The purpose of this activity is to provide students an opportunity to apply what they’ve learned about perimeter and area to design a small park. Since diagonal lines that connect the dots are not one length unit, students should use vertical and horizontal lines to design the park. When students make and describe their own choices for how they represent real-world objects, they model real-world problems with mathematics (MP4).

• Pair students up with a new partner.
• “Compartan su diseño con su compañero. Asegúrense de hacer preguntas sobre el diseño de su compañero y de responder preguntas sobre el diseño de ustedes” // “Share your design with your partner. Be sure to ask questions about your partner’s design and answer questions about your design.”
• 2–3 minutes: partner discussion
• Repeat cycles of pairing students up with new partners to share their park design as time allows.

The purpose of this activity is for students to solve problems that involve perimeter and area (MP2). The problems that students solve involve features that could be present in a park.

• For the last problem, display 3–4 different sets of dimensions that students used to find the possible perimeters, one at a time.
• For each set of dimensions, ask:
  • “¿Cómo sabemos que este rectángulo tiene un área de 48 yardas cuadradas?” // “How do we know this rectangle has an area of 48 square yards?” (If you multiply , it’s 48. I multiplied by multiplying , then and adding the products together to get 48.)
  • “¿Cuál es el perímetro de este rectángulo? Expliquen su razonamiento” // “What’s the perimeter of this rectangle? Explain your reasoning.” (I doubled the short sides, then doubled the long sides and added them together. I added the short side and the long side, then doubled the amount.)