2015-2016 Curriculum Blueprint
Grade: 3
Course: Mathematics
Topic 16 – Solve Perimeter Problems
Flexible Time
Line
5 days
Topic Overview
Students will focus on recognizing perimeter as an attribute of polygons, finding perimeter using addition and multiplication, and finding an unknown side
length. Students distinguish the attributes of perimeter from the attributes of area by analyzing rectangles with the same perimeter and different areas or
with the same area and different perimeters.
Vertical Progression
2nd Grade
 Students develop an understanding of length and describe lengths using numbers and appropriate units.
 Students solve problems involving addition and subtraction of lengths.
4th Grade
 Students will solve real-world problems using area and perimeter formulas for rectangles.
Learning Goal
Essential Question
Students find and measure perimeter and compare it to different areas.
How can perimeter be measured and found as well as compared to
Topic 16 Scale
area?
Recommended
Instructional Sequence
Textbook Correlation
Essential Vocabulary
Step 1: Problem-Based Learning “Solve and Share”
*Be selective in choosing problems aligned to the standards
 perimeter
Problem-Based Learning Lesson Flow Map
within the topic. Lessons and problems used for instruction
 area
Conceptual
understanding
is developed when mathematics is
and assessment should be determined through collaborative
introduced in the context of solving a real problem in which ideas
unit planning.
related to the new content are embedded. Conceptual
understanding results because the process of solving a problem
Topic 16: Solve Perimeter Problems
requires students to connect their prior knowledge with the new
Lesson 16-1: Understand Perimeter
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 16-2: Perimeter of Common Shapes
Lesson 16-3: Perimeter and Unknown Side Lengths
Lesson 16-4: Same Perimeter, Different Area
Lesson 16-5: Same Area, Different Perimeter
Lesson 16-6: Math Practices and Problem Solving: Reasoning
(This should be taught throughout lessons 16-1
through 16-6)
Each lesson in the book begins with a Solve and Share. See the links
below for additional tasks to be used as needed:
Math Formative Assessment System (MFAS) Tasks by Standard
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the lesson
through the use of the worked-out problem in the textbook.
Deconstructed Standards
MAFS.3.MD.3.7 (DOK 3) Relate area to the operations of multiplication and addition. (This is taught in Topic 6)
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side
lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area
models to represent the distributive property in mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
 Find the area of a rectangle by tiling it in unit squares.
 Find the side lengths of a rectangle in units.
 Compare the area found by tiling a rectangle to the area found by multiplying the side lengths.
 Relate area of a rectangle to multiplication and addition by modeling the distributive property.
 Multiply side lengths to find areas of rectangles.
 Multiply using an area model (array)
 Recognize that areas of each rectangle in a rectilinear (straight line) figure can be added together to find the area of the figure
 Find areas of rectangles.
 Add areas of rectangles.
 Solve real world and mathematical area problems by multiplying side lengths of rectangles.
 Use rectangular arrays to represent whole-number products in multiplication problems.
 Decompose rectilinear figures into non-overlapping rectangles
 Use the technique of decomposing rectilinear figures to find the area of each rectangle to solve real world problems.
MAFS.3.MD.4.8 (DOK 2) Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths,
finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
 Define a polygon.
 Define perimeter.
 Find the perimeter when given the length of sides.
 Find the perimeter when there is an unknown side length.
 Exhibit (design, create, draw, model, etc.) rectangles with the same perimeter and different areas.
 Exhibit rectangles with the same area and different perimeters.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.4.1 Model with mathematics.
Additional Resources & Links
Georgia Unit
Unit 4
 The Fence or the Yard?
 A Whole Lot of Garden Hose
EngageNY - Module 7
Topic C: Problem Solving with Perimeter
Topic E: Problem Solving with Perimeter and Area
Can They be Equal?
This is a task to compare perimeter to area of rectangles
Table for 22: A Real-World Geometry Project
This Teaching Channel Video has students explore the relationship between area
and perimeter. Although this task was done with 6th grade students, the
highlighted content includes third grade standards.
Webquest for constructing a house using area and perimeter
www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
* Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
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How can you find an unknown side length by using a known
perimeter? Provide a written explanation and generate an equation
to help you solve for the unknown side length.
How can rectangles be alike but different?
How can shapes have the same area but different perimeters?
What does the perimeter of a polygon represent?
What type of problem would require the use of area and perimeter
as a solution?
Generate an unknown side length problem in which one must use
the perimeter of the shape to solve for the unknown side length.
Generate an unknown side length problem in which one must use
the area of the shape to solve for the unknown side length.
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS - MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review Lessons 16-1 through 16-6