https://padlet.com/hhuling/79ngnvunudrj Use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w) en-us 2016-12-07 19:03:18 UTC 2016-12-07 19:25:38 UTC hello@padlet.com hhuling https://padlet.com/hhuling/79ngnvunudrj/wish/142395096 *use - practice, do, manipulate, apply, maneuver

*determine - figure out, solve, find the solution, decide, calculate]]> 2016-12-07 19:07:38 UTC https://padlet.com/hhuling/79ngnvunudrj/wish/142395096 hhuling https://padlet.com/hhuling/79ngnvunudrj/wish/142398614 models - prototype, mock-up, imitation

formulas - l+w+l+w, 2l+2w, 4s, l x w

perimeter- circumference, boundary, border, outside rim, P=4s

rectangle- polygon, parallellogram, quadrilateral, block,

square - quadrilateral, polygon, rectangle, 2 sets of perpindicular sides

area - calculated by multiplying the length by the width, sector, A=l x w]]> 2016-12-07 19:16:27 UTC https://padlet.com/hhuling/79ngnvunudrj/wish/142398614 hhuling https://padlet.com/hhuling/79ngnvunudrj/wish/142401447  4.5(C) | use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)
3.7(B) | determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
3.6(C) | determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
3.4(E) | represent multiplication facts by using a variety of approaches such as repeated addition, equal sized groups, arrays, area models, equal jumps on a number line, and skip counting
3.6(D) | decompose composite figures formed by rectangles into non‐overlapping rectangles to determine the area of the original figure using the additive property of area
2.9(F) | use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
2.9(E) | determine a solution to a problem involving length, including estimating lengths
2.9(D) | determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
 2.9(A) | find the length of objects using concrete models for standard units of length
1.7(D) | describe a length to the nearest whole unit using a number and a unit
1.7(C) | measure the same object/distance with units of two different lengths and describe how and why the measurement differ
1.7(B) | illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
1.7(A) | use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement
1.6(F) | compose two‐dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible]]> 2016-12-07 19:23:53 UTC https://padlet.com/hhuling/79ngnvunudrj/wish/142401447