Name: Kendall McCarthy

Title or Topic of the Lesson and Grade Level: What is the Length of Your Body?
Measurement Lesson for 2nd Grade
Lesson Essential Question(s):
What are tools of measurement and how are they used?
How do I accurately measure to the nearest inch or centimeter?
How do I compare two lengths?
How can you interpret the data that has been collected?
Standards:
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and

measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe
how the two
measurements relate to the size of the unit chosen.
2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a
standard length unit.

Learning Objectives and Assessments:

Learning Objectives
Students will be able to measure the length of
their body in inches and centimeters using
pieces of yarn as an aid.

Students will be able to compare their body

length to another students body length.

Students will be able to calculate how much

longer/shorter their body length is in
comparison to other classmates.

Assessments
Students will cut a piece of yarn that is the
same length as their body. Then students will
measure the piece of yarn in both centimeters
and inches to discover the length in standard
units.
All students will put their piece of yarn on a
large poster in the front of the room, where the
students will be visually identify the differences
in length after teacher questioning.
The learners will compute addition and
subtraction problems on a worksheet, which
will identify the differences between the
students body length. The differences will be
expressed in standard units.

Materials:
Poster
Yarn
Rulers
Worksheets for each student
Scissors
Tape
Exit Ticket
Pre-lesson assignments and/or prior knowledge: Students have a prior knowledge about
tools of measurement
Learners have a prior knowledge how to effectively add and subtract numbers
A possible misconception is that students will use the end of the ruler to begin measuring,
but should line it up exactly at the zero to begin measuring. Students misconceptions
need to be corrected, so their measurements are not incorrect.

Lesson Beginning:
The lesson will begin with an informal formative assessment
The students will be handed out a worksheet, which will give the students extra,
independent practice with measuring objects in inches and centimeters.
*Worksheet is attached in the assessment section of the lesson plan.
Instructional Plan:

1) Lesson Beginning: Students will have a worksheet on their table as soon as math
instruction begins. Students will be given time to complete the worksheet independently
to get extra practice measuring in inches and centimeters.
2) After the students complete the worksheet, the teacher will model the main activity to
the class. The teacher will call up one student to help her demonstrate how to measure
body length with yarn. The teacher will take the yarn and cut the length according to the
students body length. After cutting the piece of yarn, the teacher will show the students
how to measure the piece of yarn with a ruler in both inches and centimeters. The
instructor will make sure to emphasize that students need to begin measuring the piece of
yarn at the 0 on the ruler, not at the end.
o Can one student raise their hand and paraphrase to the class what each of you is
responsible for in the activity?
o Who can recall for the class what we should NOT be doing during this activity
(Clarification of class rules)
3) Students will be split up into pairs to complete the measuring activity. Each pair of
students will be given a small roll of yarn, a ruler, scissors, and two worksheets for each
student. The students will each measure each others body lengths with the yarn. After
each pair has cut two pieces of yarn, both students will measure the yarn and record their
body length, according to the yarn, with both inches and centimeters.
o Differentiation included below
4) All learners will come up to the large poster at the front of the classroom, when the
teacher instructs the students to, to place their piece of yarn and record their
measurements in both inches and centimeters.
o Can all students please organize and record their body length data with the yarn
representative on the poster?
*Model of poster included in Assessments section
*Worksheet included in Assessments section
5) After all students have placed a piece of yarn on the poster, the teacher will ask
questions regarding the differences in lengths among the class.
o Can you recognize who has the longest body length in the class?
o On the other hand, can you recognize who has the shortest body length in the
class?
o Can someone locate two students on the poster who have similar body lengths?
o Can someone raise their hand and explain what was easy and this task and what
was difficult?
o Can a student please raise their hand and describe what else we could have
measured with the yarn?
6) Now that students have a better understanding on the different body lengths in the
class, the students will complete the rest of their worksheet, which asks the students to
identify a student who is taller, as well as a student that is shorter. After the students have
determined this information, the worksheet instructs them to complete addition and
subtraction problems accordingly.
o Can students evaluate their body lengths in comparison to others?

