Area � The measure of the amount

    of surface enclo sed by the sides of

    a figur e.

    Circumference � The distance

    around (or perimeter) of a circle . It

    takes slightly more than three di-

    ameters to m atch the circumfer-

    ence. The circumference of a circle

    is pi ( ? ) times the diameter of the

    circle ~ = 3.1416.

    Diameter � The maximum distance

    from one point on a circle to an-

    other point on the circle , through

    the center. Linear Dimensions � Length, width, height. Perimeter � The measure of the distance ar ound a figure. Perimeter

    is the measure of length Perpendicular lines �Li nes that meet at right angles. The length

    and width of a rectangle are per-

    pendicular to each other. Radius � The distance from the center of the circle to a point on the

    circle. The plural of radius is radi i.

    Covering and Surrounding

    Glossary

    Connected Mathematics

    Project

    Everett Public Schools

    Mathematics Program

    Proposed Time Frame:

    Approximately 6 weeks

    Covering and

    Surrounding

    Perimeter and Area

    Unit Goals

    Find areas and

    perimeters of rectangular

    shapes and

    nonrectangular shapes

    Find relationships

    between perimeter and

    area

    Find the relationship between the area of a

    triangle and that of a

    rectangle Find area and perimeter r elationships between

    various polygons

    Web Resources

    www.illuminations.nctm.org

    Learning about Length

    and Perimeter

    Sketches of an Area

    Model

     

    Unit Project

    Dr. Doolittle�s Park

    After completing Covering and Surround-

    ing , students will design a pa rking, including

    a scal e drawing and a report that gives the

    dimensions of all the items include d in the

    park.

    Tips for Helping at Home

    Good questions and good

    listening will help children

    make sense of mathematics

    and build self-confiden ce.

    A good question open s up a

    problem and su pports different ways of

    thinking about it. Here are some ques-

    tions you might try, notice that no ne of

    them can be answ ered with a simple

    �yes � or �no�.

    Getting Started

    What do you need to find out?

    What do you need to know?

    What terms do you understand or not

    understand?

    While Working

    How can you organize the informa tion?

    Do you see any patterns or rela tionships

    that will he lp solve this?

    What would happen if�?

    Reflecting about the Solution

    How do you know your answer is rea-

    sonable?

    Has the question been answered?

    Can you explain it another way?

    At Home:

    1 Talk with your child about

    what�s going on in mathem atics

    class.

    2 Look for ways to link mathe-

    matical learning to daily activi-

    ties. Encourag e your child to

    figu re out the amounts for halv-

    ing a recipe, estimating gas

    mileage, or figuring a restau-

    rant tip.

    3 Encourage y our child to sched-

    ule a regular time for home-

    work and provide a comfortable

    place for their study , free from

    distractions.

    4 Monitor y our child�s home-

    work on a regular basis by

    looking at one problem or ask-

    ing your child to briefly de-

    scribe the focus of the home-

    work. When your child asks

    for help, work with them in-

    stead of doing the problem for

    them.

    At School

    1 Attend Open House, Back to

    School Nigh t, and after school

    ev ents.

    2 Join the parent-teacher organi-

    zation

    investigation 1 Measuring Perimeter and

    Area

    The area of an object is the number of

    square units needed to cove r it, perime-

    ter is the number of units of length

    needed to surround it.

    Figures with the same area may have

    different perimeters

    Figures with the same perimeter may

    have different areas

    Investigation 2 Measuring Odd Shapes

    Understand the meaning of area and

    perimeter

    Develop techniques for estimating areas

    and perimeters of nongeometric figures

    Use graphs to organize data and make

    predictions

    Investigation 3 Constant Area, Changing

    Perimeter

    Understand how perimeters of rectan-

    gles can vary even when the area is

    held constant

    Explore maximum/minima questions in

    the contex t of find the largest and small-

    est perimeter

    Investigation 4 Constant Perimeter,

    Changing Area

    Learn that areas of rectangles with a

    fixed perimeter can vary considerably

    Find the minimum and maximum areas

    of rectangles with a fixed perimeter

    Connected Mathematics Project

    Mathematics in

    Covering and

    Surrounding

    Phone: 425-385-4062

    Fax: 425-385-4092

    Email: mstine@everett.wednet.edu

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