Page 8 - STEPS MATHEMATICS 3B: A SCHEME OF WORK FOR LEVEL 3 NATIONAL CURRICULUM MATHEMATICS - TEACHER'S HANDBOOK

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ACTIVITIES IN DETAIL

I A j Revising perimeters and areas Resources
*Resource Master 61 matches the dimensions of the Pattern School
Block triangles but Polydron/Clixi triangular tiles can be used if Pattern Block pieces*
extra triangles are needed.
Scheme
1 Ask the children to find different shapes by fitting together Resource Master 6 1,
six triangular tiles in d"1fferent ways (with sides fully al"lgned), and photocopied so that the
to record them on RM 61. lines are as faint as
possible.
2 Explain that the same shape in a different position is not
really different, and that you want them to find differences in
shape. For example: If a child is unsure whether
a <>hape is different trom
one di ready made, he or she
can check by flipping or
rotating it and trying to tit
it exactly on top of the
previous shape. However. •
for thi~ inve~tigc.ltion it does
not really matter if the child
records some repeats.
3 Afterwards, compare results. How are the shapes the
same/different?
4 lf necessary, draw attention to the area - each shape takes up
six triangles of surface, i.e. has an area of six triangles.
5 Ask, What about the distance around the edges of the
shapes? Are they all the same length? Do they have the same
perimeter?
6 The children can now estimate. then record the length of each
perimeter in unit lengths. (It sometimes helps to mark the corner
from which they intend to count with a coloured point.)

®W~

MN~ w

. ' / l ' There are 12
... c distinct shapes,
•J
the perimeters
of which are
given in unil
lengths The
shapes can be
anirncJted if
. wished, as
shown in the lci~t
.J •I two ex<lniplcs. •

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