CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

6 Measurement,
area and perimeter
6.1 Measurement
Starter idea A kilometre is a unit of length. Kilometres can
be written as km. There are 1000 metres in a
Order, order (10 minutes) kilometre.
Resources: a set of cards with measurements on Ask the class, ‘How far do you think it
them (e.g. 5 cm, 2 km, 1 m,
1
m, 90 cm) per group of will be from the school gate to the (choose
2 an appropriate place according to your
six learners (it would work well if each group has a circumstances)? How could we measure it?’
different set of measurements)
Discuss the impracticability of using a ruler, as
Description: there would be a large number of centimetres
Ask learners to share their cards with each other. to count.
Ask them to stand in order from the shortest length Tell the class that half a kilometre is equal to
to the longest. 500 metres and a quarter of a kilometre is equal
to 250 metres.
When they are in a line, ask two groups to come
together and re-sort themselves according to both Introduce a practical activity such as using and
sets of cards. 1 1
marking out a track of km, km and 1 km
4 2
Towards the end of the time, ask some of the pairs of
outside on a school field or playground, using
groups to stand at the front of the class and display
a trundle wheel or metre sticks for shorter
their length cards.
distances. This will give a visual image to the
The rest of the class check to see that the order is learner of what these distances look like.
correct. If they want to make any changes they have
Give up to 20 minutes for some learners to
to give a reason why.
complete this task.

Main teaching ideas Ask some learners to walk the distance of

1
km (250 m).
1 Introducing kilometres (40 minutes) 4
Learning intention: Estimate and measure lengths Ask other learners to make their own routes
in kilometres (km). Understand the relationship from any marked place to another. They need to
between units. draw the route and work out if it is more than
Resources: 1 kilometre, less than 1 kilometre or 1 kilometre.

• Trundle wheel or metre sticks for each group Give 10 minutes for this task.
of learners Take feedback and ask learners to describe what
• Learner’s Book Exercise 6.1 question 9 they did and what they found out.

• Workbook Exercise 6.1 questions 3, 8 and 12 Ask questions such as:

to be used as homework ‘Why do we need the unit of a kilometre?
Description: What kinds of things are measured in
Introduce the concept of a kilometre. ‘Kilometres kilometres?
are used to measure long distances such as How can we measure 1 kilometre? What is the
distances between towns or countries. Even easiest way?
around the Earth!’ How many metres are there in 1 kilometre?’

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Share the conversion table again and this time

add kilometres.
100 cm = 1 m 1000 m = 1 km
After this activity, ask learners to complete
0 1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930
Learner’s Book Exercise 6.1 question 9. Use the cm

Workbook questions as homework.

Differentiation ideas: To support learners who The length of a metal rod is 67 centimetres.
find remembering the different units difficult, I can buy metal rods only in multiples of
show them what they look like on a centimetre 10 centimetres. How long will the metal rod be?
ruler and a metre stick. They can walk it. Or, if [70 centimetres] How much would I have left?
space is limited, do a track of half a kilometre [3 centimetres]
and walk it twice. We round up if the unit number is 5, 6, 7, 8, 9
To extend more confident learners, ask them and we round down if the unit number is 0, 1, 2,
to make more complex measurements on their 3 or 4.
map using two, three or four destinations. Make Rounding is often used to quickly estimate
1
routes that cover 2 kilometres or 1 kilometres. a number.
2
Work with a partner to decide whether these
2 Estimating, measuring and rounding centimetre lengths should be rounded up or
(40 minutes) down to the nearest centimetre:
Learning intention: Estimate and measure 1 1
78 centimetres, 35 centimetres, 93 centimetres,
3
lengths in metres (m) and kilometres (km). 2 4 4
Round measurements. 1 3
24 centimetres, 66 centimetres.
2 4
Resources:
Write your answers. [79, 35, 94, 25, 67]
• Learner’s Book Exercise 6.1 question 10
For rounding to the nearest 100, we need to look
• Workbook Exercise 6.1 questions 4, 6 and 9 at the tens number. For example: Diego bought
to be used for homework lengths of timber, in metres. He needs 485 metres
• Strips of paper 1 m long, enough for four to make some window frames. Should he round
per group it up or down?
• Six strips of paper that are more or less than ‘When 485 is rounded to the nearest 100, 8 is the
1 m long tens number so it gets rounded up to the next
Description: hundred.’ Show this as a number line.
Begin the activity by explaining that the class will ‘485 is between 400 and 500 but it is closer
be using estimated and then real distances using to 500. Will Diego have enough wood?’ [yes]
centimetres and metres and then rounding to the How much will he have left over? [15 metres]
nearest centimetre or metre. Ask, ‘What is five hundred and ninety two
Explain that this activity is about estimating, centimetres when rounded to the nearest
measuring and rounding. 100 centimetres? [600 centimetres] Talk with your
partner and decide how you could show this to
Rounding means making a number simpler but others in the class.’
keeping its value close to what it was. The result
is less accurate but easier to use. For example, Give small groups of up to four learners the
700 people took part in the marathon race. strips of metre paper. Ask them to make a closed
The actual amount was 682 but 700 is easier to use shape using up to four strips. This can be done in
when calculating. a hall or outside.
Explain that in these examples, rounding a Ask the learners how many metres does each side
number or a length is about putting a number up of their shape measure. [1 metre]
or down to the nearest centimetre or metre. Show them the strips of more than or less than
Show an example using a number line, such as, a metre.
‘This piece of timber is just under 30 centimetres Say that you are going to add or replace some of
long. I can buy the timber only in whole numbers these strips to their shape.
of centimetres. How much would I need to buy?
Look at this number line.’

