My first formal lesson with year 7 and the LO is to be able to calculate the perimeter and area of a rectangle.

What I like about this LO is that chances are, all of my class are going to be able to do this. It means that I get to think of a different way to introduce practising this skill.

Can they be equal by nrich is an excellent activity to do for this.

The first part of the problem is below: After going through one basic example of how to find the area and perimeter of a rectangle and how I wanted them to set the work out, I introduced them to this problem.

As I was walking around the room it was really interesting to see what rectangles the students were trying and the conversations they were having. . Some students without prompting soon realised that the width needed to be 2.5 for this problem to produce a rectangle with an area of 25 and a perimeter of 25. Some of my other students said they thought they were becoming close with a width of 2 and a width of 3 but then wasn’t quite sure what to do. Some of my students asked if it was possible to use a decimal for a width to which I simply replied ‘Is a decimal a number?’ and ‘did the question specifically state that you needed to use an integer?’. When these students were confident that they could use a decimal they were soon on their way. This is my first reason for thinking this task is brilliant. Quite a few of my students when conducting investigations often stick to integers and have a hard time with using other types of numbers such as fraction, decimals or as they get to KS4 surds etc. I think students need to realise that there is a whole range of numbers out there not just integers and start to realise that fractions, decimals, surds etc are all just numbers. A classic example is when students solve equations and tell me that they got a fraction for an answer and is this OK? To which my reply simple is, is a fraction a number? After a moment of thought they normally go, well yes. I want my students from early on to realise that these things are numbers and to feel comfortable working with them.

Once the first part of this problem was completed, students moved onto the second part of this problem which is below: 