Fun with Perimeter!

We are currently learning about measurement in our maths lessons.

Today, we focussed on perimeter.

We set up ‘perimeter stations’ around the classroom. Some of the shapes were regular shapes and some were irregular shapes.

Students worked in pairs to complete the ‘perimeter stations’ challenge. They recorded their work on their iPads in Google Sheets. To complete the task, students had to…

  • Make educated estimates of each shape.
  • Carefully measure the actual perimeter of each shape using centimetres.
  • Calculate the difference between their estimation and the actual perimeter.

Some of the regular shapes were quite easy and students estimated correctly, and some of the irregular shapes were quite challenging!

It was fantastic to listen to the mathematical language and conversations the students had as they estimated and calculated the perimeter of the different shapes.

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How has your measurement knowledge improved during this unit of work?

Calculate the perimeter of something and tell us the answer in your comment!

All About Mass!

Yesterday we started a measurement unit in maths.

Our first lesson focused on mass. Mass is defined as the quantity of matter in an object. Mass is measured in grams and kilograms.

Our learning focus was:

  • I am learning how to estimate and record using grams and kilograms.

Our success criteria was:

  • I can make estimates about the mass of an object using grams and kilograms.
  • I can make conversions between grams and kilograms.

Students were presented with a variety of supermarket items. They had to estimate the mass of each item and record their estimations. We also had lots of weights in the classroom so students could make informed estimations.

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Today, we discovered the actual mass of each supermarket item. We compared our estimations and reflected on how close or distant our estimations were.

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How did you go with this estimating task?

What was challenging about this task?

How can you practise your estimating skills?

When do we estimate in real life?

Mapping In Maths

Last week, our maths lessons were dedicated to extending our mapping skills.

We focussed on three major aspects of mapping:

* Legends Maps give information by using symbols.  Symbols can be figures, shapes, lines, and colors that show where places and things are on a map.  A map’s legend tells you what the symbols mean.

* Scale – Map scale refers to the relationship (or ratio) between distance on a map and the corresponding distance on the ground. It also refers to the sizes of the various locations on the map.

* Compass directionA compass tells us which way on a map is north, east, south and west.

Students completed three mapping tasks during the week, which gradually increased in scale and level of difficulty:

* House map – Students visualised their house and created a map to represent a floor plan of their home.

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* School map – Students created a map of the school, including as many different rooms and spaces that they could. This proved to be a challenging task! Below is the official map of our school.

School Map

* Barwon Heads map – In pairs, students selected a section of Barwon Heads and created a map, including streets, houses, buildings recreational facilities and environmental features.

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Below are some photos of the students working on their Barwon Heads maps. They used Google Maps on their iPads to locate their area, identify the surrounding streets and determine the scale of their region.

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 When do you use maps?

How did last week’s maths lessons challenge you?

Marvellous Measurement

We are currently learning about measurement in maths.

We have been focussing on:

  • Measuring accurately
  • Estimating
  • Comparing lengths
  • Deciding the appropriate unit of measurement to use
  • Converting units of measurement
  • Understanding perimeter and area
  • Calculating the perimeter and area of regular and irregular shapes
  • Identifying when you might need to know the perimeter or area of something
  • Using efficient addition skills to calculate perimeter
  • Using multiplication to calculate area.

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Students have been participating in a variety of collaborative, open ended, hands-on tasks over the past week.

Super Snakes:

In groups of four, students researched the lengths of a variety of snakes. Using measuring tapes, rulers, newspaper and tape, students created their own snakes with exact measurements. Students had to label each snake with the correct measurement and covert the unit of measurement using millimetres, centimetres and metres.

Playing with Perimeter:

In groups of three, students designed and created a shape (either regular or irregular) using masking tape on their tables. They had to calculate the perimeter of their shape by adding together the lengths of all sides. Students then travelled around the classroom measuring and working out the perimeter of their peers’ masking tape shapes.

Fantastic Feet:

Students estimated the perimeter and area of their right foot, and then investigated the actual measurements. To do this, they traced their foot onto 1cm grid paper. To calculate the perimeter, students used ribbon to go around their traced foot and they then measured their ribbon with a ruler or measuring tape. To calculate the area, students worked out how many 1cm squares were on the surface of their foot. It was interesting to see how the estimations and actual measurements compared!

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How has your measurement knowledge improved?

When might you use your new measurement skills in real life?

Can you measure something (either the length, perimeter or area) and record it in your comment?