Suggested

Pacing
Instruction 5 days
C
CHAPTER 13
3
Review/ Perimeter and Area
Assessment/ 2–3
Performance days
Task
Total*
*Includes additional
time for remediation
7–8 days
1 Measure Perimeter
2 Problem-Solving
Investigation: Solve a
Simpler Problem
3 Hands On: Model Area

and differentiation.
Domain: MD Domain: MD Domain: MD
Supporting Cluster: 4.MD.3 Supporting Cluster: 4.MD.3 Supporting Cluster: 4.MD.3

MP 2, 3, 4, 6 MP 1, 3, 5, 8 MP 2, 3, 5, 6, 7, 8

Objective: Find the perimeter of a figure. Objective: Solve a simpler problem to solve Objective: Explore the area of a figure.
problems.
Pacing: 1 day Pacing: 1 day Pacing: 1 day

Vocabulary perimeter unit square, square unit, area

Materials Model the Math

chenille stems, ruler

Lesson Lesson
chenille stems, ruler self-stick notes

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Lesson
• Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4)
Presentation
• Quick Check (slides 5–8) • Quick Check (slides 5–8)

2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min)

• Investigate the Math (slides 9–17) • Learn the Strategy (slides 9–15) • Draw It (slides 5–8)
• Model the Math
3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min)

• Math in My World (slides 18–24) • Practice the Strategy (slides 16–23) • Try It (slides 9–13)
Brain • Guided Practice (slides 25–26) • Talk About It (slides 14–19)
• Talk Math (slide 27) • Practice It (slides 20–27)
Bu
Builders • Independent Practice (slides 28–35)
4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min)
• Problem Solving (slide 36–37) • Apply the Strategy (slides 24–27) • Apply It (slides 28–35)
• Brain Builders (slide 38–43) • Brain Builders (slides 28–31) • Write About It (slides 36–37)
• Review the Strategy (slides 32–41)

5 WRAP UP 5 WRAP UP 5 WRAP UP

• My Homework (slides 44–59) • My Homework (slides 42–51) • My Homework (slides 38–49)

Assessment Formative: pp. 827–828, 829–830 Formative: pp. 833–834, 835–836

Response to See p. 829A See p. 835A

Intervention Approaching Level (5–10 min) Approaching Level (5–10 min)
Reteach Master, Lesson 1 (slides 60–61, R1–R2) Reteach Master, Lesson 2 (slides R1–R4)
On Level (10–15 min) On Level (10–15 min)

Beyond Level (10–15 min) Beyond Level (10–15 min)

Enrich Master, Lesson 1 (slides E1–E2) Enrich Master, Lesson 2 (slides E1–E2)

DIAGNOSTIC ASSESSMENT FORMATIVE ASSESSMENT

Am I Ready?, use Assessment Masters, pp. 314–316 Check My Progress, use Assessment Masters, p. 319
For customizable online assessments, go to the Assessment tab in ConnectED.
817A
 Watch Worksheets Tutor Tools eHelp Vocab RtI

www.connectED.mcgraw-hill.com

4 Measure Area
5 Relate Area and Perimeter

Domain: MD Domain: MD
Supporting Cluster: 4.MD.3 Supporting Cluster: 4.MD.3

MP 1, 2, 3, 4, 6, 7, 8 MP 1, 2, 4, 6

Objective: Find the area of rectangles and squares. Objective: Relate area to perimeter.

Pacing: 1 day Pacing: 1 day

Vocabulary

Model the Math Model the Math Materials

connecting cubes
es construction paper,
per markers
mark

Lesson Lesson
connecting cubes construction paper, markers

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Lesson
• Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4)
Presentation
• Quick Check (slides 5–10) • Quick Check (slides 5–10)

2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min)
• Investigate the Math (slides 11–15) • Investigate the Math (slides 11–15)
• Model the Math • Model the Math
3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min)
• Math in My World (slides 16–23) • Math in My World (slides 16–24)
• Guided Practice (slides 24–25) • Guided Practice (slides 25–26)
• Talk Math (slide 26) • Talk Math (slide 27)
Brain
• Independent Practice (slides 27–34) • Independents Practice (slides 28–33) Bu
Builders
4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min)
• Problem Solving (slides 35–40) • Problem Solving (slides 34–37)
• Brain Builders (slides 41–44) • Brain Builders (slides 38–43)

