CONTENT

S.NO TOPIC PAGE NO

1. ACTION RESEARCH PROPOSAL PAGE 1

2. PRE-TEST MARKS PAGE 4

3. POST-TEST MARKS PAGE 5

4. COMPARISON OF PRE-TEST AND

POST-TEST MARKS PAGE 6

5. ACTION RESEARCH REPORT PAGE 7

6. SUMMARY ON PERIMETER AND

AREA PAGE 9

7. QUESTION PAPER PAGE 14

[1]
 ACTION RESEARCH PROPOSAL

STANDARD: VI

NAME OF THE SCHOOL:

KUNDRATHUR PANCHAYAT UNION MIDDLE SCHOOL,

KOZHUMANIVAKKAM, KUNDRATHUR UNION,
KANCHEEPURAM DISTRICT, TAMILNADU.

BACKGROUND OF THE PROBLEM:

MOST OF THE STUDENTS IN VI STANDARD ARE NOT ABLE TO

IDENTIFY THE AREA AND PERIMETER OF SQUARE, RECTANGLE AND
TRIANGLE.

DELIMITATION OF THE STUDY:

AREA AND PERIMETER OF SQUARE, RECTANGLE AND TRIANGLE.

TITLE OF THE PROJECT:

IDENTIFY AND ERADICATE THE DIFFICULTY IN UNDERSTANDING

AND APPLYING THE FORMULAE FOR DETERMINING THE AREA AND
PERIMETER OF SQUARE, RECTANGLE AND TRIANGLE AMONG THE VI
STANDARD STUDENTS.

SELECTION OF SAMPLES:

A TEST WILL BE GIVEN TO THE PUPILS OF STANDARD VI AND

THOSE WHO PERFORMED BELOW AVERAGE WILL BE SELECTED FOR
THE STUDY.

DURATION OF THE PROJECT:

4WEEKS

PROBABLE CAUSES FOR THE PROBLEM:

THE POSSIBLE CAUSES FOR THE PROBLEM

(i) LACK OF CONCENTRATION
(ii) LACK OF UNDERSTANDING
(iii) LACK OF MOTIVATION AND INTEREST.

[2]
ACTION HYPOTHESIS:

IF THE STUDENTS ARE GIVEN ENOUGH PRACTICE AND GIVEN

INDIVIDUAL ATTENTION, THEY WILL BE ABLE TO UNDERSTAND AND
APPLY THE FORMULAE FOR DETERMINING THE AREA AND PERIMETER
OF SQUARE, RECTANGLE AND TRIANGLE.

ANALYSIS OF THE DATA:

FIND THE IMPROVEMENT OF THE STUDENT BEFORE AND AFTER

GIVING COACHING. IF ANY IMPROVEMENT OR PROGRESS IS SEEN IN
THE STUDENTS THEN THE HYPOTHESIS WILL BE ACCEPTED OR
OTHERWISE WILL BE REJECTED.

CONCLUSION:

IF THERE IS SIGNIFICANT IMPROVEMENT THEN WE CAN

CONCLUDE THAT THE HYPOTHESIS IS EFFECTIVE.

[3]
 PRE-TEST MARKS

S. No. NAMES MARKS PERCENTAGE

(OUT OF 20)

1. HEMALATHA 7.5 38
2. JESI 7 35
3. YUVARAJ 7 35
4. KARTHIK 6.5 33
5. SHALINI 6.5 33
6. LAVANYA 6 30
7. PRASANTH 5.5 28
8. YOKESH 4 20
9. NAVEEN 4 20
10. ARAVIND 3 15

[4]
 POST-TEST MARKS

MARKS
S.NO NAMES (OUT OF 20) PERCENTAGE

1. HEMALATHA 13.5 68
2. JESI 13 65
3. YUVARAJ 12 60
4. KARTHIK 11 55
5. SHALINI 11 55
6. LAVANYA 9.5 48
7. PRASANTH 9 45
8. YOKESH 8 40
9. NAVEEN 7.5 35
10 ARAVIND 6 30

[5]
 COMPARISON OF PRE-TEST AND POST-
TEST MARKS

MARKS (%) DIFFERENCE

S. No NAMES PRE-TEST POST TEST (%)
1. HEMALATHA 38 68 30
2. JESI 35 65 30
3. YUVARAJ 35 60 25
4. KARTHIK 33 55 22
5. SHALINI 33 55 22
6. LAVANYA 30 48 18
7. PRASANTH 28 45 17
8. YOKESH 20 40 20
9. NAVEEN 20 35 15
10. ARAVIND 15 30 15

[6]
 ACTION RESEARCH REPORT

STANDARD: VI

NAME OF THE SCHOOL:

KUNDRATHUR PANCHAYAT UNION MIDDLE SCHOOL,

KUNDRATHUR UNION, KANCHEEPURAM DISTRICT.

