Before solving problems on finding the perimeter and area of \u200b\u200bgeometric shapes, let me remind you that ....
Production of student values elementary school for geometric problems. Elementary school students produce values for geometric problems. Joise de Fort. In this article, we present the process of creating a set of educational tasks, including the area and perimeter of flat geometric figures, which we developed during the Professional Masters in Mathematics Education. Our task was to create a set of problems that were theoretically based and made it possible to identify the difficulties of learning in the subject area and perimeter, to increase the possibilities of intervention in the learning processes of these geometric topics in the last years of elementary school.
I level
1. The length of the rectangle is 8 dm, the width is 7 dm. Find its area.
2. The length of the side of the square is 6 cm. Find out the area and perimeter of the square.
3. The rectangle has a length of 7 cm, a width of 5 cm. Find out the area and perimeter of the rectangle.
4.Find the perimeter and area of a rectangle with sides 6 cm and 8 cm.
5. The length of the rectangle is 8 dm, the width is 5 dm. Find its area.
In our research, we adopted the model of semantic fields as a theoretical and epistemological basis and as a tool for reading the products of the meanings of research subjects. We also present short review literature on geometric measures and learning difficulties in area and perimeter. Finally, we discuss the characteristics of the educational tasks that we design, selected from the approach we take to treat the educational product.
Key words: Educational product. In this article, we present the process of developing a set of educational tasks related to the area and perimeter of flat geometric shapes, completed within the framework of the Master's vocational education» in Mathematics Education. Our goal was to create a series theoretical tasks, which allowed us to identify the difficulties students face in learning subject areas and perimeters, increasing the opportunities for intervention in the process of learning geometric topics for students in the 7th and 8th grades.
6. Calculate the area of a rectangle whose side lengths are 6 mm and 8 mm.
7. The width of the rectangle is 7 dm, and the length is 12 dm. Calculate the area.
8. The length of the rectangle is 9 dm, the width is 7 cm. Find its area.
9. The length of the side of the square is 6 cm. Find out the area.
10. Calculate the perimeter of a square with a side of 4 cm.
11. The width of the rectangle is 9 dm, and the length is 6 dm more. Find its area.
In our research, we adopted the Semantic Fields Model as a theoretical and epistemological framework and as a reading tool for students. Joise de Fora under the guidance of Professor Amarildo Melchiades da Silva. This educational product was developed from our master's thesis to support teaching work in the fourth cycle of primary education, including the areas and objects of the perimeter of flat geometric figures, allowing the teacher to identify the difficulties of their students when they produce meanings for such objects, as well as intervene in the processes of meaning formation students to minimize or resolve such difficulties.
12. The length of the rectangle is 5 dm, the width is 4 cm less. Find the P and S of this rectangle.
13. Draw a rectangle, the length of one side of which is 2 cm, and the length of the other is 3 times longer. Find its perimeter and area.
14. Draw a rectangle, the length of one side of which is 6 cm, and the length of the other is 2 times longer. Find its perimeter and area.
The application, which included students solving this set of problems, was recorded and then analyzed using a plausible reading method generated from the theoretical contributions of the Semantic Field Model. It should also be noted that, based on the aforementioned dissertation and educational product, we have prepared and presented some materials on mathematical educational activities, in scientific sessions and mini-courses, during which we were able to offer basic education, the use of a number of tasks that we developed, and we could also hear criticism and suggestions from teachers and researchers about working with such tasks.
15. Draw a rectangle with a width of 2 cm and a length of 3 cm more. Calculate its perimeter.
16. The side of the square is 3 cm. What is the perimeter?
17. A sheet of paper has square shape. Its side is 10 cm. What is the perimeter?
18. Draw a square with a side of 6 cm. Find its perimeter. The perimeter of a square is 28 cm. What is its side?
First, we briefly review research in the field mathematics education, which examines the difficulties of learning the concepts of perimeter and area, synthesizing our experience in creating and applying these problems, allowing us to observe some of these difficulties reported in studies - and others related to area and perimeter, through the production of student values that were the subject of our research. We will also discuss aspects related to the process of creating tasks, showing some of these tasks and setting item values.
