do not enclose any crossing grid lines and

Slides:



Advertisements
Similar presentations
Whiteboardmaths.com © 2010 All rights reserved
Advertisements

Shapes and Angle Rules 80 + ? = = 180.
Constructions Draw one or more of these – think before you start!
Real-life graphs [ A4.3 Extension Plenary]
Generating sequences A1.1 Core Plenary
Simplifying expressions
What angles greater than 180 could be measured? 10°
A square number is the result of squaring a whole number.
(a) Explain how to use this diagram to calculate .
Use this map of the Isle of Man to estimate:
Here are some patterns made from coloured number tiles.
Look at the numbers in the grid and find: The smallest prime number
No number has the same square root as its cube root.
Investigate what happens if:
Multiplying and dividing recap
60° 70° 80° 90° 100° 110° 120° Angles recap Here are some angles.
Units of measurement GM2.4 Core Starter
Fractions recap Use this fraction wall
Sums, differences and products
Collecting data [ S1.1 Core Starter]
Lines, shapes and coordinates
Experimental probability
Mental methods Chose your answers from the closest number in the grid.
Using fractions and percentages
Patterns in coordinates
Calculator methods [N4.2 Support Plenary]
Congruence GM3.1 Core Plenary
Written methods [N4.1 Extension Starter]
Reflection GM4.1 Core Plenary
Using ratios 1) Check these fraction simplifications are correct.
1 two numbers whose sum is 10 2 two numbers whose sum is 0.6
Make up some similar questions of your own. 2 cm
Algebraic methods [ A3.2 Core Plenary]
Working with friend, look back at the section you have just finished.
Visualising models GM4.3 Extension Starter
2-D shapes recap [GM4.1 Core Starter]
draw a straight line whose equation is y = −x
Triangle investigation
Nets This is a drawing of a cubic box without a lid.
Decimal recap [ GM4.2 Support Starter]
Using only these digits …
This game is for two players.
What number is he thinking of? 2x = x + 4 so x = 4 (a) 2x + x = 39
[ GM3.1 Extension Starter]
The four straight lines make a square (shaded grey).
This shape is made from two identical squares overlapping.
a What sizes of angle (from 0 to 360) can it be used to measure?
You will need some isometric dotty paper and a ruler.
Adding and subtracting fractions
Make as many ratios as you can that are equivalent to 2 : 3.
Put the instructions in order to construct this shape.
Perimeter [ GM3.1 Support Plenary]
Length and perimeter GM1.1 Support Plenary
Squares of side 1m are used to make L-shapes.
Statistical investigations
Calculator methods Work out the answers to these in your head.
These two pairs of lines form a parallelogram.
Adding and subtracting fractions
Pyramids can have bases of different shapes.
Prisms and cylinders [GM4.3 Core Plenary]
Multiplying and dividing fractions
Square numbers always have an even number of factors.
Written methods Which four consecutive odd numbers sum to 120?
Directed numbers [ N1.3 Support Starter]
Multiplying and dividing fractions
Construct these triangles. Sides 5 cm, 12 cm and 13 cm
Linear functions This graph is the straight line y = 3x.
Formulae and expressions
Reflection, rotation and translation
Multiplying and dividing
Presentation transcript:

do not enclose any crossing grid lines and Perimeter and area N4.1 Core Starter Investigate any connection between the area and perimeter of shapes which do not enclose any crossing grid lines and whose sides meet at right angles at all vertices. Does your rule hold (is it valid) for shapes with a hole in? Preamble This activity gives pupils the opportunity to carry out an investigation given some conditions and to work systematically to try to find a rule. The result is based on Pick’s theorem: area = inside points + (points on the perimeter ÷ 2) – 1 Some pupils may need reminding of the conditions – all vertices right angles and no grid lines crossing inside the shape. Possible content Working out areas and perimeters of rectilinear shapes, recording results in a systematic way, generalising. Resources Centimetre-squared paper. Solution/Notes Given the stated conditions, the rule is: area = perimeter ÷ 2 − 1 This holds for ‘U’ shapes, but for shapes with a hole in it becomes: area = perimeter ÷ 2 An extension investigation would be to consider the case of two holes etc. Original Material © Cambridge University Press 2009 Original Material © Cambridge University Press 2009