The following elements also need to be considered:

o Differentiation:
All 24 students in the class must be accounted for when planning a lesson.
This lesson requires students to be well behaved, as well as independent.
I paired students in ways that I felt they would cooperate the best
o Angel-Maya & Ismael-Rusbel: English language learners. Paired them together so
they could help each other and bounce off ideas with each other. The students in
the pairs will be able to communicate and understand each other. The students
may even learn new English words from their partner. Since math is a universal
language, these students will be able to grasp the mathematical concepts well.
o Addison-Kiley & Trevor-Dominique: These students are the extremely advanced
math students. I paired these students together so lower math students did not
hold them back. If these pairs finished earlier than the other students they had a
chance to move on to the early finisher activity.
o Sasha-average student & Darryl-average student: Sasha and Daryl have classified
learning disabilities and are struggling in both reading and math. I think that it
would be most beneficial for the two of them to be paired up with average students
in math. The average students in math may have the ability to reach these
students in a way a teacher cannot and help them move through their zone of
proximal development.
o Chase-Sadie & Christian-Kamryn: I placed the students who were struggling in all
areas of math, but are non-classified with the students who have ADHD 504 plans.
The students who are struggling in all areas of math are not considered to have a
learning disability, so they are still very capable of completing math lessons. I
placed them with the students who have ADHD 504s, because Chase and Christian
may be very competent in math areas and just have attention issues. Hopefully,
the students who struggle in math and the students who have attention problems
will balance each other out and work well together.
o Semaj-average student & Ryder-average student: I placed the students who have
behavioral problems with average students. The hope is that the average students
will want to focus on math and inspire their partner to not be distracted by anything
that could become a behavioral issue. This lesson requires the students to
cooperate and work well together, so hopefully the average math student is able to
work well with the student who has behavioral issues.
o Dylan-average student & Tyler-average: student: I paired two average students
together. They will most likely work well together and have similar cognitive
processes. These two students will likely work at the same pace.
o Questions:
o Can one student raise their hand and paraphrase to the class what each of you is
responsible for in the activity?
o Who can recall for the class what we should NOT be doing during this activity
(Clarification of class rules)
o Can all students please organize and record their body length data with the yarn
representative on the poster?
o Can you recognize who has the longest body length in the class?
o On the other hand, can you recognize who has the shortest body length in the
class?
o Can someone locate two students on the poster who have similar body lengths?
o Can someone raise their hand and explain what was easy and this task and what
was difficult?
o Can a student please raise their hand and describe what else we could have
measured with the yarn?
o Can students evaluate their body lengths in comparison to others?

o Classroom Management:
The groups were differentiated in the hopes to minimize behavioral problems.
Before the students are sent off to complete the activity with their partner, the teacher
asks one student to state the classroom rules and the consequences, so the students
know what is at stake.
o If any students are acting up, they will not be able to participate in the activity and
will have to complete workbook pages, while the rest of the class finishes the
activity.
Pairs will go up to the front of the room when they are called on, to collect the necessary
materials for the activity.
After pairs measure each other with the yarn and record their values in inches and
centimeters, they will be called up one by one to record their data.
After the students are done collecting and recording their data they will be sent back to
their desks where they must pair-share other units of measurement besides centimeters
and inches.
o Transitions:
Students will complete the introduction activity and after this the teacher will transition
directly into modeling the main activity.
After modeling the activity, the teacher will begin to call up pairs one by one to receive the
materials necessary for the task.
After the students begin to complete the activity, the teacher will call up all of the
students one at a time.
When the students record their data, they will be sent back to their desk, where they will
be instructed to pair-share other measurement units, besides inches and centimeters.
After each student records their data, the teacher will ask the students questions about
the different lengths.
The lesson will naturally transition to the remainder of the worksheet after the class
discussion of the differences in lengths.
Closure:
Students will complete an exit ticket after the lesson is complete
3,2,1 The students will list three things they learned in the lesson, two examples of
something they learned and one question they may have or one statement about
something they are still confused about.
The teacher will be able to use this exit ticket as a way to gauge student understanding of
the measurement concepts introduced in the lesson.

Assessments:
1. Lesson Beginning-informal assessment

2. Model of Poster

Student
Name

Measuring Body
Length In Yarn
Student
Name

Student
Name

Student
Name

Student
Name

Student
Name

(Piece of
yarn taped
down)

(Piece of
yarn taped
down)

(Piece of
yarn taped
down)

(Piece of
yarn taped
down)

(Piece of
yarn taped
down)

(Piece of
yarn taped
down)

Inches:

Inches:

Inches:

Inches:

Inches:

Inches:

Centimeter
s:

Centimeter
s:

Centimeter
s:

Centimeter
s:

Centimeter
s:

Centimeter
s:

_______

3. Worksheet

Measuring Body Length In

Yarn Worksheet

Part One: After measuring your body and your partners body with the yarn, measure the yarn in
both inches and centimeters to determine the length of your body in standard units. (Dont forget
the units!)

