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La Estatua de la Libertad tiene 2 bases cuadradas, 1 más grande que la otra. La base más grande tiene lados que miden 132 pies de longitud cada uno.

Estima el perímetro de la base cuadrada más pequeña.

Escribe una estimación que sea:

muy baja	razonable	muy alta

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to find the length of a missing side of a shape when the perimeter is given, using any strategy that makes sense to them. The Activity Synthesis highlights the variety of methods students used to solve the problem.

Launch

Groups of 2
“En una lección anterior, encontramos el perímetro de figuras en las que no estaban marcadas todas las longitudes de los lados. Ahora encontremos longitudes de lado desconocidas cuando conocemos el perímetro” // “In an earlier lesson, we found the perimeter of shapes when not all the side lengths were labeled. Now, let’s find some missing side lengths when we know the perimeter.”

Activity

5–7 minutes: partner work time
Monitor for students who:
- Subtract each side length from the perimeter.
- Double a given side length, subtract the result from the perimeter, and divide to find the other two sides.
- Divide the perimeter when the side lengths are all equal.

Este pentágono tiene un perímetro de 32 cm. ¿Cuánto mide el lado de longitud desconocida? Explica o muestra tu razonamiento.
Este rectángulo tiene un perímetro de 56 pies. ¿Cuáles son las longitudes de los lados que están sin marcar? Explica o muestra tu razonamiento.
Este pentágono tiene un perímetro de 65 pulgadas. Todos los lados tienen la misma longitud. ¿Cuál es la longitud de cada lado? Explica o muestra tu razonamiento.

Student Response

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Advancing Student Thinking

Activity Synthesis

Select previously identified students to share their strategies. Be sure to share at least one method (more if possible) for each problem.
Consider asking:
- “¿Cuándo sería más útil esta estrategia?” // “When would this strategy be most useful?”
- “¿Alguien pensó sobre esto de otra manera?” // “Did anyone think about it in a different way?”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to solve problems in situations that involve perimeter (MP2). Students may draw diagrams with length labels or simply reason arithmetically. They also explain how each problem does or does not involve perimeter. The Activity Synthesis provides an opportunity to begin discussing the difference between area and perimeter, which will be fully explored in upcoming lessons.

MLR8 Discussion Supports. Prior to solving the problems, invite students to make sense of the situations and take turns sharing their understanding with their partner. Listen for and clarify any questions about the context.
Advances: Reading, Representing

Engagement: Provide Access by Recruiting Interest. Synthesis: Invite students to generate a list of additional examples of needing to know the perimeter of an object or space that connect to their personal backgrounds and interests.
Supports accessibility for: Language, Visual-Spatial Processing

Launch

Groups of 2

Activity

“Tómense un momento para resolver individualmente estos problemas” // “Take some time to solve these problems on your own.”
5 minutes: independent work time
“Compartan con su compañero su razonamiento sobre su problema favorito” // “Share with your partner your reasoning on your favorite problem.”
2 minutes: partner discussion
Monitor for a variety of ways students solve these problems, such as by drawing a diagram or writing expressions or equations. Identify one student to share for each problem, with a variety of ways shown across the problems.

Resuelve cada problema. Explica o muestra tu razonamiento.

Un parque tiene forma rectangular. El lado más corto mide 70 pies y el lado más largo mide 120 pies. ¿Cuántos pies de cerca se necesitan para encerrar el borde del parque?
Priya hizo un dibujo cuadrado. Un lado mide 9 pulgadas de largo. ¿Cuántas pulgadas de cinta necesita Priya para enmarcarlo con cinta?
Una cama de flores rectangular tiene una cerca alrededor que mide 32 pies. Un lado de la cama de flores mide 12 pies. ¿Cuáles son las longitudes de los otros lados?
Kiran sacó a su perro a pasear. Esta es su ruta. ¿Cuántas cuadras caminaron?
Una habitación rectangular mide 10 pies por 8 pies. ¿Cuántas baldosas se necesitan para cubrir el piso si cada baldosa mide 1 pie cuadrado?

Student Response

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Advancing Student Thinking

If students say they aren’t sure how to get started on a problem, consider asking:

“¿De qué se trata este problema?” // “What is the problem about?”
“¿Cómo puedes representar el problema?” // “How could you represent the problem?”

Activity Synthesis

Select previously identified students to share their reasoning for each problem. After each problem, consider asking: “¿Alguien resolvió este problema de otra forma?” // “Did anyone solve this problem in a different way?”
If possible, keep the student work displayed for the Lesson Synthesis.