5 WRAP UP 5 WRAP UP
• My Homework (slides 45–54) • My Homework (slides 44–53)

Formative: pp. 847–848, 849–850 Formative: pp. 853–854, 855–856 Assessment

See p. 849A See p. 855A Response to
Approaching Level (10–15 min) Approaching Level (10–15 min) Intervention
• Reteach Master, Lesson 4 (slides 55–56, R1–R2) • Reteach Master, Lesson 5 (slides R1–R2)
On Level (15–20 min) On Level (10–15 min)

Beyond Level (10–15 min) Beyond Level (10–15 min)

• Enrich Master, Lesson 4 (slides E1–E2) • Enrich Master, Lesson 5 (slides E1–E2)

SUMMATIVE ASSESSMENT
Review • Reflect, use Assessment Masters, pp. 321–334

817B
WHAT’S THE MATH IN THIS CHAPTER?

Points of Intersection

Where This chapter concentrates on the Measurement and

MD Data (MD) domain.
CONTENT Measurement As you teach the different aspects of perimeter and area, stress
STANDARDS and Data that concrete models such as grid paper and centimeter cubes
can be used to represent unit squares. If students grasp the
Meet concept of using unit squares to find the area of rectangles,
Use appropriate tools they can transition more easily to using unit squares to find the
5 strategically. volume of prisms.

What should WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

my students UNDERSTAND BE ABLE TO DO
already know?
Perimeter of Rectangles
In the previous grade, students 4.MD.3
used Measurement and
Data (MD) in their study of How to find the perimeter of a Find the perimeter of a rectangle.
perimeter and area: rectangle.
• add side lengths 11 cm
• Understand concepts of area
4 cm 4 cm
measurement
3.MD.5
11 cm
• Measure areas by counting
unit squares.
3.MD.6
P = 11 cm + 4 cm + 11 cm + 4 cm
• Relate area to the operations
= 30 cm
of multiplication and addition.
3.MD.7

Formula for Perimeter

4.MD.3
How to find the perimeter of a Use a formula to find the perimeter
rectangle by using a formula. of a rectangle.
• the perimeter of a rectangle is P = (2 × )
+ (2 × w), where  is the length and w is 8 in.
the width
• the perimeter of a square is P = 4s, where
5 in. 5 in.
s is the side length
8 in.

P = (2 ×  ) + (2 × w)
P = (2 × 8) + (2 × 5)
P = 16 + 10 or 26 in.

817C Chapter 13 Perimeter and Area

 FOCUS… Narrowing the scope…With deeper understanding
COHERENCE… Linking learning within the chapter…And across the grades
RIGOR… Pursuing with equal intensity three facets of instruction…
Conceptual understanding, procedural skill and fluency, and application

WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

UNDERSTAND BE ABLE TO DO

Area of Rectangles
4.MD.3
How to find the area of a Find the area of a rectangle.
rectangle.
7m
• count unit squares
• use the formula A =  × w 2m

A=×w
A=7m×2m
A = 14 sq m

Area of Squares
4.MD.3
How to find the area of a square. Find the area of a square.
• count unit squares
4 yd
• use the formula A = s × s
4 yd

A=s×s
A = 4 yd × 4 yd
A = 16 sq yd What will my students
do next with these
skills?
Perimeter and Area
4.MD.3
After this chapter, students
How to relate perimeter and area Describe possible dimensions and will learn to:
of rectangles. perimeters of rectangles for given
• two rectangles can have the same areas. • Classify two-dimensional
perimeters, the same areas, or both A rectangle has an area of 18 square inches. figures.
4.G.2
Possible Possible
In the next grade, students
Dimensions (in.) Perimeters (in.)
will learn to:
1 × 18 38
2×9 22 • Find the volume of
three-dimensional figures
3×6 18
5.MD.5
6×3 18
9×2 22
18 × 1 38

