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Lesson Planning Sheet Title: Perimeter Learning Objectives: By the end of the lesson: All students should be able to measure the perimeter of a shape by counting. Most students should be able to calculate the perimeter of a shape. Some students should be able to solve problems involving the perimeter of a shape. Key words: Perimeter, Edge, Total, Distance, length Learning Activities Starter/Introduction The starter is intended to be an open activity. Students are to consider different ways of categorising the shapes in order to find the odd one out. Encourage the students to work in pairs or small groups so alternative approaches arise naturally. It maybe necessary to guide the students to considering the distance around the edge if this does not arise naturally. Once this point is raised define the term perimeter. Students often have the misconception of confusing it with the area. Development The first few rectangles are intended to guide the class through the concept by counting the squares around the edge. To progress, explain calculating the perimeter by short addition of each side. Ideally students should intuitively recognise that for rectangles it is quicker to add the length and width and double the result rather than count individual squares. Once this is secure most able students could derive the formula for the perimeter of a rectangle. Move on to non rectangle shapes by discussing the importance of isosceles triangles and regular polygons. Students should be able to attempt the problems on the third slide independently. It is important for students to sketch the diagrams in their books and show the working out adjacent. To review the progress and feedback answers have students share their solutions to the class for peer assessment. An extension to this could be to provide students with a fixed rectangular area and for them to investigate possible perimeters. Plenary The plenary is intended to challenge the students understanding of perimeter by having them work the problem backwards. It also challenges their understanding that perimeter only considers the distance around the edge rather than the inside. Have students work in pairs to sketch and solve the problem on a single mini-whiteboard which is to be presented to the teacher for feedback and assessment. Differentiation More able: Rather than numerical lengths, algebraic lengths could be given so the perimeter is calculated by adding like terms. Students could determine the lengths of shapes when given their perimeters and all but one length. Less Able Students may need to work on cm2 paper an count the distance around the shape rather than performing addition. Resources: Mini-whiteboards cm2 paper