Area Perimeter Project

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

This set of five activities can help solidify your
students’ understanding of area and

perimeter…in creative and engaging ways. These
activities are all in alignment with the Common
Core and other rigorous math standards for
grades 3-4. I use these as a supplement for my

textbook—and a replacement for some of the lower
level worksheets.

Use as whole class activities, as stations or
centers, or as options in math workshop. All of
them allow students to practice their skills and
deepen understanding about area and perimeter
concepts. Additional practice sheets are also

included for you to use if you wish.

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

Want to know how I kick off a unit on area
and perimeter? We begin by talking about

all the ways to measure shapes…and
eventually get to the point where we talk
about measuring “around” and “inside”. I
then review the definition of a rectangle
and we do a little exploration in pairs. We
use the form on the next page, spend some
time exploring, then we share our findings

with the class. It’s a great way to
practice math discourse and collaboration.
I use 1 inch plastic tiles, but you could use

paper tiles. I have included a page you
could reproduce and cut to make paper

tiles if needed.

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

Some students really start The activity in
noticing patterns…like the PICTURES!
double/halve pattern. One
I love my foam one
student even made the inch tiles….so quiet!
connections to “factors”. Paper square will
work just as well!
Victory!
Any recording is a
great way for

students to practice
precision—including
using the correct

units and labels.

Investigation 1: Use 12 tiles to build as many
rectangles as you can. Record your findings below.

Length Width Perimeter Area

Investigation 1: Use 36 tiles to build as many
rectangles as you can. Record your findings below.

Length Width Perimeter Area

How can you be sure you found them all?

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com



This activity asks students to
work in teams to find multiple
solutions to an area and perimeter
task. When they finish, they can
display their “art”—and can even
take it to the next level with a
differentiation option. This is a
great follow up to the introductory
activity I do. Do just the first page
or add the second page to extend
the learning. This makes a great

display as well!

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

The activity in
PICTURES!

This activity is not only a Makes a great display too!
great way to reinforce area
and perimeter concepts—but

is a great way to nurture
math talk and collaboration.

Can you create a shape with an area of exactly 24 square units
and a perimeter that is completely different than everyone else’s

on your team?
Draw it, check with your team, outline it, and color it in so that

each team member uses a different color.

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Now that you have solved part one of the challenge, work
together to see if you can find the following.
Use graph paper to help.

What is the smallest perimeter you can make with an area of
24 square units?

What is the largest perimeter you can make with an area of
24 square units?

BONUS:
Is it possible to make a shape with every perimeter between

your lowest and highest numbers?
Design a project that could show all of these possibilities.

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com



This activity asks students to keep
certain “rules” in mind as they

create three rectangles that fit the
criteria. You can stop at a

solution—or turn it into a fun and
easy art project that requires
careful measuring and a little
flair! Check out the pictures on the
following page! My students have

a blast with this one!

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

The activity in
PICTURES!

This activity was SO much fun…and there are many different
solutions. Students can work alone or collaboratively. They can use
graph paper or tiles—or just the formulas they have discovered. Just
cut up a bunch of ½ inch paper strips, print off the “rules”, suggest
strategies, and let them solve it! Encourage precise measurements

and accuracy.

Makes a great display too!

Your challenge:

Build 3 different rectangles with perimeters and areas
that fit the following rules.

Rectangle 1 Rectangle 2 Rectangle 3

Perimeter 12-16 inches 16-20 inches 20-24 inches
between

Area 8-12 sq. in. 12-16 sq. in. 28-35 sq. in.
between

Planning space (you may also use grid paper)

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com



Describe how you solved this problem. What steps did you
take to find rectangles that fit the rules?

What do you know to be true about the perimeter of
rectangles?

What do you know to be true about the area of rectangles?

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

CHALLENGE: Can you list the dimensions of ALL the
rectangles that would have a perimeter of exactly 30 inches?

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

This activity asks students to use
what they know about area and
perimeter to “be the teacher” and
provide feedback to imaginary

students who have solved a
problem. Common misconceptions
are addressed, and students have

the chance to write about and
later discuss their math thinking.

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

Be the Teacher! 4 feet 8 feet 6 feet

Mr. Numbers, the math teacher, asked his students to draw a
square with a perimeter of 32. He then wanted his students

to find the area. Here is the work that Anna, Brooke, and
Caleb did. Are any of them right? If YOU were the teacher,

what comment would you write for each student?

Anna’s work

A = 60 sq. ft.

10 feet

Brooke’s work

A = 64 sq. ft.

8 feet

Caleb’s work

A = 32 sq. ft.

8 feet

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Be the Teacher!

