We have been working on understanding the relationship between perimeter and area.
Here are some views of our class working together during mathematics. In groups, students had the task of building storyboards for four different “measuring” situations. If, in situation one, the measurement was the one component of the storyboard given, then students had to determine a plausible real-world situation or “story” that matched this measurement, provide any equations that were used to draw conclusions and also include sketches or diagrams. So, all hands were needed on deck for students to provide a story, generate equations, diagrams and computations for four different and separate situations involving perimeter and area.
For each situation, the information that was provided differed so students had to either build understanding from a story or complete the task by ending with their own real-world story that would be plausible given the measurements and diagrams. The goal was for students to uncover relationships between perimeter and area and to determine or create their own formulas to find these measurements.