TITLE OF THE PROJECT:

IDENTIFY AND ERADICATE THE DIFFICULTY IN UNDERSTANDING

AND APPLYING THE FORMULAE FOR DETERMINING THE AREA AND
PERIMETER OF SQUARE, RECTANGLE AND TRIANGLE AMONG THE VI
STANDARD STUDENTS.

SELECTION OF SAMPLES:

A TEST WILL BE GIVEN TO THE PUPILS OF STANDARD VI AND

THOSE WHO PERFORMED BELOW AVERAGE WILL BE SELECTED FOR
THE STUDY.

DURATION OF THE PROJECT: 4 WEEKS

NEED FOR THE PROJECT:

THE STUDENTS WERE VERY CARELESS IN UNDERSTANDING AND

APPLYING THE FORMULAE FOR DETERMINING THE AREA AND
PERIMETER OF SQUARE, RECTANGLE AND TRIANGLE. ALSO THEY
WERE UNABLE TO CONSTRUCT THE DIAGRAM OF THE GIVEN PROBLEM
AND USE THE UNITS. HENCE THEY WERE TO BE TRAINED, CREATE AN
INTEREST AND IMPART THEM IN SKILL OF DRAWING THE DIAGRAM
AND FINDING THE SOLUTION TO THE PROBLEM CORRECTLY AND
SYSTEMATICALLY.

OBJECTIVES OF THE STUDY:

o TO ENHANCE STUDENT KNOWLEDGE OF MEASUREMENT.

o TO ENHANCE STUDENT THINKING AND REASONING

POWER.
o TO DEVELOP STUDENT INTEREST IN LEARNING THE
SUBJECT.

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 o TO HELP STUDENTS UNDERSTAND AND APPLY THE
FORMULAE FOR DETERMINING THE AREA AND PERIMETER
OF A SQUARE, RECTANGLE AND TRIANGLE.

PROBABLE CAUSES FOR THE PROBLEM:

THE POSSIBLE CAUSES FOR THE PROBLEM

(i) LACK OF CONCENTRATION
(ii) LACK OF UNDERSTANDING
(iii) LACK OF MOTIVATION AND INTEREST.

ACTION HYPOTHESIS:

IF THE STUDENTS ARE GIVEN ENOUGH PRACTICE AND GIVEN

INDIVIDUAL ATTENTION, THEY WILL BE ABLE TO UNDERSTAND AND
APPLY THE FORMULAE FOR DETERMINING THE AREA AND PERIMETER
OF SQUARE, RECTANGLE AND TRIANGLE.

PROJECT PROCEDURE:

THE PROJECT WAS ADMINISTERED TO THE SELECTED STUDENTS

WHO FOUND DIFFICULT IN UNDERSTANDING AND APPLYING THE
FORMULAE FOR DETERMINING THE AREA AND PERIMETER OF SQUARE,
RECTANGLE AND TRIANGLE. IN ORDER TO KNOW THEIR INITIAL
STANDARD A PRE-TEST WAS GIVEN. THE STUDENTS WHO PERFORMED
BELOW AVERAGE WERE SELECTED. ENOUGH PRACTICE AND
MOTIVATION WAS GIVEN TO MAKE THEM UNDERSTAND, TO CREATE
INTEREST AND TO AVOID CARELESSNESS IN UNDERSTANDING AND
APPLYING THE FORMULAE FOR DETERMINING THE SOLUTION TO THE
GIVEN PROBLEM. PERSONAL ATTENTION WAS ALSO GIVEN TO THOSE
STUDENTS. THEN A POST-TEST WAS ADMINISTERED AND THE RESULTS
OF THE PRE-TEST AND POST-TEST WAS COMPARED.

ANALYSIS OF THE DATA:

THE RESULTS OF BOTH THE TESTS WERE COMPARED. IT IS

OBSERVED THAT THE RESULTS ARE POSITIVE AND THE HYPOTHESIS IS
ACCEPTED.

CONCLUSION:

AS THERE WAS SIGNIFICANT IMPROVEMENT IN THE POST-TEST

COMPARED TO PRE-TEST, WE CAN CONCLUDE THAT THE HYPOTHESIS
WAS EFFECTIVE.

