MATHS UNIT PLAN

TERM 2, 2018 – MATHS: MEASUREMENT

Year 5, W4

Curriculum content descriptions

Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)

Elaborations

 exploring efficient ways of calculating 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

 TIME ALLOCATION CONTENT LESSON FOCUS LEARNING EXPEREINCES RESOURCES ASSESSEMNT
DESCRIPTOR
THURSDAY
50 min per week

Week 1 NAPLAN
Lesson 1
Week 2 NAPLAN
Lesson 2
Week3 NAPLAN
Lesson 3
Week 4 Calculate perimeter to explore Introduce students to the objective of the lesson: to explore boundaries and perimeters and String
Lesson 4 and area of boundaries and investigate strategies for calculating the perimeter of shapes and apply these in a real-life
rectangles using perimeters and context. Calculate my perimeter
familiar metric investigate sheet
units (ACMMG109) strategies for Introduce the term ‘perimeter’
calculating the
perimeter of shapes
and apply these in a What is perimeter?
real life context.
Explain the derivation of the term
‘peri’ from the Greek word for ‘around’ and ‘meter’ meaning ‘measure’.

So, perimeter means ‘to measure around’.

Ask students to consider everyday situations that involve measuring the distance around
shapes (e.g. making a picture frame, building a fence, measuring the running track around the
oval)
Explore perimeters in the environment.
Ask students to:
• run their finger around the perimeter of surfaces that are close to them, such as their
desk top, pencil case and ruler
• walk around perimeters such as the classroom, the library or the undercover area.
In each case, emphasise that the perimeter is a closed shape that represents the distance
around the boundary.
Use the terms ‘length’ and ‘width’ when defining perimeter.

Give students a piece of string and calculate my perimeters sheet, with the string the
students trace around the outside of the shape and then measure how much string they have
used
Once finished, go through and discuss with class
 If time: study ladder

Week 5 Calculate perimeter develop rules that Introduce students to the objective of the lesson: to develop rules that can be used to
Lesson 5 and area of can be used to calculate perimeter.
rectangles using calculate perimeter.
familiar metric Review the concept of perimeter
units (ACMMG109)
What do you think of when you hear the word ‘perimeter’?
Do all shapes have a perimeter? Explain.
Why might people need to know how long the perimeter of a shape is?
What’s the easiest way to work out how long the perimeter is?
What’s another way?
Provide an opportunity for students to ask questions or clarify any misunderstandings.

Calculate the perimeter of real life squares and rectangles

Model how to measure the length and width of a surface in the room (e.g. student desk,
teacher desk, pencil case, whiteboard).
Draw a diagram to represent the surface and mark the dimensions on the diagram.
Ask students to think of different ways to calculate the perimeter.
Record each one and then apply each of the methods.
Discuss which method was easiest, fastest, most reliable, and easiest to remember.
Use a tape measure (or use Metre and centimetre strip) to measure around the surface and
compare it to the result of the calculation.

Display squares and rectangles with dimensions marked on them.

For example:

Students:
• discuss how they would work out the perimeter of each shape
• work out the perimeter of the shapes

Develop rules for calculating perimeter of rectangles

Display a rectangle with its dimensions marked.
Discuss the missing dimensions and mark them on the rectangle.
Use the standard abbreviation for the unit names.
For example:

Ask students to suggest different calculations that could be used to find the perimeter.
For example:
• 10 + 4 + 10 + 4 (L + W + L + W)
• 2 X 10 + 2 X 4 (2 X L + 2 x W)
• (10 + 4) x 2 (L + W) x 2

Focus questions

What difference would the different calculations make to the answer?

Which one do you prefer? Why?
Could you use that same method if the size of the rectangle changed? How could you find
out?

Display a rectangle and a square, with their dimensions (length and width, side) marked, and
question students to check their understanding of different methods of calculating perimeter.

For example

Which shape do you think has the longest perimeter?

Why did you choose that one?
The rectangle only has two dimensions marked. What are the lengths of the other two sides?
Why does the square only have one dimension marked? How long are the other three sides?
How could you work out the perimeter of the rectangle?
What’s another way you could work it out?
Would that method work for the square?
 What’s a faster way of finding the perimeter of the square?

Calculate dimensions based on the perimeter

Write/say a measure that could be a perimeter (e.g. 16 m).

Note: Make all the perimeter lengths even numbers to avoid dimensions with fractional
amounts.
Work with students to find what the shape, and dimensions (length and width) of the shape,
could be.

For example, for a perimeter of 16 m

Go through the perimeters of the above shapes

Notice how they all have the same perimeter; even though they look different?