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

After doing this, ask learners to estimate the Plenary idea

lengths of the sides of their shape and then to
measure them. Record the results. Rounding up, rounding down
Bring the results back into the classroom. (10 minutes)
Discuss them and then ask learners to round up Resources: a prepared target board; for example:
or down to the nearest 10 centimetres.
Share the results with the class before 200 cm 450 cm 100 cm 500 cm 600 m
asking learners.
700 m 650 m 300 m 952 km 350 km
After this activity, ask learners to complete
Learner’s Book Exercise 6.1 question 10. Use the 900 km 15 cm 25 cm 40 cm 800 km
Workbook exercises for homework.
Differentiation ideas: To support learners a prepared list of questions, paper and pencil per pair
who find this difficult, give practical everyday of learners
opportunities to practise estimating. For
Description:
example: How far is it from your desk to the
door? How long is your bike/scooter/car? Explain the game to the class. ‘I will call out a
measurement and say whether to round it up or down
To extend more confident learners, explain that
to the nearest 10 or 100. All the answers are on the
estimation does not replace the need to find
target board.’
accurate answers. Ask them to devise a quiz for
their friends that starts with estimation and then Give an example to start with: ‘For example, I will
moves to accurate measurements. The closer the call out 173 cm. Round up to the nearest 100. What is
estimates get, the more stars/points their friends the number? [200 cm] Discuss with your partner and
can earn. For example: Estimate the height of write the answer on your paper.’
your chair before measuring it. Estimate the Use both rounding up and rounding down questions
distance between two cities or two countries. Use using 10 or 100.
books or internet searches to find the answer.
Ask up to ten questions and then check the answers.
Assessment ideas: Formative assessment involves
interaction and dialogue between the adult and
the learner. Use the answers from the learners as
an opportunity to find out what learners know,
understand and can do. This information can be used
at a later date.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