19.Window width rectangular shape 4 dm, and the length is 2 times longer. Calculate the area of the window.
20. The width of the rectangle is 4 dm, and the length is 5 times the width. Find the area of the rectangle.
21. The area of a rectangle is 36 cm², its length is 9 cm. What is the width of the rectangle?
II level
1. Draw a rectangle, the length of one side of which is 2 cm, and the length of the other is 4 times longer. Find its perimeter and area.
Finally, we present some of our considerations for using the educational product we are developing and about possible consequences such an approach as ours for geometric education in primary education, that is, an approach that uses educational tasks supported by the theoretical assumptions we accept because we do not insert our work into task design models that have different epistemological-theoretical underpinnings from those that support the semantic field model.
2. The length of the rectangle is 5 dm, the width is 4 cm less. Find the P and S of this rectangle.
3. Given: rectangle, a \u003d 8 dm, b - 2 cm less. Find R and S.
4. The length of the rectangle is 12 cm, and its width is 2 cm less. Find the area and perimeter of the rectangle.
5. The sum of the two sides of the square is 12 dm. Find the perimeter and area of the square.
Problems to find the area
The process of studying geometric measures is based on considerable complexity, which makes it necessary to search for the characteristic elements of this process, not only in relation to its pedagogical limitations, but especially in relation to the cognitive aspects that exist. Often, researchers have revealed the presence of strong disagreements on the goals, content and methods of teaching measures and geometry on different levels. This conclusion is supported by later work such as Jones and Alsina.
The measurement of work in the mainstream, although often initiated by activities in spatial contexts, often ends very quickly and is probably experienced by children as another way of doing the calculations. To avoid this situation, students' first experience in geometry should emphasize informal learning. physical forms and their properties.
6. Find the length of the rectangle by its width - 8 dm and perimeter - 30 dm.
7. The perimeter of a square is 32 cm. What is its side?
8. The perimeter of the triangle is 21 cm. Put on the length of the third side of this triangle if the lengths of the two sides are 7 cm and 8 cm.
9. The perimeter of the rectangle is 20 cm. The length of its side is 6 cm. Find out the width of the rectangle and draw it.
Some of these aspects are related to the guiding question of our latest work, which can be expressed as: which series of tasks would allow us to determine the production of student values from recent years elementary school in area and perimeter flat figures, and the goal of increasing possible difficulties learning about these concepts? Vygotsky and Leontiev. At the heart of this discussion are our efforts to understand the causes of some of the student epistemological barriers and limitations that are aspects of the study of high school geometry that were very common in our math classes when teaching basic education classes.
10. The area of the rectangle is 270 sq. cm, its length is 9 dm. Find the perimeter of this rectangle.
11.Perimeter rectangle is 54 m. Find the area of this rectangle if one of its sides is 18 m.
12. Find the area of a square whose perimeter is 360 mm.
13. The perimeter of the rectangle is 40 cm. One side is 5 cm. What is its area?
The work of Chappell and Thompson, Leung, Baldini and Silva points out such difficulty and attempts to understand the importance of the concept of its genesis. Analyzing some of these and other studies related to the study of learning difficulties in learning around the perimeter and area of flat figures, we sought to identify characteristics that favored us in developing the tasks used in our field studies, the unit of analysis of these tasks and the approach that we gave for conducting analyzes related to the objectives of the studies we have developed.
14. Draw a square whose perimeter is equal to the perimeter of a rectangle with sides 2 cm and 6 cm.
15. A rectangular summer cottage has a length of 20 m and a width of 12 m. How long should a fence be placed around the site?
16. The perimeter of a square is equal to the perimeter of a triangle with sides 6 cm, 3 cm and 7 cm. What is the length of the side of the square?
