In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure.  They come to understand that the space can be tiled with unit squares without gaps or overlaps.  They make predictions and explore which rectangles cover the most area when the side lengths differ.  Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter.  The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations.  Next students explore geometry.  Students tessellate to bridge geometry experience with the study of perimeter.  Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements.  Students solve word problems involving area and perimeter using all four operations.  The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this 25-day module, students work with two- and three-dimensional figures.  Volume is introduced to students through concrete exploration of cubic units and culminates with the development of the volume formula for right rectangular prisms.  The second half of the module turns to extending students’ understanding of two-dimensional figures.  Students combine prior knowledge of area with newly acquired knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths.  They then engage in hands-on construction of two-dimensional shapes, developing a foundation for classifying the shapes by reasoning about their attributes.  This module fills a gap between Grade 4’s work with two-dimensional figures and Grade 6’s work with volume and area.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Get independent practice working with finding the perimeter and area of triangles and trapezoids. Each incorrect response gets a text box explanation and another try. Correct responses are confirmed.

Harry and his students look at various arrangements of classroom desks in this video from Cyberchase.

The goal of this task is to use geometry study the structure of beehives. Beehives have a tremendous simplicity as they are constructed entirely of small, equally sized walls. In order to as useful as possible for the hive, the goal should be to create the largest possible volume using the least amount of materials. In other words, the ratio of the volume of each cell to its surface area needs to be maximized. This then reduces to maximizing the ratio of the surface area of the cell shape to its perimeter.

A main concern of shoe engineers is creating shoes that provide the right amount of arch support to prevent (or fix) common gait misalignments that lead to injury. During this activity, students look at their own footprints and determine whether they have either of the two most prominent gait misalignments: overpronation (collapsing arches) or supination (high arches). Knowing the shape of a person's foot, and their natural arch movement is necessary to design shoes to fix these gain alignments.

This lesson contrasts area and perimeter and has varied exercises for students about both concepts.

This lesson presents the idea that the area of any right triangle is exactly half of a certain rectangle, and contains varied exercises for students.

This fifth-grade lesson explores the area of a rectangle with fractional side lengths. We tile the rectangle with unit rectangles and show that the area is the same as would be found by multiplying the side lengths. We multiply fractional side lengths to find areas of rectangles.

Students teams determine the size of the caverns necessary to house the population of the state of Alabraska from the impending asteroid impact. They measure their classroom to determine area and volume, determine how many people the space could sleep, and scale this number up to accommodate all Alabraskans. They work through problems on a worksheet and perform math conversions between feet/meters and miles/kilometers.

The Center for Mathematics and Science Education at the University of North Carolina at Chapel Hill provides an interesting and easy-to-use dictionary of the history and meaning of many measurement terms. Metric, International, and English Customary Systems are included; but there are also explanations of Apgar scoring, hat sizes, radiocarbon year conversion, and many other tables and scales.

Brush up on your math skills relating to the area of parallelograms then try some practice problems to test your understanding.

Brush up on your math skills relating to the area of rhombuses then try some practice problems to test your understanding.

Brush up on your math skills relating to the area of trapezoids then try some practice problems to test your understanding.

Brush up on your math skills relating to the area of triangles then try some practice problems to test your understanding.

This resource investigates the concept of factors by creating rectangular arrays. The interactive tool allows learners to relate area to multiplication.

The interactive applet allows learners to explore the relationships between side length, area, and perimeter. Students see how changes in the scale factor influence the ratio of areas and perimeters. [Requires Java.]

This task asks students to identify which of the six polygons have the same area. Students may complete the task using a variety of techniques including decomposing shapes, using transformations (rotations, reflections, translations) to move one or more parts of the figure to another part to more easily calculate the area, enclosing the polygon inside a larger rectangle and then subtract the areas of the "extra" pieces, etc.

Sal finds area of a rectangle with different sized units. [3:43]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.