This is a post from my previous blog - I can't believe I've had this freebie out for nearly four years! I'm glad so many people have gotten to use it!
Area and Perimeter Activities
Sometime middle school math students have difficulty remembering how to find area versus how to find perimeter, so I've tried to use a variety of activities to help them visualize and practice with these concepts.
This particular area and perimeter activity is a Footloose task card game to help students practice finding areas and perimeters of rectangles. This Footloose math activity includes 30 question cards that require students to:
When playing Footloose, students receive one task card at a times. Students solve every area and perimeter problem and record their answers in the corresponding box on the Footloose grid that they each receive. Sometimes I offer a little prize to the students who are the first finished AND have the most answers correct.
To get the freebie, click the button below! I hope you can use it (if you haven't already:-).
Other posts you might like:
Teaching Percent of Number in Middle School Math
What method do you use for teaching percent of a number concepts in middle school math?
When I teach students to find the percent of a number (or the part or whole), I introduce two different ways to find the missing number - using proportions and using equations. Since different math students often prefer different methods, I teach both, have students practice both, and then let them choose the method they like better. I've given an example of each method below.
The Percent of a Number Wheel shown here includes both methods. Each section of the wheel includes an equation and two examples, with room to solve using both methods. There's also a little room on the wheel (or around it) to add extra notes or your own examples, if you'd like. Around the wheel are a few practice problems that can be completed together or individually.
Method 2: Equation
1) When given the percent, change it to a decimal.
2) Substitute the given values into the equation. Use a variable for the missing number.
3) Solve the equation.
* If finding the percent, be sure the answer is in percent form (multiply the decimal answer by 100).
Example: What is 15% of 70?
part = % ∙ whole
x = 0.15 ∙ 70
x = 10.5
When we work with the equations, I do manipulate the equations to show students how they are all versions of the same basic equation.
For example, if we start with part = % ∙ whole and we're looking for the whole (say the part is 35 and the percent is 25), we end up with
35 = 0.25 ∙ x. From solving algebraic equations, students know that to
find x, both sides will be divided by 0.25, which gives them
x = 35/0.25
(whole = part/%)
If you decide to use the wheel, I hope you and your students like it!
If you're looking for more percent of a number resources, check out the Percent of a Number Center Resources on TPT.
To Read Next
This is a repost from 2013, transferred from my previous blog:-)
Some students finally got to play Fraction War today!
We again worked on the group problem solving that we started last week (comparing and ordering fractions), and continued with Footloose...also comparing and ordering fractions (click for description of Footloose game). Students finish Footloose at all different times, so the few that did finish today had the opportunity to play Fraction War with the fraction card decks I've made.
I am loving these fraction cards! I made them during the summer, just with the idea of playing "Go Fish," but I also used them for an equivalent fraction sorting activity, and now they are great for playing "War." The kids who played today did a great job deciding which fraction was larger....I asked them to write their work on paper, so I could be sure they weren't guessing, but after a few turns, I could hear them discussing as they found common denominators and made equivalent fraction to compare, or reduced the fractions to compare. They were definitely thinking!
I'm finding that the use of these cards is really helping students' mental math abilities as well as the math conversations that they are having.
Only a few students got to play today, but several of them asked to play during 9th period today (homework/activity period). I'm looking forward to more students playing tomorrow, as the rest of them finish up their Footloose!
Interested in more about fractions?
Check out the Teaching Fraction Operations course.
Grab this free fraction operations math wheel!
To Read Next
This is a post I wrote back in 2013 (now revised), on my other blog, so the observation I refer to was quite a while ago now...how time flies!
I was observed by one of my assistant principals today (a Friday). After 20 years, I don't get super-worried when I'm going to be observed, but I still feel a little anxious. Today, I decided to have the students complete a problem solving activity and then start a "Footloose" activity, even though they wouldn't finish....Footloose normally takes about 40 minutes, so I figured they could do about half and then finish on Monday. (I do this fairly often, to give students flexibility in their work time - they can take as long as needed to complete problem solving, but if they get done quickly, they can move on). Things went so well during the observation...AP commented that there was so much going on in the room, and that the kids were so engaged! I was happy:)
During the class, students worked on group problem solving, (which they have done previously, with other math skills). These particular problems involved comparing and ordering fractions. Our procedure was as follows:
1) Each group received a different sheet with a problem "situation" and 3-4 questions about that situation. (I have five different sheets so that we can do the problem solving several different days with the same concepts, if needed and if time allows).
2) Each group read their situation and each of the questions together.
3) Each student spent 5-7 minutes, thinking/working individually to solve the questions, writing their work on their own recording sheet.
4) When students completed their individual thinking time, they compared their ideas (and answers if they had them), discussed any differences in thought, and worked to agree on final answers.
5) The final answers (with work) were written onto a group answer sheet to hand in.
When we did this type of group problem solving the first time (with decimal problems), we spent about 5 days on the problem solving, with each group working on a different problem sheet each day. The students really like the problem solving, partly because they are able to talk out their answers with each other. It's great to hear their communication about math and how they are able to point out the steps a group member needs to complete or the concepts that they may have missed.
Today, it was great to hear them say "Oh, we're doing this again. I like this!" My AP commented that he listened to hear what they were talking about, to see if they were focused, and he could hear one student explain to another how the work that they had done was different from another student.
The problem solving took about 15 minutes, and then as each group finished their problem, they moved on to Comparing and Ordering Fractions Footloose. This is a great game for keeping students engaged, but moving! Students start out with one card and a sheet of paper with 30 blank "blocks" in which to write answers to the questions on the cards. Each card has a number on it, and students record the answer to each card in the same number block as the number on the card. After answering the question on the card they start with, students put the card on the chalk ledge and pick up another card with another question to answer. Students continue answering and returning cards until they have answered all 30 questions. Students work so quietly when they are doing this activity! My AP said it was like "night and day" when they switched from the problem solving to Footloose - they were talking about the p.s., but as soon as they started the Footloose, it was sooo quiet.....and I didn't have to say anything for it to be this way - it just happened.
As I mentioned, I don't really get worried when an observation comes around, but it was great to hear the positive feedback for these activities that I create for my students!
Hey there! I'm Ellie - here to share math fun, best practices, and engaging, challenging, easy-prep activities ideas!