Inches:________________________
Centimeters:______________________

Wait for further instruction.

Part Two: Can you name a student who is taller than you? Can you also list a student that is shorter
than you? Can you list a student that is similar in size to you? Make sure to look at the poster!

Taller Student____________________
Shorter Student __________________
Similar Height Student _______________
Wait for further instruction.
Part Three: After identifying the names of students, who are shorter and taller than you, please
complete the following addition and subtraction equations.
Student that is taller than you______________
you_______________________

Student that is shorter than

How much taller is the student? (inches and

centimeters)

How many more inches would the other student

need to grow in order to be your height? (inches
and centimeters)

_____________ - ___________ = ____________

_____________ - ___________ = ____________

_____________ - ___________ = ____________

_____________ - ___________ = ____________

Express this in an addition equation.
_____________+ __________ = _______________
_____________+ __________ = _______________

4. Early Finishers:

Comparing Two Measurements

Name:

Measurethewidth and height of each block in inches and in centimeters.

Answers

Ex)
Ex. (w - in)

Ex. (h - in)

1 1/2

Ex. (w - cm)

12

Ex. (h - cm)

1. (w - in)

1. (h - in)

1 1/2

1. (w - cm)

2.5

1. (h - cm)

3.8

2. (w - in)

2. (h - in)

1 1/2

2. (w - cm)

10.2

2. (h - cm)

3.8

3. (w - in)

4 1/2

3. (h - in)

1 1/2

3. (w - cm)

11.4

3. (h - cm)

3.8

4. (w - in)

2 1/2

4. (h - in)

0 1/2

4. (w - cm)

6.4

4. (h - cm)

1.3

1)

2)

3)

4)

Math

www.CommonCoreSheets.com

1-10 94 88 81 75 69 63 56 50 44 38
11-16 31 25 19 13 6 0

5. Exit Ticket

Name_______________________________
1. List

3, 2,
1

Date__________________

three things that you learned today.

2. Give

two examples of what you learned.

3. Write

one question you may have or write something that you are still

confused about.

References:

http://www.education.com/worksheet/article/inching-along/
http://m.mathblaster.com/Mathblaster/uploaded-files/small-screenshots/measure-in-centimeter.jpg
http://www.incredibleart.org/lessons/elem/MaryAnn-Measure.htm
http://www.commoncoresheets.com/Math/Measurement/Comparing%20Two%20Measurements
%20(wh)/1.pdf

Lesson Plan Format

School of Education
The College of New Jersey
Name: Kendall McCarthy
1. Title or Topic of the Lesson and Grade Level: Measuring as a Painter: STEM Lesson
Plan (4TH Grade)
2. Lesson Essential Question(s): Write an overarching question that best frames the
understanding you want your students to develop.
How do you accurately measure to the nearest unit?
How do you convert one unit of measurement to another unit of measurement?
How can you calculate the correct area and perimeter of an object?

3. Standards: Identify the appropriate standards that you will assess in this lesson.

4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single
system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents
in a two column
table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for
feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find
the width of a rectangular
room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an
unknown factor.

4. A. Learning Objectives and Assessments: Write a sentence for each of your desired
learning outcomes. These must be written in observable terms and be assessable. These must
also correlate to the Common Core Standards addressed above.
Learning Objectives
Assessments
Students will be able to accurately measure to
The learners will compute various
the nearest unit.
measurements with a ruler and an electronic
scale and record their responses.
Students will be able to convert one unit of
Students will convert their initial
measurement to another unit of measurement. measurements in a conversion chart to a new
bigger/smaller unit.
Students will be able to calculate the proper
Students will use the formula a=l*w and
area and perimeter of an object.
p=2l+2w to calculate the proper values for
area and perimeter.
B. Assessments: Describe the assessments you will use to measure the student progress
towards or success in attaining the learning objectives. You may include homework assignments.
5. Materials: List materials/resources you and the students will need to teach/learn this lesson.
Rulers
Toothpicks
Play-Doh
Conversion charts for each student
Worksheets for each student
SmartBoard
6 . Pre-lesson assignments and/or prior knowledge: Describe the prior knowledge that you
believe your students bring to the lesson. This may include relevant background knowledge,
possible misconceptions, or prior lesson content.