Online Content att cconnectED.mcgraw-hill.com Chapter 13 Perimeter and Area 817D

MAKING CONNECTIONS

Real-World Problem Solving Library Professional Development

Math and Science: Solving the Pyramid Puzzle Look for:
Matemáticas y ciencias: Resuelve el acertijo de la pirámide • Videos on Standards for Mathematical Practice
(On Level) • Webinars
Use these leveled books to reinforce and extend problem-solving skills • Digital Classroom
and strategies. • Lessons and Projects
Leveled for: • Tips for Administrators
• Approaching Level Additional information for professional development is also available
• On Level at mhpdonline.com.
• Beyond Level

For additional support, see the Real-World Problem Solving Readers

Teacher Guide.

Collaboration
Introduce students to the basics of using a spreadsheet. Have them
work together in small groups to make a spreadsheet in which one
column is the length, one the width, one the perimeter, and one the
area. If the length is in cell A2 and the width is in cell B2, they can enter
the formula =2*A2 + 2*B2 to automatically figure the perimeter and
=A2*B2 for the area. Have them copy each formula and paste it into all
the cells in that column for automatic figuring of the perimeter and area
for each figure they define by the width and length. This can help them
compare perimeter and area for different dimensions.

Learning Station Title Use after

Lesson
Game Area Guess 4
Graphic Novel Having a Class Pet 5
Problem-Solving Card Walls with History 5

817E Chapter 13 Perimeter and Area

GETTING READY
Theme: Chapter 13 Project
Let’s Cheer Our Team! It’s Your Area
Materials: Internet access, research materials, or other means of
All of the lessons in Chapter 13 will connect with the theme of Let’s finding measurements of buildings
Cheer Our Team!, which centers around sports and games such as
Students per group: 2
football, running, ping pong, and riding bikes. This is reflected in
problem solving and the visuals used throughout the chapter. Use After Lesson 4.
Students take what they have learned about measuring the area of
shapes and apply it to a real-world problem.
Video • Students choose a building in their community to measure. They
Have students watch the video about sports and games. You may want identify the shapes used in creating the floor plan of the building,
to spark discussion about how math is used in sports and games. and get the measurements from an authority figure, the Internet,
or through research. They should also get the measurement for the
height of the building or the heights of each part of the building.
Building on the Essential Question Students calculate the total area of the floor plan of their chosen
Once students have completed this chapter, they should be able to building.
answer the question “Why is it important to measure perimeter and Additional Projects are available online under Project-Based Learning.
area?” In each lesson, students build upon their understanding of this
question by answering a simpler question. These are indicated in the
exercises as Building on the Essential Question. At the end of the Math at Home
chapter, students use a graphic organizer to help them answer the
Have students read the Math at Home letter found online. Students
Essential Question.
should print the letter, sign it, and present it to their parents or
guardians.

Chapter Name

Perimeter ESSENTIAL Brain

B
and Area QUESTION
Why is it important
Bu
Builders

to measure perimeter
and area? It’s Your Area
1. Write the name of a building in your community you’d like to learn about:

2. Find what shapes were used to create the floor plan of the building. Draw a sketch of the floor
plan below:
(background) Jupiterimages/Stockbyte/Getty Images, (inset) Ken Cavanagh /McGraw-Hill Education

3. Using the Internet or other resources, find the actual length and width of each section of the floor.
Use the measurements to calculate the area of each section.

Section of Building Length (feet) Width (feet) Area (square feet)

!
Watch a video
Watch
Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

4. Add the areas of all the sections to find the total area of the building.
The total area of the building is square feet.

 817 818Chapter 13 Perimeter and Area

Online Content at connectED.mcgraw-hill.com Chapter 13 Perimeter and Area 817–818

 DIAGNOSTIC ASSESSMENT
You have a print option or an online option for assessing students’ Am I Ready?
understanding of the skills necessary to be successful in the chapter. Use Exercises Skill Standard
students’ results to determine which level of instruction is needed to
1–6 Arrays 4.NBT.5
help students get ready for the chapter.
7 Figures Preparation for
4.G.2

Print Online
The Am I Ready? assessment at the start of the chapter identifies A ready-made test is available online for viewing and printing.
whether students have the foundational skills they need in order to Additionally, the bank of questions available in the Assessment tab in
successfully learn the new skills and concepts present in this chapter. ConnectED provides the option of customizing assessment for students.