[8]
 SUMMARY ON PERIMETER AND AREA

OBSERVE THE FOLLOWING FIGURES

TRIANGE RECTANGLE SQUARE PENTAGON HEXAGON

ALL THESE FIGURES ARE CALLED PLANE FIGURES. A PLANE

FIGURE IS A 2-DIMENSIONAL SHAPE WHICH IS BOUNDED BY STRAIGHT
LINES CALLED POLYGONS.

IN THIS SECTION WE BRING IN STANDARD UNITS FOR MEASURING

AREA AND PERIMETER. FROM NOW ON THE STUDENTS ARE ASKED TO
ALWAYS PUT UNITS IN THEIR ANSWERS.

PERIMETER:

LOOK AT THE FIGURES BELOW:

C D C E D

F C

A B A B A B
(i) (ii) (iii)

EACH OF THE FIGURES GIVEN ABOVE IS FORMED BY A DEFINITE

NUMBER OF LINE SEGMENTS.
THE SUM OF THE LENGTHS OF ALL THE SIDES OF A CLOSED
FIGURE IS CALLED ITS PERIMETER.

THE PERIMETER OF FIGURE (i) IS GIVEN BY AB+BC+AC.

THE PERIMETER OF FIGURE (ii) IS GIVEN BY AB+BC+CD+AD.
THE PERIMETER OF FIGURE (iii) IS GIVEN BY AB+BC+CD+DE+EF+FA.

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SIMILARLY WE CAN CALCULATE THE PERIMETER OF OTHER FIGURES.

THE FOLLOWING ILLUSTRATION WOULD HELP THE STUDENTS TO

UNDERSTAND THE CONCEPT OF PERIMETER MORE CLEARLY.

EXAMPLE:

RITU WENT TO A PARK 130m LONG AND 90m WIDE, SHE TOOK ONE
COMPLETE ROUND OF IT. WHAT DISTANCE DID SHE COVER?

SOLUTION: TOTAL DISTANCE COVERED BY RITU D 130m C

=PERIMETER OF THE PARK ABCD
=AB+BC+CD+DA 90m 90m
=130m+90m+130m+90m
=440m
A 130m B

PERIMETER OF RECTANGLE:

THE PERIMETER OF A RECTANGLE IS THE SUM OF THE LENGTHS

OF ALL ITS SIDES. C l D

PERIMETER OF RECTANGLE ABCD=AB+BC+CD+AD b b

=l+b+l+b
=2l+2b A B
=2(l+b) UNITS, l
WHERE l=LENGTH, b= BREADTH.

PERIMETER OF SQUARE:

A POLYGON IS CALLED A REGULAR POLYGON IF ALL ITS SIDES

ARE OF EQUAL LENGTH AND ALL ITS ANGLES ARE OF EQUAL
MEASURE.
SQUARE IS A REGULAR FOUR SIDED POLYGON. D a C
THE PERIMETER OF A SQUARE= 2(SIDE *SIDE)
=2*2SIDE a
=4*SIDE a
=4a UNITS,
WHERE a IS A SIDE.
A a B

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PERIMETER OF TRIANGLE: C

THE PERIMETER OF A TRIANGLE= SUM OF THREE SIDES c b

=AB+BC+CA
=a+b+c UNITS
A a B

NOTE:
WHILE CALCULATING THE PERIMETER OF A RECTANGLE, SQUARE
AND TRIANGLE THE UNITS OF SIDES MUST BE SAME.

AREA:

LOOK AT THE FIGURES BELOW AND FIND WHICH ONE IS LARGER.

A B

IT IS CLEAR THAT FIGURE B IS LARGER THAN A OR WE SAY THAT

THE AREA OF FIGURE B IS GREATER THAN THAT OF FIGURE A.

AGAIN, LOOK AT THE FIGURES C AND D AND FIND WHICH IS

SMALLER.

C D
IT IS CLEAR THAT FIGURE C IS SMALLER THAN FIGURE D OR WE
SAY THAT THE AREA OF FIGURE C IS LESS THAN THAT OF FIGURE D.

[11]
 THE AMOUNT OF SURFACE ENCLOSED BY A CLOSED FIGURE IS
CALLED ITS AREA.

COMPARISON OF AREAS
WE CAN COMPARE ANY TWO SURFACES BY DRAWING THE
SQUARES OF THE SAME SIZE ON THEM. COUNT THE TOTAL NUMBER OF
SQUARES ON THE SURFACES. THE SURFACE WHICH HAS MORE
SQUARES HAS AN AREA GREATER THAN THE SURFACE WHICH HAS
LESS NUMBER OF SQUARES.