6 Measurement,
area and perimeter
6.2 2D shapes and perimeter
Starter idea Description:
Begin this activity by explaining what perimeter
Clues (10 minutes) means and how it can be used in real life.
Resources: paper and pencil for each pair of learners For example, the top of a table; the size of a
Description: swimming pool; a picture on the wall.
Have a set of cards or written instructions for Say, ‘The perimeter is the total distance around a
learners to draw the shape that you are describing. shape or an object.’
For example: Ask learners to work with a partner and use
I have four right angles and my sides are the same the straws or sticks to make enclosed spaces.
length. [square] For example:
I have four right angles and the opposite sides are
equal. [Could be a square or a rectangle.]
I have five sides. [pentagon]
I have double the number of sides as a triangle.
[hexagon]
At the end of the time, ask learners to compare After 5 minutes, ask some learners to tell the
and contrast their drawings with those of a partner, class about the shapes that they made and how
finding similarities and differences. many sticks they used.
Go through the clues again for learners to check what Ask learners to work with a partner to find
they drew. the perimeter of at least three objects that they
can find in the classroom, using rulers or tape
Main teaching ideas measures. Give them a time limit of 10 minutes.
As they are doing this, walk around the room,
1 Introducing perimeter (40 minutes) making sure that all learners have understood the
Learning intention: Understand that perimeter is meaning of perimeter. Use this time to put right
the total distance around a 2D shape and can be any misconceptions. Then take feedback. Ask
calculated by adding lengths. learners to give the perimeter of their object and
how they found it out.
Resources:
Explain that learners will be finding perimeters
• Learner’s Book Exercise 6.2 question 5
of regular shapes. Say, ‘A regular shape is one in
• Workbook Exercise 6.2 questions 2, 6 and 9 which all the sides are the same length and all the
• Rulers inside angles are equal.’
• Tape measures
• Metre stick
• Straws or lolly sticks
• Chalk

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Draw a regular shape (e.g. a square) on the board perimeter. They can then explain the result and
and write the lengths of each side. For example: why it happened. For example:

4 cm

4 cm 4 cm

2 Estimating, measuring and calculating

perimeter (40 minutes)
4 cm Learning intention: Estimate, measure and
calculate the perimeter of a shape, using
Say, ‘To find the perimeter of the square we need appropriate metric units.
to add the measurements along each side. Talk
to your partner and calculate the perimeter of Resources:
the square.’ • Square grid paper
Take feedback and confirm that the perimeter of • Ruler
the square is 16 centimetres.
• Learner’s Book Exercise 6.2 question 6
Say, ‘Instead of adding the numbers, did anyone
• Workbook Exercise 6.2 question 3, 7 and 10
find a different way, maybe a quicker way, to
find the perimeter of the square?’ Some learners • Differentiated worksheets 6A, 6B and 6C
might have used their knowledge of times tables Description:
and seen that 4 × 4 = 16.
Make sure that all learners know the meaning of
Give other examples to illustrate this, such as estimating. Establish that estimation is a guess of
perimeter 4, 6, 4, 6 or 12, 3, 12, 3. the actual value.
1
Ask, ‘What if a square field was 6 kilometres Say, ‘I would estimate that we have 302 learners
2
along each side. What would be the perimeter? in our class today. Would that be a close
[26 km] Discuss this with your partner and estimate? [no] I could estimate again and say 92
explain how you worked out the answer.’ learners. Is that estimate closer? [yes] An estimate
does not have to be the right answer but, with
Give pairs or small groups a metre stick to share
practice, you will get closer.’
and ask them to measure and draw (with chalk)
a triangle that has a perimeter of 3 metres, a Draw a line on the board and ask, ‘How long
rectangle that has a perimeter of 2 metres and a do you think the line is? What would be your
square that has a perimeter of 5 metres. This can estimation of the length of the line?’ Ask
be done in a classroom, a hall or outside. for feedback.
After this activity, ask learners to use Learner’s Ask, ‘How could we find out how close our
Book Exercise 6.2 question 5 to measure and estimations are?’ [Use a ruler, a tape measure or a
record the perimeters of the regular shapes. The metre stick.]
Workbook exercises can be done for homework. Ask two learners to measure the line and write
Differentiation ideas: To support learners how long it is. Ask, ‘Were our estimations close?’
who find this difficult, suggest that they work Choose five or six learners from the class and ask
with a more confident partner who can explain each of them to draw a line on the board that
the process of finding perimeters whilst they they think is 25 centimetres long.
work beside them. To challenge more confident
Measure the lines and make a note of
learners, ask them to put two similar regular
their lengths.
shapes together edge to edge and work out the

