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LESSON PLAN

Relationships Between Area and Perimeter

A
Apothem Team
Grade 5 · Measurement
LESSON AT A GLANCE
Warm-up
5 min
Explore
15 min
Consolidate
10 min
Practice
12 min
Exit ticket
3 min

Warm-up

Two rectangles: 2x10 (perimeter 24, area 20) and 4x6 (perimeter 20, area 24). Neither has both the larger area AND the smaller perimeter. The shape that minimized the perimeter also maximized the area. Is this always true? Today we investigate.

Explore

Systematic investigation: each group fixes one measurement (perimeter OR area) and varies the rectangle dimensions. Record all results in a table. Graph: one variable on each axis. Share findings: which shape gives the most area for a fixed perimeter? Which gives the least perimeter for a fixed area? (Both: the square.)

Consolidate

Practice

Students complete one fixed-perimeter and one fixed-area investigation, both recorded in tables and graphed. Solve 2 real garden-design problems. Exit ticket: for perimeter 32 cm, what rectangle dimensions give the greatest area?

Exit ticket

Students complete one fixed-perimeter and one fixed-area investigation, both recorded in tables and graphed. Solve 2 real garden-design problems. Exit ticket: for perimeter 32 cm, what rectangle dimensions give the greatest area?

TIP  This unit generates many student discoveries and surprises. Let the discoveries emerge from the data rather than announcing the results. The table of values makes the pattern unmissable.
WORKED EXAMPLES
For a fixed perimeter of 20 cm, find all rectangle dimensions and their areas.

1x9: area 9. 2x8: area 16. 3x7: area 21. 4x6: area 24. 5x5: area 25. Pattern: as the rectangle approaches a square, area increases. Maximum area at the square (5x5).

For a fixed area of 24 cm squared, which rectangle has the smallest perimeter?

1x24: P=50. 2x12: P=28. 3x8: P=22. 4x6: P=20. Closest to a square wins. 4x6 has smallest perimeter among these.

MATERIALS
Centimetre grid paper
Square tiles (36 or more)
Area-perimeter investigation recording sheets
Traditional building context cards
WATCH FOR
!Students may try to memorize the relationship rather than understanding it through the data. Always ask them to explain why the square maximizes area.
!Students may apply the fixed-perimeter rule to all contexts without checking whether perimeter or area is fixed. Carefully re-read every problem.