Explores middle school students' understanding of area and perimeter. Concludes that students need to construct visual representations of figures with given areas and perimeters, generate related word problems, and justify properties to grasp the concepts of area and perimeter. (ASK)

Uses the Paper Balloon origami form to help students discover the relationship between ratios of corresponding distance, area, and volume measures in similar solids. (YDS)

Presents a mathematics activity in which equal areas and volumes are focused upon when sharing a circular pie. (ASK)

Shares different students' solutions for a problem entitled Food for Thought from Jay's Dinner, which appeared in the March-April 1998 issue of Mathematics Teaching in the Middle School. The problem involves determining the maximum area to be fenced in by 60 feet of fencing. (ASK)

Uses instructional practices based on the van Hiele model to help students better conceptualize perimeter and area. (ASK)

Presents a mathematical puzzle that asks about "missing" area and leads to an exploration of the Fibonacci sequence as well as genuine inquiry in plane geometry connected to algebra. Discusses the inquiry, the concepts, the solution, and an extension that deepens all students' understanding of the connections between algebra and…

Presents a mathematics lesson that focuses on particular connections between geometry and measurement, how change in shape effects the area of the interior region of parallelograms with the same perimeter. (ASK)

Provides a set of classroom activities or steps that can be used to determine the area of a triangle on a sphere. (ASK)

Presents an extension of a Japanese mathematics lesson involving the area of a triangle and introduces concepts from trigonometry. (ASK)

Investigates the problem of finding all triangles that have natural-number sides for which the area is numerically equal to the perimeter. (ASK)

Presents an activity for eighth-grade students and beyond to explore relationships between and among the areas of various polygons. Emphasizes that students should be given the opportunity to design their own examples. (ASK)

Utilizes dragon curves which are made with three tiles and can be used to create fascinating patterns to help students understand the concepts of length, area, and perimeter of regions as defined by dragon curves. (ASK)

Describes the process of mathematical modeling, an extensive teacher's guide, and a student modeling activity to improve the efficiency of soft-drink packaging. (KHR)

Introduces a technique for developing tasks suitable for group investigation where students work from sets of numerical examples toward making generalizations. (ASK)

Presents an activity for demonstrating the area of five geometric figures--the square, the rectangle, the parallelogram, the triangle, and the trapezoid--that is based on a simple tangram puzzle. Suggests ways in which this activity can be used at several different levels. (ASK)