This document introduces a classroom activity to help students explore and review the concepts of length and perimeter. The activity has students measure the length and width of their desks to calculate the perimeter. It then has them join desks together in different formations to compare how the perimeter changes based on the shape created. The goal is for students to learn how to predict perimeters without direct measurement.
This document introduces a classroom activity to help students explore and review the concepts of length and perimeter. The activity has students measure the length and width of their desks to calculate the perimeter. It then has them join desks together in different formations to compare how the perimeter changes based on the shape created. The goal is for students to learn how to predict perimeters without direct measurement.
This document introduces a classroom activity to help students explore and review the concepts of length and perimeter. The activity has students measure the length and width of their desks to calculate the perimeter. It then has them join desks together in different formations to compare how the perimeter changes based on the shape created. The goal is for students to learn how to predict perimeters without direct measurement.
Length is the measurement from one point to another. It is measured in units such as (mm, cm, m etc). When you have a length that encloses a two-dimensional shape that is known as Perimeter.
The following activity allows us to explore and review these
two concepts:
Materials: class tables, ruler/ measuring tape, printed worksheet.
1. Measure the length of your
table in centimeters
2. Measure the width in
centimeters
3. Find the perimeter of your
table. Can you do this without measuring? How?
Check with your neighbour, are your
perimeters the same?
4. Join two tables together end
to end (width to width).
Can you estimate the perimeter
now? How do you know this?
5. Join the tables length to
length and find the perimeter.
Is it different? Explain.
6. Arrange the tables into three
different formations (ie. L- shape, T- shape etc). Draw your arrangements in the table What do you notice about the perimeter? - Can you predict the perimeter without measuring?