Prior
o
o
o
o

Misconceptions:
o Students may have misconceptions about what units are bigger than others. For
example, if a student is converting meters to centimeters, they may divide to get a
smaller number instead of multiplying to get a large number.

Knowledge:
General area and perimeter concepts,
Using measuring tools accurately
Having a basic knowledge on how to convert metric units to other metric units.
Prior Knowledge will be tested with a pre-test of converting simple metric units to
other metric units.

7. Lesson Beginning: Describe the activity you plan to use to focus the learners in this lesson.
How will you engage and motivate them? This activity may serve as an informal assessment
(examples include homework review, brainstorming, writing prompts, etc.)
Today you are all going to be painters who work in a paint shop. Being a painter is not
an easy job because you must respond to all of the customers needs, whatever that may
be. Before you begin your painting duties, I want you to please fill out a pre-test, which
will test your conversion skills.
* Do Now/Pre-Test is included in the Assessment Portion
8. Instructional Plan: Break down the activities by giving a detailed description of what you
and the children are going to do in each part of the lesson. Consider how you will engage
students in the learning activities.
1) Lesson-Beginning: Engage children in explaining that they are painters for the day. Before the
activity begins, the children will complete a pre-test on basic conversions.
o Can anyone describe the process of converting metric units to other metric units?
o Can anyone relate this process to anything else that they have learned in math or
perhaps another subject?
2) Children will break off into six groups of four students. Each group will receive five task cards,
which the students must work on together. The students will all receive worksheets and
conversion charts that they are to fill out after completing each task card. One of the task cards
has engineering practices included on it to integrate math skills, as well as engineering skills.
* Attached below under assessments
3) During the task card activity, the teacher will walk around and ensure that each student is
participating in the group work and they are all staying on task.
4) After the class has completed the task cards, the teacher will ask the students to sit back at
their desks.
5) The instructor will pull up the conversion chart that all the students have and display it on the
SmartBoard. The teacher will ask the students to volunteer to come up and write on the
SmartBoard their conversion values and how they arrived at these numbers. The children are
practicing their math and science skills at the same time when they are displaying and
organizing their math values in a chart.
o Who can convert the values on Task Card 1, 2, 3, 4, 5?
o Can any student explain the process they went through in order to convert these
values?
o Can someone describe when you would convert values in a real life situation?
6) Teacher will conclude the lesson and ask students: Justify what your favorite part of this lesson
was and why? (Hope that students will be scattered in their choices and choose math,
engineering and science) Students will be instructed to complete an exit ticket, or homework if
not finished in class. The exit ticket will reinforce area and perimeter practices and will ask the
students to reflect on the lesson to determine if they had trouble.

The following elements also need to be considered:

