Running Around the Perimeter - All Versions

Content Name

Running Around the Perimeter - All Versions

Content Type

Partner Content

Description

The Perimeter Running Club are running around the perimeter of different coloured fields, measuring the perimeter of each one as they go. The video includes a clear definition for the perimeter and provides a story context for problem solving. There are two versions that explore the use of algebraic notation.

Curricula

• Country

  England

  Key Stage:

  Key Stage 2

  Years:

  Year 3, Year 4, Year 6

  Subjects:

  • Mathematics

  Topics:

  • Measurement
  • Algebra

  Programmes of Study:

  • measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
  • measure the perimeter of simple 2-D shapes
  • use simple formulae
  • recognise when it is possible to use formulae for area and volume of shapes
  • recognise that shapes with the same areas can have different perimeters and vice versa

• Country

  Northern Ireland

  Key Stage:

  Key Stage 2

  Years:

  P5, P6, P7

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Measures

  Programmes of Study:

  • Know how to calculate the perimeter, area, and volume of simple shapes.

• Country

  Scotland

  Level:

  Second

  Years:

  P5, P6, P7

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.

• Country

  Wales

  Step:

  PS 3

  Years:

  Year 4, Year 5, Year 6

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Algebra uses symbol systems to express the structure of mathematical relationships.
  • Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world.

  Programmes of Study:

  • I can use efficient methods for finding the perimeter and area of two-dimensional shapes, understanding how basic formulae are derived.
  • I can model problems, using expressions and equations involving symbols or words to represent unknown values, adopting the conventions of algebra. I can use inverse operations to find unknown values in simple equations.

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