The focus of this activity is for students to recognise the relationship between the dimensions of a square or rectangle and the perimeter and area of these shapes. Students will need to use a systematic approach to show that they have found all the possible solutions.

##### Purpose

- Identify the qualities of a good mathematician
- Demonstrate the qualities of a good mathematician
- Recognise and provide a definition for perimeter
- Identify the relationship between the perimeter and the dimension of different rectangles
- Explain the definition for area
- Calculate the area of different rectangles
- Identify and use the standard units for perimeter and area
- Use a systematic approach to find the solution to the problem
- Share ideas with others and justify approach
- Listen to the ideas of others and build upon their suggestions

##### Curriculum Connections: VICTORIAN CURRICULUM F-10:

##### YEAR 5 – Using units of measurements

- Choose appropriate units of measurement for length, area, volume, capacity and mass (VCMMG195)
- Calculate the perimeter and area of rectangles and the volume and capacity of prisms using familiar metric units (VCMMG196)

##### At the end of this lesson students should be able to answer the following questions

- What do you know about this problem?
- What will be the perimeter of the rectangles?
- How many different rectangles can you find?
- Are all your rectangles different? (rotations/reflections)
- What are the dimensions of each of these rectangles?
- How do you find the areas?
- Are the perimeters and areas equal?
- What is the relationship between the perimeter and area of rectangles?
- What is the definition for perimeter and area?
- What is the standard unit for perimeter and area?
- How can you show you have found all the possible solutions?

*For more information, please download the attached lesson plan*.

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