Area of a Rectangle: A = l x w

Give your child 48 pieces of square-shaped candy. Ask her to use her squares to make three different
“tables” in the shape of a rectangle—using 12 pieces of candy for each table. Explain that each piece of
candy is a square, so the area of each table is 12 square units. Tell your child to make each table different: 6
long and 2 wide; 4 long and 3 wide; 12 long and 1 wide. Ask them if there are any other ways to make a
rectangle table with area 12 square units. Ask them to explain their answer.

Together, draw the three tables on graph paper. Explain that the letter l can stand for how “long” the
rectangle is (length) and the letter w can stand for how “wide” it is (width). Remind children that 6 x 2 = 12
and 4 x 3 = 12 and 12 x 1 = 12. Ask if there are any other two numbers whose product is 12. Therefore, the
formula for the Area (A) of a rectangle is: A = l x w or A = 12 square units.

Perimeter of a Rectangle: P = 2 x l + 2 x w =2x(l+w)

Ask your child to figure out how many people can sit comfortably around each of his tables. For example, the
table that is “6 long and 2 wide” can seat 16 people: “6+2+6+2” or “6+6+2+2” or “2 x 6 + 2 x 2” or 2x(6+2).
Ask your child if he or she has a preference, if one way is quicker or easier to add the numbers. The distance
around the rectangular picnic table is called the perimeter, so the formula for the perimeter (P) of the
rectangle is: P = 2 x l + 2 x w or P = 16 square units. Ask if they can re-write the formula so it matches the
other ways of solving the problem.

Give each child a pencil and three index cards. Point out that the index cards are actually rectangles. On the
first card, ask the children to write, “The area of a rectangle is length x width, (A= l x w).” Using the second
card, have them run their index finger around the entire outside edge of the card—its perimeter—and then
write on the card, “The perimeter of a rectangle is two times the length plus two times the width, (P = 2 x l +
2 x w).”

Area of a Triangle: A= ½ x b x h
Use the third index card, scissors, a ruler and a pencil to illustrate the formula for the area of a triangle. Help
children draw a straight line from the top right corner to the bottom left corner of the index card (rectangle).
Then, cut on the line. The two triangles that are formed are each half the size of the original rectangle.

Have children experiment and decide whether it makes a difference which side is the height and which is the
base. Challenge them to explain why the area is the same even if the base and height are reversed.

Using the word “base” for length and the word “height” for width, explain that the formula for the area of a
triangle is A= ½ x base x height or (A= ½ x b x h), and encourage them to write the formula on each of their
triangles.