Among these characteristics, it is worth noting the fact, noted by the French, that the difficulty of dissociating area and perimeter may lead students to think that these quantities are connected in such an elementary way that an increase in one of them necessarily leads to an increase in the other. Many other similar characteristics are observed in studies such as Clements and Stefan, Baltara and Nunesa, Light and Mason.
The entire literature review that we have done in previous studies and summarized above allows us to choose constituent elements geometric problems, provided that such elements are consistent with our assumptions and goals. In addition to providing theoretical support for desirable consistency during task development, the semantic field model serves as a tool for analyzing the production of the meanings of research subjects. We are discussing this model.
17. Which figure has an area larger and by how much: a square with a side of 4 cm or a rectangle with sides of 2 cm and 6 cm?
18. The perimeter of a rectangle is 54 m. Find the area of this rectangle if one of its sides is 18 m.
19. The perimeter of a square sandbox is 12 m. Find the area of this sandbox.
20. Write everything possible options length and width of a rectangle if its perimeter is 24 cm.
The fundamental difference between our approach and all the others mentioned above, which explore ways to resolve the recognized confusion between the concepts of perimeter and area, is that we apply the semantic field model from our theoretical point of view. This structure allows us to differ from Piagetian theories and Van Hiele's model, which analyze the shortcomings of cognitive processes, but also differ from works based on the framework of French didactics, in which epistemological characteristics differ from those that bring theoretical model what we accept.
Compiled by Kislova Lyudmila Borisovna
Problems for finding the perimeter and area. Simple Tasks+ offset. Difficult tasks+ offset. Memo and test for it
"Offset"
1. The length of the rectangle is 8cm and the width is 5cm shorter. What is its perimeter?
2. How much is the perimeter of a square with a side of 1 dm 2 cm larger than the perimeter of a square with a side of 5 cm?
Using the lens of value production, this model allows us to identify the meanings that each entity produces in a particular activity for a given entity constituted by that entity. Such an epistemological concept is closely related to the idea defended by Lins that knowledge is something like a domain of utterance, realizing that there is no knowledge, for example, in books, because they only have statements.
From the characterization of knowledge mentioned above, the opinion arises that different justifications for the same statement of faith constitute different knowledge. And the concept of knowledge is connected with the concept of meanings. Thus, in order to obtain values, it is necessary to perform eventual actions in relation to the object, within the framework of the activity.
3. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter triangle ABC.
4. How much is the area of a rectangle with sides 3 cm and 4 cm less than the area of a rectangle with sides 4 cm and 5 cm?
5. How much is the area of a square with a side of 5 cm greater than the area of a square with a side of 3 cm?
The method of reading cognitive processes, created from the concepts of the semantic field model and allowing us to identify the derived meanings of students at the time of their occurrence, was called the Plausible method of reading. In addition to allowing us to read each other through its legitimacy, the importance of this method is that it allows us to interact with subjects so that we can deliberately interfere with their value production. This is the process of negotiating values.
The assumption from which we confirm that every educational product should offer teachers a classroom manual that is flexible enough that this product can be modified and adapted to their needs. own goals about working with your students.
1. The length of the rectangle is 8cm and the width is 5cm shorter. What is its perimeter?
2. How much is the perimeter of a square with a side of 1 dm 2 cm larger than the perimeter of a square with a side of 5 cm?
3. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter of triangle ABC.
4. How much is the area of a rectangle with sides 3 cm and 4 cm less than the area of a rectangle with sides 4 cm and 5 cm?
And in the process of designing such a task prototype, our main interest was in understanding how to develop tasks that allow students to connect previous knowledge with new knowledge created by the students themselves. Based on the perspectives we envision, and with the focus on the goals we raised earlier, we set about developing the tasks that will be used in the fieldwork. In more specific terms, the tasks should contain problems that could lead to primarily difficulties for research subjects related to the area and perimeter of the polygons that we are talking about in the literature review.
