2,188
edits
JanetBlair (talk | contribs) m (edited punctuation) |
JanetBlair (talk | contribs) m (reworded slightly) |
||
Line 15: | Line 15: | ||
<br /> | <br /> | ||
* | * Recognise that figures with the same areas could have different perimeters. | ||
* | * Recognise the strategy of minimizing the perimeters of figures with the same areas. | ||
<br /> | <br /> | ||
Line 22: | Line 22: | ||
<br /> | <br /> | ||
An | An enquiry teaching approach is expected. Students are asked to arrange 3 to 9 squares to form different figures and find their possible perimeters. Teacher then guide students to express their strategies of getting the largest and smallest perimeter with a certain number of squares. | ||
<br /> | <br /> |