Based on the results of the Am I Ready? items, use the differentiated Use the differentiated instruction options on the following page to
instruction options on the following page to address individual needs address individual needs before beginning the chapter.
before beginning the chapter.

Name

Draw an array to model each multiplication problem. Find the product.

Sample arrays: 1–6
1. 4 × 8 = 32 2. 7 × 7 = 49

3. 3 × 12 = 36 4. 10 × 4 = 40

5. 9 × 11 = 99 6. 4 × 15 = 60
Copyright © McGraw-Hill Education

7. Cora is making a picture. It will be a square. How many sides are

the same length?

all 4 sides are the same length

Shade the boxes to show the problems you answered correctly.

How Did I Do? 1 2 3 4 5 6 7

Online Content att  cconnectED.mcgraw-hill.com 819

819 Chapter 13 Perimeter and Area

 DIFFERENTIATED INSTRUCTION
Approaching Level On Level Beyond Level
15–20 min 15–20 min 15–20 min
TIER 2: Strategic Intervention TIER 1 Extend
Items missed: 3–4 Items missed: 2 Items missed: 1 or 0
• Use the Am I Ready? worksheets to review • Have students correct the items they missed • Have students complete the Chapter Pretest
concepts students missed on the assessment. and explain what their original error was. You to determine what skills in the chapter
may wish to use the Am I Ready? Corrections students already know.
Worksheet. • Use a Math at Home: Game Time worksheet
• Have students complete the Chapter Pretest from a previous chapter.
to determine what skills in the chapter
Reassess students already know.
• To reassess, use the chapter Diagnostic Test • Use a Math at Home: Game Time worksheet
in the Assessment Masters book. from a previous chapter.

For additional strategic intervention activities,

visit the online Teacher Center.

Developed by Stanford University, Redbird Mathematics provides online, research-

driven activities that allow students to learn at their own pace. In addition to dynamic
projects and games, the unique adaptive motion engine individualizes and adapts
instruction so students achieve mastery. Reporting of student progress gives teachers
real-time data of student performance.
Redbird Mathematics is a separate purchase.

Intensive Intervention
TIER 3
Number Worlds™ is an intensive intervention program that focuses on students who are one or more
grade levels behind in elementary mathematics.
For correlations to chapter and lesson content, see the Response to Intervention Resource Guide
available online.
Number Worlds™ is a separate purchase.

Online Content at connectED.mcgraw-hill.com Chapter 13 Perimeter and Area 819A

VOCABULARY
My Math Words My Vocabulary Cards
MP Integrating Mathematical Practices A definition appears on the back of the card, followed by a brief
activity. This activity reinforces word knowledge and reading across the
Practices 2, 3, 5, and 6 stress that knowledge of proper terminology and content areas. Students will record their answer in the space below the
its meaning are essential in understanding and using the concepts activity.
correctly in mathematical reasoning, communication, and problem solving.
Refer to the table below for the answer to each card’s activity.

Review Vocabulary Vocabulary Card Activity Answer

Where did they learn it?
area See students’ work.
• length (Kindergarten–Grade 3) perimeter No, because not all figures have 2 sets of equal sides.

• product (Grade 3) square unit Sample answer: Square units are used to measure area.
unit square 60 unit squares

Making Connections ELL For additional language support, My Vocabulary Cards are
Ask students to explain or show what they know about the review available in Spanish online.
vocabulary. For example, students may discuss the multiple meanings of
each word.
Preview the graphic organizer. Ask students to explain how they have
used arrays in previous chapters. Sample answer: To solve multiplication
problems. Have a volunteer come to the board to draw an array to
show 3 × 5.
After students have completed the graphic organizer, discuss with them
how the arrays in this activity helped them to visualize figures such as
rectangles and squares.

You may wish to add the chapter vocabulary words

to the Virtual Word Wall.