o Differentiation: Explain how you are going to make this lesson work for the range of
students you have in your class. Describe the different ways that you will provide input and
differentiate instruction so as to give students access to the content. Describe accommodations
and adaptations you are going to make for specific students with special needs. Identify and
sketch/attach extra work that you will give to early finishers in the Assessment section.
There are six groups of four students each and they were split up in ways that I thought
they would be best successful and cooperative.
The early finishers will be able to stay on task five for an extended period of time. This will
give these students a chance to build more model rooms and extra practice in
measuring these rooms.
The groups are as follows:
o Average-Addison-Sasha-Angel: I placed an average student, with an advanced math
student, a student struggling in math and an English Language Learner in the same
group. I thought that the mixed ability levels would work well with this activity.
Such that the advanced student may be able to scaffold the struggling student and
use important math vocabulary words that the English Language learner may be
able to pick up on and use in the future. The average student will also be able to
help scaffold. The team will balance each other out.
o Average-Kiley-Darryl-Maya- I placed an average student, with an advanced math
student, a student struggling in math and an English Language Learner in the same
group. I thought that the mixed ability levels would work well with this activity.
Such that the advanced student may be able to scaffold the struggling student and
use important math vocabulary words that the English Language learner may be
able to pick up on and use in the future. The average student will also be able to
help scaffold. The team will balance each other out.
o Average-Trevor-Tyler-Christian- I felt that the average student and the advanced
student would be able to balance out a student who was struggling in math and a
student with an ADHD 504. The more high achieving students will hopefully be able
to keep everyone in the group on task and step up as leaders. By guiding the
group, the lower achieving students will benefit more than if they were working with
students similar to them.
o Average-Dominique-Dylan-Chase- I felt that the average student and the advanced
student would be able to balance out a student who was struggling in math and a
student with an ADHD 504. The more high achieving students will hopefully be able
to keep everyone in the group on task and step up as leaders. By guiding the
group, the lower achieving students will benefit more than if they were working with
students similar to them.
o Average-Sadie-Ryder-Ismael-I felt that the average student would be able to lead
the group and help the students who were struggling in math, had behavior issues,
or were ELLs. Group work will inspire students and promote social interaction.
Hopefully the task is intriguing enough that the student with behavioral issues will
not act up. Through the group work, the ELL student will pick up language from the
other students. Even though one student in the group struggles with math, with the
help of the other classmates, he/she should be fine and succeed with these tasks.
o Average-Kamryn-Semaj-Rusbel- I felt that the average student would be able to lead
the group and help the students who were struggling in math, had behavior issues,
or were ELLs. Group work will inspire students and promote social interaction.
Hopefully the task is intriguing enough that the student with behavioral issues will
not act up. Through the group work, the ELL student will pick up language from the
other students. Even though one student in the group struggles with math, with the
help of the other classmates, he/she should be fine and succeed with these tasks.
o Questions: List key open-ended questions you are going to pose in each activity. Consider
Blooms Taxonomy as you write your questions.

o
o
o
o
o
o

Can anyone describe the process of converting metric units to other metric units?
Can anyone relate this process to anything else that they have learned in math or
perhaps another subject?
Who can convert the values on Task Card 1, 2, 3, 4, 5?
Can any student explain the process they went through in order to convert these
values?
Can someone describe when you would convert values in a real life situation?
Justify what your favorite part of this lesson was and why? (Hope that students will
be scattered in their choices and choose math, engineering and science)

o Classroom Management: Consider strategies such as grouping, distributing materials, and

identify potential behavioral problems.
The early finishers will be able to stay on task five for an extended period of time. This will
give these students a chance to build more model rooms and extra practice in
measuring these rooms.
Groups were created in ways that would inspire students to work hard. The students who
may not be as capable will be able to participate and be active in the tasks because of the
higher achieving students that they were placed with.
Teacher will walk around the room and give extra, individualized instruction when
necessary.
o Transitions: Describe how you will transition and make connections between activities.
o Students will be actively engaged throughout the lesson because of the hands-on tasks
that are provided.
o The materials will be set up already for the six groups of students, so they can ease into
the activity as soon as the pre-test is complete.
o After all groups have moved through the tasks, they will be instructed to sit down at their
desks where the SmartBoard activity will take place.
o After the SmartBoard activity, students will be passed out an exit ticket to practice the
skills they learned during the lesson and reflect on their learning.
9. Closure: Describe how you will bring your lesson to a meaningful closure that summarizes
the lesson and provides you with information on what your students have learned and need to
learn in the future.
o The teacher will end the lesson by asking the students to relate the information they
learned to real life situations. The students will share their ideas on where they will be
able to use their knowledge on converting units in the future. The students will also be
asked to justify what their favorite part of the lesson was. Hopefully the students are
scattered and some enjoyed the science portion of organizing data, the engineering
portion of building the model rooms, and the math portion of converting units and solving
area and perimeter problems.
o The students will be handed a worksheet to work on independently that goes over area
and perimeter practices. At the end of the worksheet student will be asked to reflect on
the lesson and share if they had any difficulty. Students will also indicate how exactly how
they feel after the lesson.
o If students do not complete the worksheet then it will be assigned as homework.

Assessment:
1) Pre-Test:

Metric Units of Length

Kilometer
(km)

1 km = ___
m

A kilometer is about the

length of 100 school
buses lined up end to
end.

Meter
(m)

1 m = ___
cm

A meter is about half

the height of a door.

Decimete
r (dm)

1 dm =
___cm

A decimeter is about
the width of your
teacher's hand.

Centimet
er (cm)

1 cm = ___
mm

A centimeter is about
the width of a pencil.