5. How much is the area of a square with a side of 5 cm greater than the area of a square with a side of 3 cm?
The method of reading cognitive processes, created from the concepts of the semantic field model and allowing us to identify the derived meanings of students at the time of their occurrence, was called the Plausible method of reading. In addition to allowing us to read each other through its legitimacy, the importance of this method is that it allows us to interact with subjects so that we can deliberately interfere with their value production. This is the process of negotiating values.
The assumption from which we confirm is that every educational product should offer teachers a classroom manual that is flexible enough that the product can be modified and adapted to their own goals in relation to working with their students.
1. The length of the rectangle is 8cm and the width is 5cm shorter. What is its perimeter?
2. How much is the perimeter of a square with a side of 1 dm 2 cm larger than the perimeter of a square with a side of 5 cm?
3. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter of triangle ABC.
4. How much is the area of a rectangle with sides 3 cm and 4 cm less than the area of a rectangle with sides 4 cm and 5 cm?
And in the process of designing such a task prototype, our main interest was in understanding how to develop tasks that allow students to connect previous knowledge with new knowledge created by the students themselves. Based on the perspectives we envision, and with the focus on the goals we raised earlier, we set about developing the tasks that will be used in the fieldwork. In more specific terms, the tasks should contain problems that could lead to primarily difficulties for research subjects related to the area and perimeter of the polygons that we are talking about in the literature review.
5. How much is the area of a square with a side of 5 cm greater than the area of a square with a side of 3 cm?
The method of reading cognitive processes, created from the concepts of the semantic field model and allowing us to identify the derived meanings of students at the time of their occurrence, was called the Plausible method of reading. In addition to allowing us to read each other through its legitimacy, the importance of this method is that it allows us to interact with subjects so that we can deliberately interfere with their value production. This is the process of negotiating values.
The assumption from which we confirm is that every educational product should offer teachers a classroom manual that is flexible enough that the product can be modified and adapted to their own goals in relation to working with their students.
1. The length of the rectangle is 8cm and the width is 5cm shorter. What is its perimeter?
2. How much is the perimeter of a square with a side of 1 dm 2 cm larger than the perimeter of a square with a side of 5 cm?
3. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter of triangle ABC.
4. How much is the area of a rectangle with sides 3 cm and 4 cm less than the area of a rectangle with sides 4 cm and 5 cm?
And in the process of designing such a task prototype, our main interest was in understanding how to develop tasks that allow students to connect previous knowledge with new knowledge created by the students themselves. Based on the perspectives we envision, and with the focus on the goals we raised earlier, we set about developing the tasks that will be used in the fieldwork. In more specific terms, the tasks should contain problems that could lead to primarily difficulties for research subjects related to the area and perimeter of the polygons that we are talking about in the literature review.
5. How much is the area of a square with a side of 5 cm greater than the area of a square with a side of 3 cm?
The method of reading cognitive processes, created from the concepts of the semantic field model and allowing us to identify the derived meanings of students at the time of their occurrence, was called the Plausible method of reading. In addition to allowing us to read each other through its legitimacy, the importance of this method is that it allows us to interact with subjects so that we can deliberately interfere with their value production. This is the process of negotiating values.
The assumption from which we confirm is that every educational product should offer teachers a classroom manual that is flexible enough that the product can be modified and adapted to their own goals in relation to working with their students.
1. The length of the rectangle is 8cm and the width is 5cm shorter. What is its perimeter?
2. How much is the perimeter of a square with a side of 1 dm 2 cm larger than the perimeter of a square with a side of 5 cm?
3. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter of triangle ABC.
4. How much is the area of a rectangle with sides 3 cm and 4 cm less than the area of a rectangle with sides 4 cm and 5 cm?