Name

Vocab
IId
d
deeass fo
ea orr U se
• Write
a ta
t llllyy m
re
ead
ea do ark o
onn ea
orr w i e ch

Vocab

Review Vocabulary viie

eww prro
obblle
em-
The di work k ba
b ck
stance ckw
kwarrd
d
d,
length product around cttu
urre
e..
a close
d figur
e.
The nu
mber of
Lesson 13–3
3 Lesson 13–1 figure
withou square units
t any ov
erlap. needed to co
Making Connections area perimeter ver a
Use the review vocabulary to complete the chart.  gths.
he area
4 ft w w
Look at the array below. Write a What number represents the length
multiplication problem to describe it. of this array? A squa
re 8wiftth 
Then find the product. a side
length P=+w++w
32 square feet of one
unit. P = (2 ×  ) + (2 × w)
A unit
for mea
Lesson
esson 13–3
1 Lesso
Lesson
sson –3 square.
on 13–3
3–3
–3 suring
area. Co
ntains
one un
square unit unit square it

Length (ft) Width (ft) Area (sq ft)

5 × 10 = 50; 10 x 5 = 50 15 7 3 21 1 unit

Draw an array that represents a product Suppose the array below represents
of 20. a figure. Describe this figure’s sides.

See students’ drawings.

ion
on
attio
Educat
ucat
cat o Digital
Dig
Di urce
ourc
our
Sou
gitall Lightt So nc
Inc
rrce, In
ource

Education
ill Edu

atio
Educatio
Educa
McGraw-H

h © McGraw-Hill
ra

Graw
©M

Sample answer: It has 2 sets

Copyright

Copyright
yyri
pyr

of equal sides.
py

Cop

820
820
20 Chapte
20 hapte
apte
pterr 113
pte 13 Per
Perimeter
Perime ter
er and
and A
Area
Are

820–822 Chapter 13 Perimeter and Area

 FOLDABLES®
• One side of the Foldable deals with rectangles and the other side
My Foldable deals with squares. The first example is worked out on both sides so
MP4 Model with mathematics. that students can see what the drawing looks like and how to find the
value of the perimeter and area for each.
What’s the Math?
• Once students feel comfortable with the first examples, they can fill
This Foldable provides practice with applying the perimeter and area in the missing sections in each row of the Foldable. For example,
formulas for rectangles and squares. sometimes students are to generate a drawing and an area based on
How Do I Make It? the perimeter provided.
• Tear out the page and cut off the top banner. • Students can work in pairs to explain their reasoning in order to justify
• Fold along the green dotted lines to help define the rows. how they came up with the missing information.
• Fold along the gold dotted lines to divide each row into three
sections: Perimeter, Draw, and Area.
How Could I Use It?
• Explain to students that they are going to be finding the area and
perimeter of squares and rectangles.
• Encourage students to think about the formulas for area and
perimeter. Ask questions to help students realize that they are
different for rectangles and squares.

Teacher Notes
1

Foll
Fol
o ow th
the
he steps
tep
eps
ep
pss
p
Perime on
on the back tto
o make
ak you
yo
your
o r
te r Fold
old
dabl
able
ab
ble.
Draw
Area Area
21 + 21
+
Perimeter 21 + 21
= Draw
84
P = 84 21 ft
ft
21 × 21
2 + 5 + 2 + 5 =14 = 441
2 × 5 =10
2 ft 21 ft A = 441
P = 14 ft sq ft
A = 10 sq ft
5 ft

60 × 60
23 in. = 3,600
20 × 23
20 + 23 + 20 + 23 = 86 A = 3,6
00 sq y
20 in. A = 460 sq in. d
P = 86 in.

1 cm
3 cm 1 cm
Copyright © McGraw-Hill Education

3 + 11 + 3 + 11 = 28 3 × 11
34 + 34 11 cm
+ 34 + A = 33 sq cm
P = 28 cm 34 =136
P = 136
Education

in.
Copyright © McGraw-Hill Ed

26 + 4 + 26 + 4 = 60 26 in. 26 × 4 = 104
4 in.
P = 60 in. A = 104 sq in.

Online Content at c
connectED.mcgraw-hill.com Chapter 13 Perimeter and Area 823–824