Build It
Think About It
1. Pick out the shortest and longest Rods. Lay the two Rods next
1. What is the relationship of the small to the long Rod?
to each other.
2. Estimate and write down how many short Rods, end to
end, are approximately the length of one long Rod.
Then do the actual measuring. Write down this answer
and compare.
4. Measure the length of three objects, first using the short Rod
and then the long Rod. Record the length of each object in
Rod units, e.g. my foot = ___ short (color) Rod units and
___ long (color) Rod units.
5. Use a ruler to measure the actual Rod lengths. Round up to
the nearest centimeter unit. Using these measurements,
find the length of each object in centimeters.
Primer Math Set: Activity Card 12a
Activity Card is produced in B&W ©1998 K’NEX Industries, Inc. Hatfield, PA 19440-0700 K’NEX 76208
25
2. When measured with the short or long Rods, did the
actual size of the object change? Did its size change
when measured with a ruler? What did change?
3. Describe a situation where you might need to measure
something without a ruler. What could you use to
measure the object? How would you measure using this
object? Why is it satisfactory to do this?
4. Since it’s possible to measure something without a ruler,
why do we need rulers at all? Describe some problems
that measuring without standard units (like on a ruler)
can cause?
Measurement
Activity
Measuring with Non-standard Units
1
20
Build It
Think About It
1. Build a square.
1. Write a definition for perimeter.
2. Write down how many Rods and Connectors make up the
2. What do you notice about the length and width of your
length and width of your square.
3. Use a ruler to measure the approximate length of your
square, rounding up to the nearest centimeter. Write it
down. L=__. Repeat this for the square width, W=__.
4. Find the perimeter of your square.
5. Now build a rectangle (non-square). Repeat steps #2-4
for your rectangle.
square in terms of Rods? What does this tell you?
3. Use multiplication to find the perimeter of your
square. Write the formula to find the perimeter of a
square.
4. What do you notice about the length and width of your
rectangle? Use multiplication to find the perimeter of
your rectangle. Write down this formula.
5. List two examples of why it’s important to know
something’s perimeter.
Primer Math Set: Activity Card 12b
Activity Card is produced in B&W ©1998 K’NEX Industries, Inc. Hatfield, PA 19440-0700 K’NEX 76208
Measurement
Activity
Perimeters
2
Measuring Length & Width
Measuring with Non-standard Units
25
2
Perimeters
20
Measuring with Non-standard Units
Vocabulary
Objectives
Unit: an amount or quantity used as a standard of measurement
☛ To practice estimating, rounding and measuring skills
☛ To recognize the importance of measurement
Estimate: to find an answer which is close to the exact answer
Centimeter: a unit of length in the metric system; 100th of a meter
☛ To understand the relationship of things based on size
Round(ing): find(ing) the nearest larger or smaller number based on
specific criteria
☛ To use problem-solving and comparative thinking skills
Approximate: to give an answer which is close to the correct answer
☛ To transfer the knowledge and understanding of measurement from
a simple tool to a ruler in standard units
Ratio: the relation in number, degree or quantity between things
Tips & Troubleshooting
1. It is important to note that K’NEX Rods are unconventional sizes. Consequently,
Rod ratios are not always proportional. Students may need to round object
measurements to the nearest Rod length.
2. Since K’NEX Rods tend to be non-standard lengths, students will need to measure
to the nearest centimeter.
Take It Farther
1. Have students measure units and round the lengths to the nearest cm or 1/2 cm.
2. Students work in pairs. One person designs and builds an object out of K’NEX.
He/she then chooses a K’NEX Rod and measures the object’s longest side with it
and tells that information to the partner. The partner must determine, using
estimating skills, which Rod was used as the standard for measurement. Partners
then switch roles.
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Primer Math Set: Educator Guide
©1998 K’NEX Industries, Inc. Hatfield, PA 19440-0700 K’NEX 76208
Measurement
1
1
Take It Farther
Perimeters
1. Build an assortment of different shapes. Put them in size order and find their
perimeters. Compare the size ordering with the actual perimeter measurements.
Discuss the process and results.
Objectives
☛ To understand the concept of perimeter
☛ To practice math skills including measurement, addition and multiplication
☛ To infer the need for determining perimeter
s
2. Combine Rods to lengthen sides of different figures and estimate the value of the
larger perimeters. Do the actual measurement and calculation, then compare.
☛ To use logic and problem-solving to find math formulas which define perimeters
3. Ask students to investigate patterns in perimeter measurement results which
correlate to Rod length.
Tips & Troubleshooting
4. Build five different shapes. Find and record the perimeters of each. Add up all five
perimeters. Then connect these five figures into one large closed figure and find its
perimeter. Compare this with the sum total of the five individual perimeters. Discuss
and explain the results.
1. Perimeter is the length of each side of a shape added together. Have the class
determine the perimeter of the classroom floor plan (represented by the K’NEX
square) in terms of Rods. For example, if each side is a Red Rod, then the perimeter
would be equal to four Red Rods.
2. Encourage students to identify how they can use math in the problem-solving
process since the figure is a square—by addition, side A + B + C + D; and then
multiplication, since all sides are the same, 4 x side.
3. Once students understand perimeter, move on to actually measuring the Rods or
the length of the K’NEX classroom. NOTE: make sure they are taking true
perimeter measurements. This could be complicated by use of Connectors other
than red which do not create a flat, clear corner.
4. It is important to note that K’NEX Rods are unconventional sizes. Consequently,
measurements may need to be rounded to simplify the learning process. We
suggest rounding up to the nearest centimeter.
5. Once the rectangular shape is built, reinforce the perimeter concept again. Lead
them to identify that there are two pair of sides of equal length. Encourage them
to explore ways to use math and the paired sides to find the perimeter and different
perimeter formulas.
31
Primer Math Set: Educator Guide
©1998 K’NEX Industries, Inc. Hatfield, PA 19440-0700 K’NEX 76208
Vocabulary
Square: a plane figure with four equal sides and four equal angles
Multiplication: adding a number (factor) to itself any given number of times to
determine the total (product)
Perimeter: the distance around a closed figure
Rectangular: having the traits of a rectangle
Formula: a group of symbols or figures joined to express a single rule or idea;
a numeric expression for resolving math problems
Round(ing): find(ing) the nearest larger or smaller number based on specific criteria
Centimeter: a unit of length in the metric system; 100th of a meter
Rectangle: a plane figure with four sides and four equal angles; opposite sides are
the same length
Approximate: to give an answer which is close to the correct answer
Measurement
2