpet?

a. perimeter b. volume

3

ich of the following can be used to find the perimeter of a rectangle?

a. L x W b. c. L x W x H d. L + L + W + W 5

hich of the following can be used to find the volume of a rectangular prism?

c. L x W x H d. L + L + W + W


s could be used to describe the area of a rectangle?

a. 10 inches b. 10 square inches

d to describe the perimeter of a rectangle?


s

to describe the volume of a prism?


c. 10 cubic inches d. 10 quadruple inches

0. Yessica is painting her family room floor and putting molding around the edge of the

• How much molding will she need to buy? 14 feet

__ ____

ox is 5 feet long, 2 feet high, and 6 lume of sand he will need to

7. Which of the following measurement

c. 10 cubic inches d. 10 quadruple inches 8. Which of the following measurements could be use

c. 10 cubic inches d. 10 quadruple inche

9. Which of the following measurements could be used

1

floor.

• What is the area of the floor she needs to paint

10 feet The area

of the floor is __________________

Yessica needs to buy ____ _ ______ of molding. 11. Tyler has built a sandbox for his younger brother for Christmas. The sandb

feet wide. What is the vobuy to completely fill the sandbox?

Tyler needs to buy __________________ of sand.


Perimeter, Area & Volume Pre-Test Rubric

. Sandra wants to build a fence around her vegetable garden. Which of the following will he ne er to needs to be?

c. volume d. surface area

. Alejandro is buying new carpet for his bedroom. Which of the following will he need

to d termi

c. height of the room d. area

. How many faces does a rectangular prism (box) have?

a. 6 b. 5

. Which of the following can be used

c. L x W x H d. L + L + W + W

f a rectangle?

d. L + L + W + W

g can be used to find the volume of a rectangular prism?

c. L x W x H d. L + L + W + W

Name: ___________________________

1

s ed to determine in ord know how long her fence a. area b. perimeter

2e ne in order to buy the correct amount of carpet?

a. perimeter b. volume

3

c. 8 d. 4

4 to find the perimeter of a rectangle? a. L x W b. L + W + H 5. Which of the following can be used to find the area o

a. L x W b. L + W + H c. L x W x H

6. Which of the followin

a. L x W b. L + W + H


. Which of the following measurements could be used to describe the area of a rectangle?



. Which of the following measurements could be used to describe the perimeter of a rectangle?



. Which of the following measurements could be used to describe the volume of a prism?



0. Yessica is painting her family room floor and putting molding around the edge of the floor. What is the area of the floor she needs to paint and how much molding will she need to buy? 14 feet

10 feet

The area of the floor is _( 140 square feet)_ Yessica needs to buy ___(48 feet)___ of molding.

1. Tyler has built a sandbox for his younger brother for Christmas. The sandbox is 5 feet long, 2 feet high, and 6 feet wide. What is the volume of sand he will need to buy to completely fill the sandbox?

Tyler needs to buy ____(60 cubic feet)____ of sand.

7

8

9

1

1


Date post:	10-Mar-2018
Category:	Documents
Upload:	dinhthuy
View:	223 times
Download:	3 times

Perimeter, Area and Volume What Do Units Tell You … rectangle have the same measure. • How could...

Documents