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Say, ‘Work with a partner. Each of you draw a did you do when you needed help? How did you
line and ask your partner to estimate the length work out the perimeter?’
of your line and then measure it to see how close After this activity, ask learners to complete
the estimate was.’ Learner’s Book Exercise 6.2 question 6.
Move from estimating the lengths of lines Workbook exercises can be done at home
to finding the perimeters of 2D shapes. Ask, as homework.
‘What is the perimeter of a square with sides of Differentiation ideas: To support learners who
1 cm?’ [4 cm] found this difficult, give them strips of paper or
Say, ‘Close your eyes and imagine a square field string measuring 1 centimetre or 2 centimetres,
with sides of 1 kilometre. What is the perimeter? to use to measure the perimeter of a face of
[4 kilometres] Imagine a field with sides of 3D shapes. This will help them to estimate. Some
1 metre. What is the perimeter?’ [4 metres] learners might be able to use 5 centimetre strips
Ask, ‘What if these squares grow so that instead and count back to shorter lengths.
of sides of 1 cm, they have sides of 2 cm? Or 3 cm? To support more confident learners, ask them
Discuss with your partner the perimeters of each to estimate the length of perimeters of different
square, using centimetres, metres and kilometres.’ shapes, both regular and irregular, and to then
measure. Learners can make shapes for their
partner to work with.

Plenary idea
Drawing shapes (10 minutes)
Resources: plain paper, ruler, pencils, a straight edge
Description:
Take feedback, writing all sets of perimeters on Ask learners to draw on their paper any regular shape
the board. that they estimate has a perimeter of 24 centimetres.
Ask, ‘Can you see a pattern in these numbers?’ They should use a straight edge, but not measure it
[4, 8, 12] with a ruler.
Using the pattern, can you estimate what the After drawing, learners can measure the perimeter
perimeter of a square with side lengths of of their shape using a ruler and record its
4 metres will be?’ [16; each time a unit is added to actual perimeter.
each side, the total perimeter increases by 4.] Assessment ideas: Record how close the actual
Give learners Differentiated worksheets 6A, perimeter of the learner’s shape is to 24 centimetres as
6B or 6C. an indication of how well the learner can estimate a
Explain the task, saying, ‘Estimate the length of perimeter, in centimetres.
the sides before you measure them. Then measure
and work out the perimeter for each shape.’
As the class finishes their worksheets, ask for
feedback by asking questions such as, ‘What did
you find easy? What did you find difficult? What

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6 Measurement,
area and perimeter
6.3 Introducing area
Starter idea • Ten sheets of centimetre square grid paper
showing a 10 × 10 square, cut to the edge of
Changing lengths (10 minutes) the square
Resources: large drawings of rectangles on the board • Metre sticks, ruler
Description: • Set of large 2D shapes such as a squares,
Show a rectangle with side lengths of 5 centimetres rectangles, equilateral triangles, pentagons,
and 8 centimetres. hexagons and octagons
Ask, ‘If each of the two shorter sides of this Description:
rectangle were increased by 1 centimetre and the Begin the activity by referring back to Teacher’s
longer sides were each decreased by 1 centimetre, Resource Section 6.3 main activity idea
would the area be the same, would it be more or Introducing area and saying, ‘Area is the size of a
would it be less? Discuss this with your partner.’ [This surface and we can measure it using squares.’
would give a rectangle measuring 6 × 7, so the area
Say, ‘We can use small squares or large squares.
will be 42 square units. This is two more square units
We can use centimetre squares and metre
than the 5 × 8 rectangle.] When asking for feedback,
squares. Sometimes, for very large areas, we can
learners should give reasons for their answer.
use kilometre squares.’
Ask, ‘If both the short sides and the long sides
Illustrate this by asking two learners to arrange
were doubled in length, would the area be doubled?
four metre sticks into a square. This will
Discuss with your partner.’ When asking for
allow learners to build a mental image of a
feedback, learners should give reasons for their
square metre.
answer.
Ask learners to work with a partner. Give one of
This would give a rectangle of 10 × 16 and an area
each pair 2 centimetre square paper and the other
of 160 square units. The original area was 40 square
1 centimetre square paper.
units. Ask, ‘Why is the area of the new rectangle four
times the size and not double the size?’ Ask them to choose one of the shapes and take
turns drawing around it on their square paper.
Change the questions for other shapes using this
It would help when calculating the area if
starter as a guide.
they put one edge of the shape along a line on
the paper.
Main teaching ideas
Learners count the whole number of squares
1 Area on a square grid (40 minutes) inside the shape. Some discussion might be
Learning intention: Estimate, measure and needed in order to agree with what to do about
calculate the area of a shape, using appropriate the half or smaller squares that are also inside
metric units, and drawn on a square grid. the perimeter. If a square is almost full, round up
to a whole square. If it is almost empty, round
Resources:
down to no square.
• Learner’s Book Exercise 6.3 question 2
Let learners use up to three different shapes
• Workbook Exercise 6.3 questions 1, 4 and 7 so that they can begin to make generalisations
• Square grid paper 1 centimetre and about the results.
2 centimetres Allow time for learners to discuss why they had
different results.

