Relating Shapes and Sizes

PRIMALS 4-6: Pedagogical Retooling in

Mathematics, Languages, and Science
for Grades 4-6 Teachers
You want your class to put up a bulletin board for
Christmas. What could be your concerns?
Activity #1
Compare the amount of red outline and blue part of
these figures without using a ruler or a tape measure.
• Which figure has the longest red outline?
• Which figure has the biggest surface covered?
• What is/are the difference/s in the attributes between these
2 quantities?
How many match sticks are used to enclose the flat surface?

What do the number of match sticks measure?

 perimeter
• The distance around a closed figure is called the ___________.

• How then should we find the perimeter of a closed figure?

 Find the perimeter of the ff. figures:

5 cm 4 cm

6 cm 4 cm

How do we determine the perimeter of a closed figure?

 Activity #2
1. Cut each of the 3 other rectangles into two equal parts but in 3 different ways.

2. Rearrange the two cut outs to form different single plane figures.
a. What figures are formed?
b. What can you say about their shapes?
their sizes?
a. What does size mean?
Size here means the amount of surface covered by a figure.
Area
This is also known as ___________.
How many match sticks are used to enclose a portion of the flat surface?

Figure 1 Figure 2 Figure 3

 • How much surface is in the enclosed figure?

• How many square units are in the enclosed figure?

Figure 1 Figure 2 Figure 3

P = 8 units P = 8 units P = 8 units
A = 3 sq. units A = 4 sq. units A = 3 sq. units

Figure 1 Figure 2 Figure 3

This is a unit square.

What is the area of the shaded figure?

This is a unit square.

What is the area of the shaded figure?

This is a unit square.

What is the area of the shaded figure?

 This is a unit square.

What is the perimeter of this shaded figure?

 This is a unit square.

What is the perimeter of this shaded figure?

 This is a unit square.

What is the perimeter

of this shaded figure?
 s

Perimeter = 4s
Area = s x s = s2
s
1. How many squares are in each row? 1 cm
2. How long is the rectangle formed?
3. How many squares are in each column?
4. How wide is the rectangle formed?
5. How many squares fill up the rectangle?
6. What is the area of the rectangle?
1 cm
 4 columns

1 cm

3 rows

1 cm

Area of the rectangle = 4 columns x 3 rows

 4 cm

1 cm

3 cm
How should
we write
cm x cm?
1 cm

Area of the rectangle = 4 cm x 3 cm

 length (l)

width
(w)

Area of the rectangle = length x width

Area of the rectangle = lxw
What is the perimeter of the rectangle?
l

Perimeter of the rectangle = 2l + 2w

 l

Perimeter = 2l + 2w

Area = l x w w
1.How many squares are in each row?
2.How long is the rectangle formed?
3.How many squares are in each column?
4.How wide is the rectangle formed?
5.How many squares fill up the rectangle?
6.What is the area of the rectangle?
 Would it matter

• if we interchange the length and the width?

• if we change the orientation of the same figure?

• Why or why not?

 Activity #3

Odd numbered groups will do PART A.

Form/Draw different rectangles of perimeter equal to 20 units.

• What is the area of each rectangle?

• If two figures have the same perimeter, must they have the same area?
• On the basis of your results, what kind of rectangle tends to have a
bigger area? smaller area?
 Even numbered groups will do PART B.
Form different rectangles of area equal to 16 square units.

• What is the perimeter of each rectangle?

• If two figures have the same area, do they have the same perimeter?
• On the basis of your results, what kind of rectangle tends to have a
shorter perimeter? longer perimeter?
If the length and width of a rectangle are each doubled,

1. Must the perimeter be doubled?

2. Must the area be doubled?

Illustrate and explain.

If the perimeter of a rectangle is doubled, will the area be
doubled? Explain using an illustration.
Concept Check (journal writing)
Draw and label a square that has an area
of 25 square inches. What is its perimeter?

Write in your own words how the area of a figure

differs from its perimeter.
Sample illustrations
Sample illustrations
Activity #4
1. The perimeter of the
trapezoid is 40 cm.

What are the measures

of the two (identical)
missing sides?
2. The perimeter of
the pentagon is 25 in.

What is the measure

of the bottom side?
3. The area of a square is 81 sq. cm.
a. How long is each side?
b. What is its perimeter?

