• Problem posing templates with different formats
• Shape cards with measurements
• Grid paper for drawing shapes
• Example problems at different complexity levels
• Problem quality criteria checklist
• Peer evaluation forms
• Digital or physical math manipulatives
• Student problem collection booklet

Create a set of shape cards with rectangles and squares of different dimensions. Develop problem posing templates with sentence starters and structure. Prepare example problems that show different ways to ask questions about area and perimeter. Design a quality criteria checklist for evaluating created problems.

1. Introduction to problem posing (5-7 minutes):
2. Explain that mathematicians don't just solve problems—they create them
3. Discuss how creating problems helps deepen understanding
4. Show examples of different types of area and perimeter problems
2. Review core concepts (8-10 minutes):
3. Brief refresh of area and perimeter formulas and relationships
4. Practice a few example problems that illustrate key concepts
5. Highlight connections between area and perimeter (e.g., shapes with same area but different perimeters)
3. Guided problem creation (10 minutes):
4. Model the process of problem posing using a simple rectangle
5. Demonstrate different question types you could ask:
6. Calculation problems: 'Find the area of this rectangle.'
7. Comparison problems: 'Which shape has the greater perimeter?'
8. 'What if' problems: 'What happens to the area if I double the length?'
9. Reverse problems: 'The area is 36 square units. What could the dimensions be?'
10. Use think-aloud to model the thought process for creating good problems
4. Problem posing practice (15-20 minutes):
5. Distribute shape cards and problem posing templates
6. Students create at least three different problems about their shape
7. Each problem should be different in type or complexity
8. Students include answer keys for their problems
9. Teacher circulates to provide guidance and feedback
5. Problem evaluation (5 minutes):
6. Review the problem quality criteria:
7. Clear wording with specific information needed
8. Mathematically accurate and solvable
9. Appropriate challenge level
10. Creative or interesting approach
11. Students self-assess their problems using the checklist
6. Problem exchange (10-15 minutes):
7. Students swap problems with a partner
8. Try to solve each other's problems
9. Provide feedback using evaluation form
10. Discuss any unclear wording or challenges
7. Revision and finalization (5-7 minutes):
8. Students revise their problems based on feedback
9. Create final versions for class problem collection
8. Extension: Create a class problem solving book with student-created problems organized by type and difficulty.

For struggling students, provide more structured templates and simpler shapes. For advanced students, encourage creating multi-step problems or those involving irregular shapes. For visual learners, emphasize drawing and diagramming in problem creation.

Evaluate created problems for mathematical accuracy, clarity, creativity, and appropriate challenge level. Assess students' ability to solve peers' problems as evidence of concept understanding. Note which problem types students gravitate toward creating, as this reveals comfort levels with different concepts.