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Take feedback and then explain that the squares Ask for feedback from the class about the
used to measure the area of the shapes were different perimeter lengths. Ask, ‘Why aren’t
different sizes. The objects using the 1 centimetre the perimeters all the same? All the areas are the
squares would have more squares counted than same, but not the perimeters. Discuss this with
the 2 centimetre squared paper because they were your partner.’
half the size, giving a quarter of the area. Give 5 minutes for discussion, then take
Be aware that some learners may be confused feedback.
about that. At this point, explain that the actual Ask learners to work in pairs to find and draw
area stays the same; it is the size of the square different rectangles that have an area of 24 square
that changes. centimetres and to measure the perimeter of
After this activity, ask learners to complete each. Which rectangle has the longest perimeter?
Learner’s Book Exercise 6.3 question 2. [1 × 24] Which has the shortest? [4 × 6]
Workbook questions can be used as homework. Allow the class 15 minutes for this activity, then
Differentiation ideas: To support learners who take feedback. Record the different answers on
find this difficult, give them plenty of practice the board.
with using cut-out squares of different sizes to After this activity, ask learners to complete
cover spaces of different areas. Ask them to write Learner’s Book Exercise 6.3 question 3. The
in the numbers as they count the squares. Workbook can be used for homework.
To challenge learners who are more confident, Differentiation ideas: To support learners who
ask them to measure area using 2-centimetre find this difficult, ask them to write the numbers
square paper and then convert the results into in the squares up to 24 that will make a rectangle
what would be the area using 1-centimetre and then draw the perimeter around them. Some
square paper. learners might need support using the vocabulary
of ‘rectangle’.
2 Linking area and perimeter
To challenge learners who are more confident,
(40 minutes)
ask them to use a different shape and repeat the
Learning intention: Estimate, measure and activity using 24 squares. Remind them that they
calculate the perimeter of a shape, using can have half squares.
appropriate metric units, and its area on a square
grid. Draw lines, rectangles and squares.
Plenary idea
Resources:
Measuring lines, counting squares
• Learner’s Book Exercise 6.3 question 3
(10 minutes)
• Workbook Exercise 6.3 questions 3, 6 and 9
Resources: square grid paper, ruler for each learner
• Centimetre square grid paper for each learner
Description:
• Ruler for each learner
Give learners a sheet of square grid paper.
Description:
Ask them to work in pairs.
Give each learner a sheet of centimetre
Each learner draws on their paper any regular
square paper.
shape that has an area of 12 square centimetres.
Remind learners that area is the size of a surface They should use the straight edge of their ruler
measured in square units and perimeter is the for accuracy.
total distance around a shape.
After drawing, they pass their paper to their partner
Ask them to use a ruler to draw a rectangle who must estimate the length of the lines without
on their paper that has an area of 24 square counting the squares and write their estimation next
centimetres. Have their drawing checked by to the drawing.
their partner.
The paper is then given back to their partner, who
Ask them to calculate the perimeter and write measures the lines or counts the squares to find how
that number inside the rectangle. At this point, close their partner’s estimation was.
not all learners will have the same answer, as it
Ask questions such as, ‘Who had an estimate for
depends on the ways that the 24 squares were
the length of the lines to within 4 cm? 3 cm? 2 cm?
enclosed. For example, rectangles can be 1 × 24,
1 cm? Who estimated the lines that match the
2 × 12, 3 × 8, 4 × 6.
measurement exactly?’

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Ask learners to repeat the activity but to choose

their own area and a different shape. Suggest that
some shapes can include half squares, such as in an
equilateral triangle.
Assessment ideas: The feedback from learners
after questions gives several opportunities for
assessing knowledge, as well as understanding and
the development of estimation skills. Use both open
and closed questions to determine who needs more
support in developing their understanding of area,
perimeter and estimation.

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