Remember:
To measure smaller amounts, divide the basic unit into parts of ten, a hundred, or a
thousand.
To measure larger amounts, multiply the basic unit by ten, a hundred, or a thousand.

2) Task Cards: After reading the task cards, students will record answers on the
worksheets and conversion charts.
1) Dimensions of Mrs. Harts living
room:

2) Dimensions of Mrs. Harts living

room:

Width: 18m

Width: 18m

Length: 14m

Length: 14m

Find the area.

Find the perimeter.

Convert into centimeters.

Convert into centimeters.

3) Dimensions of Mrs. Harts

kitchen:

4) Dimensions of Mrs. Harts

kitchen:

Area: 306m

Area: 306

Length: 18m

Length: 18

Width: ?

Width: ?

Find the width.

Find the perimeter.

Convert into centimeters.

Convert into centimeters.

5) Pretend you are making a

model room. Make a model out
of toothpicks and play-doh to
represent a room in Mrs. Harts
mansion. Measure the model in
centimeters. Make as many
models as you can before time
runs out.
Length:?
Width:?
Area:?

3) Worksheet

Tasks of a
Painter

Name___________________________
Date_________________

Your job today is to act as though you are a successful house painter. You paint
rooms in houses almost everyday and also run a paint shop. As a painter you have to
use measurement daily. Follow the tasks below.

1) Mrs. Hart lives in a mansion! What is the area of Mrs. Harts living room? Can you
convert this value into centimeters?

2) What is the perimeter of Mrs. Harts living room? Can you convert this value into
centimeters?

3) What is the width of Mrs. Harts kitchen? Can you convert the width value into
meters?

4) What is the perimeter of Mrs. Harts kitchen? Can you convert this value into
meters?

5) Create your own model of a room with the toothpicks and the play-doh provided.
After your group has completed finishing your model, measure it to determine the
area and perimeter. After you have determined the area and perimeter in
centimeters, please convert these values to meters.

Original Value

Area of Mrs. Harts

Living Room

Converted Value

Conversion Chart

4)

meters

centimeters

meters

centimeters

meters

centimeters

centimeters

meters

centimeters

meters

Perimeter of Mrs. Harts

Living Room

Width of Mrs. Harts

Kitchen

Perimeter of Mrs. Harts

Kitchen

Area of Toothpick Model

Perimeter of Toothpick
Model

centimeters
meters
Conversion Chart: Will be given to students and displayed on SmartBoard.

5) Exit Ticket/Homework
Name:

Finding Perimeter and Area

Solvetheproblems.

Answers

1) A bathroom had a length of 3 feet and a total area of 27 ft .

What is the width of the bathroom?
2

2) A restaurant added a new outdoor section that was 8 feet

wide and 6 feet long. What is the area of their new outdoor
section?
3) A piece of sheetrock was cut so its length was 5 feet and
its total area was 45 ft2. What is the width of the sheetrock?

4) An island in the Indian Ocean had was 10 miles wide and

3 miles long. What is the perimeter of the island?

5) A rectangle had a length of 8 inches and a width of 7

inches. What is the area of the rectangle?

1.

9 ft

2.

48 ft2

3.

9 ft

4.

26 mi

5.

56 in2

6.

6 m2

7.

56 ft2

8.

28 ft

9.

10 ft

10.

5 mi

6) At the playground, the new sandbox was 3 meters wide

and 2 meters long. What is the area of the sandbox?

7) Nancy bought some wrapping paper for Christmas that

was 7 feet long and 8 feet wide. What is the area of the
wrapping paper she bought?
8) A window had a length of 8 feet and a width of 6 feet.
What is the perimeter of the window?

you
9) A piece of plywood had a total area of 30 square feet, with
a width of 3 feet. What is the length of the wood?

Reflection:
Was there
anything that
had difficulty
with in
todays
lesson?

Please explain.
10) A farm had an area of 35 mi2. The farm is 7 miles wide.
How long is the farm?

1-10 90 80 70 60 50
PleaseMa
circle
th the smiley face that shows how you feel after this lesson.

www.CommonCoreSheets.com

40 30 20 10

References:
http://www.studyzone.org/testprep/math4/d/metricl.cfm
http://www.commoncoresheets.com/Math/Area/Perimeter%20-%20Area%20(Words)/1.pdf