MEASUREMENT
REVISION IDEAS
ICE BREAKER
• This is a pentomino
• It is made using 5 tiles.
• There are 12 different pentominoes.
• How many can you make?
• Which one has the largest perimeter?
AREA & PERIMETER
Key Terms
• Region
•• Area
is
• the space inside a region
• Area
• Enclosed
• the size of a surface • Square units
• Perimeter
• Border
• Distance around
•• Perimeter
Boundary is
• Cover
• the total distance around
the edge
of a figure
• Around
• Total
distance
•
A
closed
line
bounding
a
plane
area
• Space
IDENTIFYING AREA & PERIMETER
• In each picture below:
• The red boundary is an example of perimeter
• the space inside the red boundary is an example of area
IDENTIFYING AREA & PERIMETER
• In each picture below:
• The red boundary is an example of perimeter
• the space inside the red boundary is an example of area
IDENTIFYING AREA & PERIMETER
• Look at the following shapes. Use a red crayon to show the
perimeter and a blue crayon to show the area.
AREA OR PERIMETER?
• Question analysis
• Avoid memorising key words
 Rim
 Tiles
 Edges
 Carpet
 Fence
 Border
•
AREA OR PERIMETER?
• Look at the following prompts. Complete each to give an
area/perimeter question
• Mr Johnson is painting his wall….
• Mr Jones bought a plot of land…
The area of each region is about ______ pieces of
paper
AREA AND PERIMETER
• I am thinking of a rectangle with an area of 24 square units.
What could its perimeter be? (Use your square tiles to help
you)
• I am thinking of a rectangle with a perimeter of 24 units.
What is the largest area that it could have? (Use your
square tiles to help you)
MAKE AN AREA OF 17 SQUARE UNITS
MAKE AN AREA OF 27 SQUARE UNITS
MAKE AN AREA OF 30 SQUARE UNITS
MAKE AN AREA OF 20 SQUARE UNITS
SAMPLE LESSON:
PLANNING FOR GUESTS AT A PARTY
• Topic: Area and Perimeter
• Learning outcome: application of the knowledge of area and
perimeter to a real life situation.
• The questions in the activity begin with “low-readiness” to “middle
readiness” to “higher readiness”
PROBLEM-SOLVING
• There are 12 guests trying to seat themselves together at the same table
• Six guests were seated around two tables as in figure 1.
PROBLEM-SOLVING
• The guests add 2 more tables, thinking that this will allow
six more people to sit (figure 2).
PROBLEM-SOLVING
• The guests add an additional 2 tables, still trying to seat 12.
•
•
•
•
How many tables are together now?
How many tables were added?
How many chairs were there at start?
How many chairs fit around the table
now?
• How many seats did they gain?
• Do they have enough seats?
• How many more seats do they still
need?
PROBLEM-SOLVING
• What is the perimeter of this
arrangement?
• How does the perimeter of this
arrangement compare to the perimeter of
the previous table?
• What is the area of this arrangement?
• How does the area of this arrangement
compare to the area of the previous
arrangement?
• How many people can sit at the table
now?
PROBLEM-SOLVING
• Why didn’t adding two more tables make it so six more
people could sit at the table?
• Would it help if they had added the tables to the ends,
making a long line instead of a square? Why or why not?
• Will adding two more tables (for a total of six tables) solve
their problem? Why (or why not)?
• Is there any way to add tables and gain more than two seats
(while still keeping the shape a rectangle)? Explain.
TEMPERATURE
• Temperature is the measure of how hot or cold
something is
• The boiling point has a temperature of 1000C
• A person’s normal body temperature is 370C
• The freezing point has a temperature of 00C
TEMPERATURE
• What is the current reading on the
thermometer?
• How much more will the temperature
need to rise to reach the boiling point?
• How much more will the temperature
need to fall to reach the freezing point?
TEMPERATURE
Shade a temperature on B that
is 20 0C colder than the
temperature shown on A
A
B
TEMPERATURE
Shade a temperature on B that
is 25 0C colder than the
temperature shown on A
A
B