And in the process of designing such a task prototype, our main interest was in understanding how to develop tasks that allow students to connect previous knowledge with new knowledge created by the students themselves. Based on the perspectives we envision, and with the focus on the goals we raised earlier, we set about developing the tasks that will be used in the fieldwork. In more specific terms, the tasks should contain problems that could lead to primarily difficulties for research subjects related to the area and perimeter of the polygons that we are talking about in the literature review.
5. How much is the area of a square with a side of 5 cm greater than the area of a square with a side of 3 cm?
The method of reading cognitive processes, created from the concepts of the semantic field model and allowing us to identify the derived meanings of students at the time of their occurrence, was called the Plausible method of reading. In addition to allowing us to read each other through its legitimacy, the importance of this method is that it allows us to interact with subjects so that we can deliberately interfere with their value production. This is the process of negotiating values.
The assumption from which we confirm is that every educational product should offer teachers a classroom manual that is flexible enough that the product can be modified and adapted to their own goals in relation to working with their students.
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"tasks"
Problems for finding the perimeter and area of geometric shapes
1. The length of the rectangle is 12cm and the width is 4cm shorter. What is its perimeter?
2. The width of the rectangle is 9 cm, and the length is 5 cm longer. What is its perimeter?
4. Find the perimeter of a square with a side of 6 cm.
5. The side of the rectangle is 8 dm, and the other 3 dm. Find the perimeter and area of the rectangle.
6. The length of the side of the square is 3 cm. What is the area of the square?
7. The length of the rectangle is 3 dm 3 cm, and the width is 15 cm less. What is the perimeter of rectangle ABCD?
8. How much is the perimeter of a square with a side of 1 dm 9 cm larger than the perimeter of a square with a side of 13 cm?
9. One side of the triangle is 13 cm, the second is 9 cm more than the first, and the third is 4 cm less than the first. Find the perimeter of triangle ABC.
10. One side of the triangle is 3m 2 dm, which is 14 dm more than the second side. What is side 3 equal to if the perimeter is 9 m 2 dm?
11. How much is the perimeter of a rectangle with sides 9 cm and 7 cm greater than the perimeter of a square with sides 7 cm?
12. How much is the area of a rectangle with sides 2 cm and 3 cm less than the area of a rectangle with sides 3 cm and 5 cm?
13. How much is the area of a square with a side of 3 cm less than the area of a square with a side of 5 cm?
14. How much is the area of a rectangle with sides 3 cm and 4 cm greater than the area of a rectangle with sides 1 cm and 2 cm?
15. How much is the area of a square with a side of 3 cm less than the area of a square with a side of 5 cm?
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"Blitz"
| Find the area of a square with a side of 4 cm | |
NAME__________________
| Find the area of a square with a side of 4 cm | |
| What is the side of the square if the perimeter is 16 cm? | |
| The length of the rectangle is 8 cm and 5 cm. What is its perimeter? | |
| What is the perimeter of a triangle if its sides are 12 cm, 29 cm and 38 cm | |
| Find the length of a rectangle if its perimeter is 18 cm and its width is 5 cm |
NAME__________________
| Find the area of a square with a side of 4 cm | |
| What is the side of the square if the perimeter is 16 cm? | |
| The length of the rectangle is 8 cm and 5 cm. What is its perimeter? | |
| What is the perimeter of a triangle if its sides are 12 cm, 29 cm and 38 cm | |
| Find the length of a rectangle if its perimeter is 18 cm and its width is 5 cm |
NAME__________________
| Find the area of a square with a side of 4 cm | |
| What is the side of the square if the perimeter is 16 cm? | |
| The length of the rectangle is 8 cm and 5 cm. What is its perimeter? | |
| What is the perimeter of a triangle if its sides are 12 cm, 29 cm and 38 cm | |
| Find the length of a rectangle if its perimeter is 18 cm and its width is 5 cm |
