Measurement- (Perimeter and Area) · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.3.3.2.5 - Construct different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.

By the end of the lesson, learners can:

Recall that area of a rectangle is found by multiplying length by width (Area = length × width), using the formula learned in the previous lesson.
Find at least three different pairs of whole-number factors for a given area (e.g., for 24 cm², find 6 × 4, 8 × 3, 12 × 2).
Construct and draw at least three different rectangles that have the same given area, labelling each with its length and width in cm or m.
Justify verbally why different rectangles can have the same area but different perimeters, using examples they have drawn.
Work collaboratively in pairs or small groups to list and draw all possible rectangles for a given area, checking that each product equals the target area.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Measurement- (Perimeter and Area) (3.3)
Content standard: B4.3.3.2 - Demonstrate an understanding of area of regular and irregular 2-D shapes
Indicator: B4.3.3.2.5 - Construct different rectangles for a given area (cm 2 or m 2 ) in order to demonstrate that many different rectangles may have the same area.
Suggested placement: Term 3, Week 7 (Week 31 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 42
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Given an area of say 24cm 2 , pupils should draw about three different rectangles for the same area. Combinations may include (6cm × 4cm; 8cm × 3cm; 12cm × 2cm, etc.)