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.
How has your measurement knowledge improved during this unit of work?
Calculate the perimeter of something and tell us the answer in your comment!
We are currently learning about measurement in maths.
We have been focussing on:
- Measuring accurately
- 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.
Students have been participating in a variety of collaborative, open ended, hands-on tasks over the past week.
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.
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!
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?
In maths we have been working on a Dream House project.
Our learning focus was to apply our mathematical knowledge to a real life scenario.
This included our knowledge of:
- addition / subtraction / multiplication
One of our first steps was to design our dream house on graph paper and from there we had to work out many of the associated costs with building a house.
- building costs
- flooring costs
- furnishing costs
- buying a block of land to build on
- paying bills
- landscaping costs.
Using their mapping skills, students also had to choose a block of land to “buy” in the local area, and locate the nearest schools, shops, sporting facilities etc.
The slideshow below shows students working at different stages of the project.
Share some interesting facts about your dream house, such as the measurements, cost to build, interesting aspects of its design, some of the items you have purchased to furnish your house and where you purchased your block of land.
What have you enjoyed about the Dream House project?
How has your mathematical knowledge improved as a result of this project?
In maths, we have been learning about perimeter and area.
Perimeter is the distance around the outside of a shape.
Area is the amount of space a flat surface takes up.
Can you guess the perimeter and area of one of our classroom tables?
Here is a problem solving task from the nrich website. Can you solve it? There is more than one answer!
When might you need to know the perimeter and area of something?
Can you measure the perimeter and/or area of something and record it in your blog comment?