UNITS OF AREA

WE MEASURE THE AREA OF A SURFACE IN SQUARE UNITS OF

LENGTH.

AREA BY COUNTING SQUARES ON A SQUARE PAPER (GRAPH PAPER)

WE CAN FIND AREA OF SOME REGULAR AND IRREGULAR

FIGURES BY COUNTING SQUARES ON 1cm SQUARE PAPER (GRAPH
PAPER) IN THE FOLLOWING MANNER:

(i) COUNT THE COMPLETE SQUARES.

(ii) COUNT THE SQUARES MORE THAN HALF AS FULL
SQUARES.
(iii) COUNT A HALF-SQUARE AS HALF.
(iv) NEGLECT THE SQUARE WHICH IS LESS THAN HALF.

EXAMPLE:
FIND THE AREA OF THE TRIANGLE SHOWN ON THE GRAPH PAPER.

[12]
SOLUTION:
NO OF FULL SQUARES = 4
NO OF MORE THAN HALF SQUARES = 4
NO OF HALF SQUARES = 2
HENCE, AREA OF THE TRAINGLE = 4+4+2 sq.cm
= 10 sq.cm.

AREA OF A RECTANGLE

LOOK AT THIS RECTANGLE ABCD. ITS LENGTH IS 5cm AND BREADTH IS

2cm.
D C

A B

NOW COUNT THE TOTAL NUMBER OF SQUARES. CLEARLY, THERE ARE

10 SQUARES.
AREA OF 1 SQUARE = 1 sq cm
AREA OF 10 SQUARE = 10 sq cm
AREA OF THE RECTANGLE ABCD = AREA OF 10 SQUARES
= 10 sq cm
= 5*2 sq cm
HENCE WE CALCULATE THE AREA OF A RECTANGLE BY MULTIPLYING
ITS LENGTH AND BREADTH.
AREA OF A RECTANGLE =LENGTH* BREADTH= l*b

AREA OF A SQUARE

AS WE KNOW SQUARE IS A RECTANGLE HAVING THE SAME

LENGTH AND BREADTH.

AREA OF A SQUARE = LENGTH *LENGTH

= a*a, WHERE A IS A SIDE OF THE SQUARE.

NOTE: AREA OF SQUARE/RECTANGLE = BASE*HEIGHT

AREA OF TRIANGLE = BASE * HEIGHT DIVIDED BY 2

-------------------------

[13]
 QUESTION PAPER

Class : 6 Marks : 20
Time : 45 min

I. Choose the best answer 1 * 10 = 10

1. The length of the boundary of a closed figure is called its

(a) meter (b) perimeter
(c) diameter (d) god only knows

2. The amount of surface enclosed by a closed figure is

(a) square (b) rectangle
(c) area (d) surface area

3. We measure the area of a surface in

(a) units of length (b) cubic units of length
(c) square units of length (d) none of the above

4. Perimeter of a triangle having sides x, y and z is:

(a) xyz (b) x+yz
(c) 2xyz (d) x+y+z

5. Perimeter of a rectangle is :
(a) 2*length*breadth (b) 2*(length + breadth)
(c) 2*length (d) 4*length

6. Perimeter of a regular pentagon is:

(a) 3*side (b) 4*side
(c) 5*side (d) none of these

7. Area of a square having Perimeter 16cm is:

(a) 16 sq cm (b) 4 sq cm
(c) 8 sq cm (d) none of these

8. Breadth of a rectangle is:

(a) area * length (b) area + length
(c) area/length (d) area – length

[14]
9. Square is a rectangle whose:
(a) all sides are equal (b) two sides are equal
(c) three sides are equal (d) none of the above

10. 1 sq m is equal to:

(a) 100 sq cm (b) 10,000 sq cm
(c) 1,000 sq cm (d) none of these

II Answer the following:- 2 * 5 = 10

1. The length and breadth of a rectangle are 11 cm and 9 cm. Find its
area.

2. The perimeter of a triangle is 42 cm. If two of its sides are 16 cm and

12 cm, find its third side.

3. Find the perimeter of the following figure.

24cm 24cm
(i) (ii)
55cm
35cm 24cm 24cm

24cm
30cm

4. A square field has a side 27 m. Find the cost of fencing its four sides
at Rs 18 per meter.

5. A piece of wire is 60 cm long. What will be the length of each side if

the string is used to form:
(i) an equilateral triangle?
(ii) a square?
(iii) a regular pentagon?
(iv) a regular hexagon?

------------------------

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[16]