Mr. Numbers, the math teacher, asked his students to draw a

square with a perimeter of 32. He then wanted his students

to find the area. Here is the work that Anna, Brooke, and

Caleb did. Are any of them right? If YOU were the teacher,

what comment would you write for each student?

Anna’s work Solution “hints”

A = 60 sq. ft. 4 feet 8 feet 6 feet Students should notice that Anna does have a
10 feet picture of a square—and that picture has an area
of 60 sq. feet and a perimeter of 32 feet. The
problem is that a square must have equal sides
so Anna is incorrect.

Brooke’s work Students should notice that Brooke does have a
picture of a square—and that picture has an area
A = 64 sq. ft. of 64 sq. feet and a perimeter of 32 feet. She did
8 feet a great job!

Caleb’s work

A = 32 sq. ft. Students should notice that Caleb does have a
8 feet picture of a square, but Caleb did NOT make a
square with a perimeter of 32 feet—he did a
PERIMETER of 32 feet. He also did not use
numbers that would work for a square.

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

This activity asks students uses a
classic Marilyn Burns picture book
to get students thinking about how

area and perimeter can be
manipulated. A “before you read”
page is included along with math

to do to accompany the book.

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

Before we read…
What are all the possible ways you could seat 32 people at a
family reunion? Use the space below to show your thinking.

Which arrangement do you think is best?
Explain your thinking.

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Mr. Comfort did a lot of cooking! He made the following:

16 loaves of garlic bread
8 pounds of pasta
8 quarts of spaghetti sauce
96 meatballs

If all 32 of their guests show up, how much food could
they dish up on each plate? Show your thinking below.

Solution:

Each guest could get

______________ garlic bread ______________ spaghetti

______________ spaghetti sauce ______________ meatballs

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

What did you discover about area and perimeter by doing this
investigation and listening to this mathematical story?

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Looking for a few more pages of
practice to use as independent
work, centers, homework, or even
assessments? Check these out!

Copyright © 2015 M. Celley-Anderson
www.theteacherstudio.com

Can you create a new shape by cutting a rectangle
out of any side of this grid? After you do, figure out
the area and perimeter of the new shape. Record your
thinking on the next page. Want more challenge? Use
“half” spaces—or cut MORE than one rectangle out!

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

What was the area of the original rectangle?
What was the perimeter?
After cutting out a rectangle, what was the new area?
What was the new perimeter?
Explain what you have learned about the area and perimeter of
rectangles. Use clear math language.

Challenge: What would happen if you reattached the “cut out”
piece in a new place on the original rectangle. What could
happen to the area and perimeter? Experiment and share your
findings.

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Now try these! Work like a detective to find the missing
measurements on these irregular shapes so you can then find
both the area and perimeter.

10 cm 9 mm

8 cm 16 mm P =
P= A=
A=
7 cm
15 cm
12 ft 3 mm

P= 2 ft 4 mm 3 mm
8 ft A =
2 ft 5 cm
5 cm P = 2 ft 5 cm

30 cm
A=

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Now try these! Work like a detective to find the missing

measurements on these irregular shapes so you can then find

both the area and perimeter. SOLUTIONS

7 cm

9 mm
10 cm

17 cm 16 mm P = 56 mm 16 mm
8 cm A = 138 sq. mm

P = 54 cm

A = 175 sq. cm 7 cm
15 cm
2 mm

12 ft 4 ft
3 mm
3 mm
P = 44 ft 2 ft 4 mm 3 mm

2 ft

8 ft 2 ft
A = 88 sq. ft.

2 ft

12 ft 5 cm

5 cm P = 90 cm 30 cm 5 cm 10 cm
A = 200 sq. cm

35cm

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Solve the following: 14 ft

28 cm

P = 84 cm

A=

P=
A = 588 ft2

63 mm

P=

A=

P=
A = 256 sq. in.

48 mm
16 in

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

Solve the following: SOLUTIONS 14 ft

28 cm

P = 84 cm 14 cm
A = 392 sq. cm

42 ft
P = 112 ft.

A = 588 ft2

63 mm

P = 222 mm

A = 3,024 sq. mm

P = 64 in.

A = 256 sq. in. 16 in

48 mm
16 in

Copyright © 2015 M. Celley-Anderson www.theteacherstudio.com

I have taught grades 1, 2, 3, 4, and 6 for
the past twenty years and pride myself
on my creativity and ability to engage
students in meaningful learning. I have
my masters in educational leadership

and curriculum and look forward to
sharing many of my ideas with
all of you!

Look for more math resources in
my store!

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© 2015 M. Celley-Anderson

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