Module 5 Measuring
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Can I work out the area and perimeter of a rectangle?

Example review questions

  • A square has a perimeter of 64 cm. How long is each side?
  • The perimeter of a rectangle is 72 cm. The shortest side is 9 cm. What is the length of the longest side?
  • An oblong has a perimeter of 24 cm. What length could the sides be?
  • My rectangular garden is 11 m by 12 m. What is its area?
  • The base of a rectangular swimming pool has an area of
    275 m2. It is 25 m long. How wide is it?
  • What is the area of this rectangle?
    A rectangle measuring 12 centimetres by seven centimetres.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I work out the area and perimeter of a rectangle? - teaching guidance | 60KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use area ITP | 160KB new window

SWF file Area ITP | 40KB new window

PDF file How to use ruler ITP | 120KB new window

SWF file Ruler ITP | 30KB new window

PDF file Springboard 6, Lesson 17 Measures 3 | 57KB new window

PDF file Springboard 6, Lesson 17 Resources | 21KB new window

PDF file Springboard 7, Unit 3, Sections 1 and 4 Perimeter, Area | 1.7MB new window

Ruler

itp_ruler.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of measure. Ruler ITP allows the child or teacher to represent lines of various lengths and then carry out measurements, using the on-screen ruler.

Area

itp_area.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, shape and space and problem solving. Area ITP allows the child or teacher to place counters or colour in whole or part cells on a grid, pinboard or blank screen, or to define a shape using an elastic band.

Opportunities to use and apply

Possible contexts include:

  • design and technology, for example, working out edging strips, paint needed or tiles required.
  • practical problems, for example, how many carpet tiles are needed for the classroom?
  • mathematical puzzles such as: ‘What is the rectangle with the greatest area you can create if you have a perimeter of 24 cm?’

Confirming learning

Ask probing questions such as:

  • If the length of each square is 8 cm, what is the area and what is the perimeter of the whole rectangle?
    An image of a rectangle.
  • What is the exact area of paper needed just to cover a cuboid box that is 20 cm long, 15 cm high and 8 cm deep?
  • What is the approximate area of this rectangle?
    A rectangle measuring two point eight centimetres by six point one centimetres.
  • Tell me a rule for working out the area of a rectangle.
  • I want to rent an allotment and have two to choose from. One is 20 m by 15 m and the other is 10 m by 32 m. If I want the largest amount of space possible, which should I choose and why?