4. A rectangular rug has an area of 28 sq. dm

and a length of 7dm. How wide is the rug?
5. Monching wants to construct a fence around his
garden using chicken wire.
How many meters of chicken wire does he need?
5m

12 m
4m

15 m
6. Juan used 24 m of chicken wire to enclose his
rectangular garden. The garden has length equal to 6m.
a. How wide is the garden?
b. What is the area of the garden?

7. Jacob wants to build a fence in his backyard for his dog.

He plans to have it 4m wide and 5m long.
How long should the fencing material be?
How much space does his dog have?
8. A store sells two kinds of wrapping paper.
Package A costs Php204 and has 3 rolls,
each 7.5 dm by 18 dm. Package B costs Php165.75
and has 4 rolls, each 6 dm by 15 dm.

Suppose these packages have the same quality,

which is a better buy?
 Tell which situation calls for measuring the Perimeter or Area

1. Length of fence to enclose a field

2. Decorative ribbon border for a classroom bulletin board.
3. The interior of a field
4. Which package of gift wrap is a better buy?
5. How many can sit up to the table to eat?
6. How much table cloth is needed?
 Mathematical Reasoning

A child says that there are 10 mm in a cm, so there must be 10 sq. mm.
in a sq. cm. Is the child right? Draw the figure that will guide the child to
the correct result.
A walking path will go
around the edges of a
park as shown below.
How long, in kilometers,
will the path around the
park be?
The learner demonstrates understanding and
appreciation of key concepts and skills involving
measurement (perimeter and area) as applied
using appropriate technology
- in critical thinking, problem solving,
reasoning, communicating, making
connections, representations, and
decisions in real life.
Compare the
perimeter and
area of these
two notebooks.
Area of Triangles, Parallelograms
and Trapezoids

Minie Rose C. Lapinid

How could the area of this figure be computed?
How could the area of the outlined
figure be computed?
This is a unit square.

What is the area of this shaded figure?

This is a unit square.

What is the area of this shaded figure?

How should we cut the parallelogram
to transform it to a rectangle?

What parts of a parallelogram are to be used

to obtain its area? Explain.
 height h

base b

Area of the parallelogram = base x height

Area of the parallelogram = bxh
Find the perimeter and the area of the ff.:
1. 2. 3.
This is a unit square.

What is the area of this shaded figure?

This is a unit square.

What is the area of this shaded figure?

This is a unit square.

What is the area of this shaded figure?

This is a unit square.

What is the area of this shaded figure?

This is a unit square.

What is the area of this shaded figure?

Application: Area of Triangle
How can we derive the area of a triangle?
Which area formula can we use? What
transformations can be done from the triangle to
obtain that figure?

What scaffolding questions and instructions can be

used to come up with an exploratory activity to derive
the area of a triangle?
Application: Area of Trapezoid
How can we derive the area of a trapezoid?
Which area formula can we use?
What transformations can be done
from the trapezoid to obtain that figure?
What scaffolding questions and instructions
can be used to come up with an exploratory activity
to derive the area of a trapezoid?
What type of formative assessments can be given to
elicit pupils’ conceptual understanding of the area
formula of a trapezoid?

How would pupils know which measures in the

trapezoid refer to the bases? height?
Sample Problems for application:

1. The diagram below shows the

plan for a new parking lot at a mall.
It is estimated that such 20m
construction costs Php 12,000
per square meter. What will be
the total cost for the parking lot? 25m
2. The area of a triangle is 24 square cm.
Its base is 12 m long. How long is its altitude?

3. One of the trapezoid’s legs is perpendicular

to the bases and measures 36 square dm.
The bases measure 8 dm and 10 dm.
What is the area of the trapezoid?
4. A parallelogram has a base of 12 cm and a
height of 8 cm. Biboy cuts the parallelogram
along its diagonal to form two congruent
triangles. What is the area of the triangle?

5. The area of a parallelogram is 96 sq. cm.

Its base is 8 cm long. What is the largest
triangle that you can make out of it?
Abstraction and Generalization
1. How should you provide explicit vocabulary instruction?

2. How does the lesson provide direct and explicit comprehension

strategy instruction?

3. How does the lesson provide opportunities for extended discussion of

meaning and interpretation?
 REFLECTION

• What key understanding about these shapes and their sizes have you acquired
in this session?

• What difficulties may arise in understanding the area of these different shapes?

• What knowledge and skills are necessary to be proficient problem solvers

involving areas of these figures?