Measurement

Area and Perimeter

LESSON PLANS
Lesson 1 (Thursday 19/5)-

Perimeter

Learning Intention: To calculate the perimeter (the length around

a shape) of objects around the classroom using different units of
measurement (mm, cm, m)
AusVELS:
LEVEL 5
Choose appropriate units of measurement for length, area, volume,
capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric
units (ACMMG109)
LEVEL 6
Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137)
Convert between common metric units of length, mass and capacity
(ACMMG136)
Warm Up
For a warm up activity students will roughly measure themselves
back to back against others and get into order from shortest to
tallest, creating a line across the classroom. Students will then form
a square, sitting on the floor and the perimeter of the students will
be measured.
Activity:
Students will draw a table in their maths books with the following
headings. Students will have to find an object around the room
(piece of paper, book cover, white board) and will first have to
predict the perimeter of it, then with a ruler, measure the object to
find out the actual perimeter.
Higher: Students who are finding this activity too easy can
add a column to their table and label it conversion. Students
can convert the unit of measurement eg. m to cm to mm.
Students who find this too easy will also be encouraged to find
perimeters of 3D shapes too.
Lower: Students who are struggling with this activity will be
encouraged to measure objects will all the same length sides
(square shape objects) OR draw items in their maths book
that have a perimeter of a certain amount.

Show students how to rule properly starting at the zero.

Item
Book cover

Prediction
26cm

Actual
22cm

Conversion

Reflection: Students will leave the last 5-10 minutes of the lesson
to reflect. Under their table they will write their own definition of
perimeter and a little picture equation to help them remember.
Example: Perimeter is the length around the outside of a shape.

Perimete
r=

Lesson 2 (Friday 20/5)-

Area

Learning Intention: To calculate the area of different shapes using

cm2.
AusVELS:
LEVEL 5
Choose appropriate units of measurement for length, area, volume,
capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric
units (ACMMG109)
LEVEL 6
Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137)
Convert between common metric units of length, mass and capacity
(ACMMG136)
Warm Up
For a warm up activity students will have to locate 4 coordinates on
a Cartesian plane. Once found the coordinates will be linked up to
make a square. Students will find the perimeter and area of the
square, which will lead into the following activity.
Activity:
Students, using MAB of unifex cubes, will create different shapes
and find the perimeter and area of them. Then they will draw their
own squares and rectangles in their book and find the perimeter and
area of them.
Higher: Students will be encouraged to create shapes, which
have the same area and perimeter OR create shapes other
then rectangles and squares (eg. triangles)
Lower: Students will be encouraged to keep making shapes
with MAB instead of drawing their own to really get the
concept of area.
Reflection: Students will leave the last 5-10 minutes of the lesson
to reflect. In their maths books they will write their own definition of
area and a little picture equation to help them remember.

Example: Area is the amount of square units inside a shape.

3
3

Area= 3 x 3
Area = 9

Lesson 3 (Tuesday 24/5)-

Perimeter and Area

Learning Intention: To calculate, showing all working out, the

perimeter and area of different shapes around the classroom using
cm2.
AusVELS:
LEVEL 5
Choose appropriate units of measurement for length, area, volume,
capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric
units (ACMMG109)
LEVEL 6
Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137)
Convert between common metric units of length, mass and capacity
(ACMMG136)
Warm Up
For a warm up activity students will play cross the line. Questions
will be asked and students will be asked to cross the line if they
agree.
Questions:
Cross the line if
The perimeter is all sides of a shape multiplied together- NO
The perimeter is all side of a shape added together- YES
The area of a shape is the inside area- YES
You need to area to find the perimeter of a shape- NO
A square has 4 sides which are all the same length- YES
A rectangle has 4 sides which are all the same length- NO
I meter equals 1000 centimeters- NO
100 centimeters equals a meter- YES
10 millimeters equals 1 centimeter- YES
Activity:
Students, using 1 meter rulers/ measuring tapes, will draw and
measure objects around the classroom to find their area and
perimeter, showing all workings out in their maths books.

Higher: Students who are finding this activity too simple will
be encouraged to find the area and perimeter of irregular
shapes
Lower: Students who are finding this activity difficult will be
encouraged to use MAB blocks to assist finding the area.

Reflection: Students will leave the last 5-10 minutes of the lesson
to reflect. In their maths books they will write a few sentences
explaining how perimeter and area are related.
Example: L x W = A

Lesson 4 (Tuesday 24/5)-

Perimeter and Area of

irregular shapes
Learning Intention: To calculate the perimeter and area of
irregular shapes
AusVELS:
LEVEL 5
Choose appropriate units of measurement for length, area, volume,
capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric
units (ACMMG109)
LEVEL 6
Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137)
Convert between common metric units of length, mass and capacity
(ACMMG136)
Warm Up
For a warm up students will be playing buzz. Students will stand in a
circle and begin to count in turn, but when the number 7 or any
number in which the figure 7 or any multiple of 7 is reached, they
say "Buzz," instead of whatever the number may be and sit down.
The last one standing wins.
Activity:
Students will watch a video about finding the perimeter and area of
irregular shapes: https://www.youtube.com/watch?v=hqqtumES-rQ
This will then be demonstrated on the board and students will be
given worksheets to complete.
Higher: Students who are finding this activity too simple will
be encouraged create their own irregular shapes and find the
area of them.
Lower: Students who are finding this activity difficult will be
encouraged to just find the perimeter of the irregular shapes.

Reflection: Students will leave the last 5-10 minutes of the lesson
to reflect. In their maths books they will write a few sentences
explaining how to find the perimeter and area of irregular shapes.

FIND THE PERIMETER AND AREA OF THE

FOLLOWING IRREGULAR SHAPES

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____

Perimeter_______________________
_____
Area____________________________
____