**Enrichment/Assessment
Activities**

__Activity 1__:

Have students create their own polygons and calculate the perimeter and area
of each. They can trade with a partner to check accuracy.

__Activity 2__:

Have students complete activity sheet (click link
to preview). For the blank item spaces students may select their own items to
measure and then calculate perimeter and area.

__Activity 3__:

As a class discuss what students feel needs to be included in the “perfect”
PE field (ie, basketball courts, baseball/kickball field, obstacle course, playground
area, track). In small groups have students design a model of the PE field of
their dreams using centimeter grid paper. Parameters of the various parts (ie,
courts, fields) should be established. In some cases this might be the perimeter
while in others the area might be given.

__Activity 4__:

Using a worksheet containing a number of dot-to-dot gameboards
of varying shapes and sizes, have each student play against a partner. When
they finish a game have them calculate both the perimeter and the area of each
gameboard.

__Activity 5__:

Students work to create a PowerPoint or Hyperstudio presentation to show mastery
of the concepts of perimeter and area.

**Grading Rubric**

Exemplary(4) Accomplished(3) Developing(2) Beginning(1)

**The student will be able to construct a polygon
and calculate the perimeter and area.**

Exemplary(4) The student will be able to independently
construct a polygon and calculate its perimeter and area accurately.

Accomplished(3) The student will be able to construct a polygon and calculate
its perimeter and area with minimal support.

Developing(2) The student will be able to construct a polygon and calculate
its perimeter and area with significant support.

Beginning(1) The student will be able to construct a polygon and calculate its
perimeter and area only if working with another.

The student will use Inspiration, Hyperstudio or PowerPoint to create a presentation
on area or perimeter.

Exemplary(4) The student will create the presentation
independently and present it to the class.

Accomplished(3) The student will create the presentation with minimal support
and present it to the class.

Developing(2) The student will create the presentation with significant support
and present it to the class.

Beginning(1) The student will assist another in creating some slides for the
presentation.