Why is that?
How can it be?

Go back to desks and create a shape that has the perimeter of 24cm
Give 15 min for activity
After share with the rest of the class

*alternative activity, give grid paper, each student writes their name on it ,and calculate the
perimeter.
Share, and see if anyone has the same perimeter.

Week 6 Calculate perimeter to find missing Introduce students to the objective of the lesson: to find missing dimensions of composite Composite shapes worksheet
Lesson 6 and area of dimensions of shapes then calculate their perimeter.
rectangles using composite shapes
familiar metric then calculate their
Review understanding of perimeter
units (ACMMG109) perimeter.

Check students’ understanding of perimeter concepts covered so far

what perimeter is,

different ways of calculating perimeter,
the difference in calculating the perimeter of a square and the perimeter of a rectangle, if
any

Use a strategy True and False cards. Students are each given a green card (for true) and a red
card (for false). They hold up either the green card or the red card in response to statements
such as the ones below.

 Perimeter is the distance around the boundary of a shape.

 Only rectangles have a perimeter.
 Open shapes don’t have a perimeter.
 You can find the perimeter of square by multiplying one side by 5.
 The perimeter of a square with a side of 4 m would be 16 m.
 You can find the perimeter of a rectangle by adding all the sides together

Introduce composite shapes

What are they? – show example

Display a composite shape with some dimensions missing.

For example
 Model how to work out the missing dimensions.
Estimate each length first.
Find the perimeter of composite shapes

Ask students to suggest ways to calculate the perimeter of the composite shape above.
Note: The rules used for rectangles and squares will not apply because there are more than
four sides. Lead students to understand that adding all the sides can be used for finding the
perimeter of any shape.
Discuss the most efficient way.
Provide other composite shapes and ask students to:
• fill in the missing dimensions
• estimate then calculate the perimeters
• use the estimate to check the reasonable of the solution.

Compare the different methods students used to calculate the perimeter and discuss which is
the most efficient (i.e. the least number of steps).

Hand out composite shapes worksheet

Go through as class once finished

If time- study ladder

Week 7 Calculate perimeter to develop a rule for Introduce students to the objective of the lesson: to develop a rule for calculating area and Blocks to measure area
Lesson 7 and area of calculating area and record results as square centimetres.
rectangles using record results as Youtube: How Big is a foot?
familiar metric square centimetres. Review the concept of area (3:53min)
units (ACMMG109) https://www.youtube.com/w
Focus questions atch?v=bWhWL1MET7A
 What is area?
 Why do you need to know about it? grid paper
 What surface areas can you touch from your seat?
 How could you measure area?
 How is area different from perimeter?
 How can you remember the difference?
Review non-standard units for measuring area
Use non-standard units (e.g. blocks, envelopes, books) to estimate, measure and compare
areas. Students work in pairs to:
• choose a surface area to measure and an appropriate unit to use
• estimate and then measure the area
• choose a different unit to measure the same area
• compare measures (e.g. the area of the desk is 24 envelopes or 35 tiles).

Read ‘How Big is a Foot’ by Rolf Miller

In this book, the king wants to give the queen something special for her birthday. He tells the
carpenter to make a bed using the measure of the king’s foot but the carpenter uses his own
foot as the measure. The result is a bed that is too small for the queen.
Discuss the pitfalls of using non-standard units to measure area

Develop rules for calculating area

Ensure students understand that the area of a shape is a measurement of the number of
squares that fit inside its boundary.

Introduce the square centimetre as the standard unit of measurement for the area of smaller
surfaces
Distribute grid paper.
Ask students to measure the sides of one square (one centimetre).
Explain that a square, whose sides each measure one centimetre, is said to measure ‘one
square centimetre’.
Square centimetres are used when measuring the area of small shapes — shapes whose sides
are measured in centimetres.
Draw a rectangle on the grid paper where students can see it.
Model how to:
• find the length and width by counting the number of squares
• record an equation for finding the area of the shape.
Area of rectangle = 5 cm x 2 cm
(L x W)
Remind students that when they measure area they are working out how many little squares
are inside the shape. The unit of measurement used is called ‘square centimetres’. Model
how to write the area.
Area of rectangle = 10 cm2 (read as ‘10 square centimetres’)
Ask students to:
• draw several squares and rectangles on the grid paper
• mark the dimensions (length and width)
• write the equations that shows how to calculate the area
• calculate the area and write the answer as ‘cm2’.
 Count the squares to check the calculations.

Study ladder to cement learning

Week 8 test
Lesson 8

Week 9
Lesson 9 Go through test