Teaching pack · Year 4 Measurementseegongsik /au
Area and Perimeter on a Grid: a week of ready-to-teach maths
Five days of lessons for Year 4 Measurement. Print this pack and the week is prepared.
AC9M4M02
recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Count the squares”, “Walk the perimeter”, “Area or perimeter?”, “Build a rectangle”, “Same area, different perimeter”.
seegongsik.com/au/y4/measurement/AC9M4M02
Aligned to Australian Curriculum V9 (AC9M4M02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Count the squares | Practise the idea with talk, board and worksheet | Board: Count the squares |
| 2 | Walk the perimeter | Practise the idea with talk, board and worksheet | Board: Walk the perimeter |
| 3 | Area or perimeter? | Practise the idea with talk, board and worksheet | Board: Area or perimeter? |
| 4 | Build a rectangle | Practise the idea with talk, board and worksheet | Board: Build a rectangle |
| 5 | Same area, different perimeter | Practise the idea with talk, board and worksheet | Board: Same area, different perimeter |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on area and perimeter on a grid. Ask: What did you practise today?
seegongsik.com/au/y4/measurement/AC9M4M02/pack
Day 1 · Teacher planDay 1 of 5
Count the squares
Children practise “Count the squares” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain count the squares in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Count the squares”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Count the squares”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Count the squares” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about count the squares.
Day 1 · Worksheet
Count the squares
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Walk the perimeter
Children practise “Walk the perimeter” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain walk the perimeter in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Walk the perimeter”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Walk the perimeter”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Walk the perimeter” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about walk the perimeter.
Day 2 · Worksheet
Walk the perimeter
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Area or perimeter?
Children practise “Area or perimeter?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain area or perimeter? in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Area or perimeter?”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Area or perimeter?”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Area or perimeter?” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about area or perimeter?.
Day 3 · Worksheet
Area or perimeter?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Build a rectangle
Children practise “Build a rectangle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain build a rectangle in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Build a rectangle”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Build a rectangle”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Build a rectangle” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about build a rectangle.
Day 4 · Worksheet
Build a rectangle
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Same area, different perimeter
Children practise “Same area, different perimeter” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain same area, different perimeter in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Same area, different perimeter”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Same area, different perimeter”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Same area, different perimeter” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about same area, different perimeter.
Day 5 · Worksheet
Same area, different perimeter
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Area and Perimeter on a Grid
Cut out. Hold up a card and give an example.
Count the squares
Give an example.
Walk the perimeter
Give an example.
Area or perimeter?
Give an example.
Build a rectangle
Give an example.
Same area, different perimeter
Give an example.
Store in an envelope labelled AC9M4M02.
Mini-check · End of week
Show what you know: Area and Perimeter on a Grid
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (area and perimeter on a grid) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.