Create your own shapes using colorful blocks and explore the relationship between perimeter and area. Compare the area and perimeter of two shapes side-by-side. Challenge yourself in the game screen to build shapes or find the area of funky figures. Try to collect lots of stars!

Build rectangles of various sizes and relate multiplication to area. Discover new strategies for multiplying algebraic expressions. Use the game screen to test your multiplication and factoring skills!

This activity reinforces the concepts of area and perimeter and their independent relationship. Students analyze and compose shapes made from unit squares that satisfy area and perimeter specifications. Ideas for implementation, extension and support are included along with printable sheets and shape cards.

This activity is intended to assess your 3rd grade students' ability to find area and perimeter of rectangles and squares. Students will be creating a robot using Google Drawing. They will then find the area and perimeter of each piece of the robot. Once they have found the area and perimeter for each shape in their robot, students will calculate the total area and perimeter of the robot. Photo by Eric Krull on Unsplash

This web resource is an interactive way to help students visually understand why the area of a circle is r x r x pi.

This short video and interactive assessment activity is designed to teach third graders an overview of area of squares and rectangles - word problems.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This is a lesson intended for 6th-grade mathematics on deriving the formula for the area of a triangle based upon prior knowledge of parallelograms. This lesson aligns with Utah Core Standards 6.G.1 and 6.G.3. This lesson is intended to be taught in a face-to-face setting and will take approximately 35-45 minutes.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This purpose of this task is to develop an understanding of the formula for the area of the circle.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This problem is part of a very rich tradition of problems looking to maximize the area enclosed by a shape with fixed perimeter. Only three shapes are considered here because the problem is difficult for more irregular shapes.

The purpose of this task is primarily assessment-oriented, asking students to demonstrate knowledge of how to determine the congruency of triangles.

The purpose of this task is primarily assessment-oriented, asking students to demonstrate knowledge of how to determine the congruency of triangles.

Students discover what constitutes a natural disaster, explore the different professions involved with natural disaster response, identify steps they can take to help themselves and others be prepared for natural disasters. Students also learn about filmmaking and create a film to share stories and lessons learned from natural disasters and educate individuals about natural disaster preparedness. Emergency Preparedness picture from public domain (https://nara.getarchive.net/media/washington-dc-july-7-2006-a-red-cross-ready-to-go-preparedness-kit-showing-946cb7) 

This article introduces the idea of moving from coaching light, which is very surface level and how we can support educators through building the relationships to ultimately engage in coaching heavy - which impacts practice and improves outcomes for students.

Students analyze World War II posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.

This activity helps students learn to be open-minded and to participate in respectful discussion using evidence and reasoning. These are great life skills that any citizen of the world should have. They’re also scientific argumentation skills. The ability to change one’s mind based on evidence and reasoning, to see issues as complex, and to look at issues and claims from different perspectives are all scientific argumentation skills. Students also learn that absolute answers rarely exist. These skills and understandings are useful beyond science for anyone interested in figuring things out and in talking with others about issues, particularly with those who have different perspectives and opinions.