Australian Curriculum Year 5 ACMMG109 -­‐ Calculate the perimeter and area of rectangles using familiar metric units. Key Idea •  Exploring efficient ways of calcula;ng the perimeters of rectangles such as adding the length and width together and doubling the result. •  Exploring efficient ways of finding the areas of rectangles Resources FISH problem solving kit Grid Paper 1cm2 Ruler Rectangular shapes of different sizes Geoboards Vocabulary perimeter, area, rectangle, cen;meters, meters, width, length Introductory Ac>vity Process-­‐Review Are perimeter and area the same? 1.  Give each student a rectangle shape. What do they noFce about the shape? (Rectangles have two lengths of the same size and two widths of the same size) 2.  Ask students Is there a difference between the outside of the shape and its interior? “How would you be able to find the distance around the outside of the rectangle? Revise the concept of perimeter. Ask students “How would I work out the perimeter of this rectangle?” 3.  Watch youtube video hNp://www.youtube.com/watch?
v=iaU1eX_DPkY&list=PLC044E5D54C53E8BA&index=1 This is a short song that is catchy and the students will learn the method for calculaFng perimeter. 4.  Ask students “How would you be able to find the amount of surface area that your rectangle covers?” Revise the concept of area. Ask students “How would I work out the area of this rectangle?” 5.  Discuss with students that perimeter and area can be measured using different metric scales. The rectangle the student was given would be best measured in cenFmeters, however a farmer would measure the perimeter/area of his paddock in meters and of his farm in kilometers . Ac>vity Process-­‐Calcula>ng 1.  Students construct rectangles on 1cm grid paper. They record the size of the lengths and widths and add them together to determine the perimeter. 2.  Ask students how many sides a rectangle has-­‐4 (2lengths and 2 widths) so they can double the size of the length and the size of the width, then add those two figures together, as an efficient way to calculate the perimeter of a rectangle. 3.  Introduce students to the formula for finding the perimeter of a rectangle – P = (L + W) x 2 4.  Students work out the area of a rectangle by counFng the total number of squares, one at a Fme. Next, they count the number of squares in one row and work out how many rows there are altogether. 5.  Ask students to write a statement about how perimeter and area are different in their learning journal. (Perimeter is a measurement of the distance around a shape. Area is the measurement of the space inside a shape) 6.  Students are asked to explore the perimeter and area of rectangles and answer the quesFon ‘Can rectangles have the same perimeter but different areas? You have been given some chickens and 12 metres of fencing wire to build a rectangular pen to house them. You want the chicken pen to have as much space as possible. You come up with three possible designs for the rectangular pen using the available fencing material. Which on has the largest area? •  Blue FISH What informaFon have you been given? Op>on 1 OpFon 1 P = (5 + 5) + (1 + 1) = (2 x 5) + (2 x 1) = 10 + 2 = 12 metres •  Yellow FISH What skills and strategies can I use to answer the quesFon? •  Green FISH How reasonable is my soluFon? Op>on 2 Op>on 3 Teacher reminds students of wriNen formula for perimeter-­‐P = (L + W) x 2 and the teacher asks the class to work on the first opFon together while it is modelled on the IWB Students are asked to use the FISH strategy to begin the task. •  Red FISH –What have you been asked to find? A = 1 x w = 5 x 1 = 5 square metres The pen area of opFon 1 is 5 square metres Students work on opFon 2 and 3 in pairs and work on an answer to the quesFon, which is share with the whole class. Inves>ga>on Digital Learning hNp://www.scootle.edu.au/ec/viewing/S4908/
index.html This interacFve resource defines the term 'perimeter', describes how perimeter is calculated and provides opportuniFes to pracFse calculaFng the perimeters of a variety of shapes. There is a link to a video that demonstrates the measurement and calculaFon of the perimeter of a rectangle. The learner is led through a sequence of acFviFes from calculaFng the perimeters of rectangles, regular polygons and composite shapes through to disFnguishing between perimeter and area. The final quiz tests the learner's understanding of the difference between perimeter and area and provides immediate feedback. hNp://www.scootle.edu.au/ec/viewing/S4909/
index.html In this interacFve resource students can pracFse measuring the side lengths and calculaFng the perimeters of a variety of simple shapes. A virtual ruler is used to make the measurements and students can insert the dimensions and the calculated perimeter into the diagram. The learner can choose to work with rectangles or regular polygons. hNp://www.bbc.co.uk/bitesize/ks3/maths/
measures/perimeter/acFvity/ Shape Explorer -­‐ hNp://www.shodor.org/interacFve/acFviFes/
ShapeExplorer/ Assessment Standard Year 5, students solve simple problems involving the four operaFons using a range of strategies. They check the reasonableness of answers using esFmaFon and rounding. Students idenFfy and describe factors and mulFples. They explain plans for simple budgets. Students connect three-­‐dimensional objects with their two-­‐dimensional representaFons. They describe transformaFons of two-­‐dimensional shapes and idenFfy line and rotaFonal symmetry. Students compare and interpret different data sets. Students order decimals and unit fracFons and locate them on number lines. They add and subtract fracFons with the same denominator. Students conFnue paNerns by adding and subtracFng fracFons and decimals. They find unknown quanFFes in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour Fme. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabiliFes between 0 and 1. Students pose quesFons to gather data, and construct data displays appropriate for the data. Assessment Tasks-­‐Students choose one to complete and jus;fy using the FISH strategy Op$on 1 Using 1 cm grid paper draw two different rectangles with perimeters of 32 cm. What is the difference in their areas. Op$on 2 You have a room that 3 m long and 5 m wide. What would be the area that you would need to carpet? The room has skirFng boards that will need painFng. Can you work out the perimeter? Op$on 3 This shape is formed by 5 squares. If the perimeter of the shape is 48 cm, what is its area?