NAME__________________
| Find the area of a square with a side of 4 cm | |
| What is the side of the square if the perimeter is 16 cm? | |
| The length of the rectangle is 8 cm and 5 cm. What is its perimeter? | |
| What is the perimeter of a triangle if its sides are 12 cm, 29 cm and 38 cm | |
| Find the length of a rectangle if its perimeter is 18 cm and its width is 5 cm |
NAME__________________
| Find the area of a square with a side of 4 cm | |
| What is the side of the square if the perimeter is 16 cm? | |
| The length of the rectangle is 8 cm and 5 cm. What is its perimeter? | |
| What is the perimeter of a triangle if its sides are 12 cm, 29 cm and 38 cm | |
| Find the length of a rectangle if its perimeter is 18 cm and its width is 5 cm |
NAME__________________
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"Area and Perimeter"
| Memo No. 102 area and perimeter Perimeter – Units - mm, cm, m, etc. The perimeter of the rectangle. R = (a + b) ∙ 2 where a - the length of the rectangle b - the width of the rectangle a ( b ) = Р: 2 – b (a) (easy way) Perimeter of a square R = a ∙ 4 where a - side of a square Square Area measured in cm², dm², m², km² Rectangle area S = a · b where a- the length of the rectangle b- the width of the rectangle square area S = a 2 where a- side of a square a =S : b b = S : a | Memo No. 102 area and perimeter Perimeter – is the sum of the sides geometric figure, denoted Latin letter R. Units - mm, cm, m, etc. The perimeter of the rectangle. R = (a + b) ∙ 2 where a - the length of the rectangle b - the width of the rectangle How to find the side of a rectangle, knowing the perimeter: a ( b ) = Р: 2 – b (a) (easy way) Perimeter of a square R = a ∙ 4 where a - side of a square How to find the side of a square, knowing the perimeter: Square - This inner part figures, denoted by the Latin letter S. Area measured in cm², dm², m², km² Rectangle area S = a · b where a- the length of the rectangle b- the width of the rectangle square area S = a 2 where a- side of a square To find the length unknown party, you need to divide the area by the known length. a =S : b b = S : a |
| Memo No. 102 area and perimeter Perimeter – This is the sum of the sides of a geometric figure, denoted by the Latin letter R. Units - mm, cm, m, etc. The perimeter of the rectangle. R = (a + b) ∙ 2 where a - the length of the rectangle b - the width of the rectangle How to find the side of a rectangle, knowing the perimeter: a ( b ) = Р: 2 – b (a) (easy way) Perimeter of a square R = a ∙ 4 where a - side of a square How to find the side of a square, knowing the perimeter: Square - this is the inner part of the figure, denoted by the Latin letter S. Area measured in cm², dm², m², km² Rectangle area S = a · b where a- the length of the rectangle b- the width of the rectangle square area S = a 2 where a- side of a square To find the length of the unknown side, you need to divide the area by the length of the known. a =S : b b = S : a | Memo No. 102 area and perimeter Perimeter – This is the sum of the sides of a geometric figure, denoted by the Latin letter R. Units - mm, cm, m, etc. The perimeter of the rectangle. R = (a + b) ∙ 2 where a - the length of the rectangle b - the width of the rectangle How to find the side of a rectangle, knowing the perimeter: a ( b ) = Р: 2 – b (a) (easy way) Perimeter of a square R = a ∙ 4 where a - side of a square How to find the side of a square, knowing the perimeter: Square - this is the inner part of the figure, denoted by the Latin letter S. Area measured in cm², dm², m², km² Rectangle area S = a · b where a- the length of the rectangle b- the width of the rectangle square area S = a 2 where a- side of a square To find the length of the unknown side, you need to divide the area by the length of the known. a =S : b b = S : a |
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"Test."
| NAME___________________ 2.Area measured in s______________ 3. Rectangle area
4.Square area
6. Units of measurement P - ______________ 7. The perimeter of the rectangle.
8.Square perimeter
| NAME___________________ 2.Area measured in s________________ 3. Rectangle area
4.Square area
5. The sum of the sides of a geometric figure, denoted by the Latin letter R. is 6. Units of measurement P - ________________ 7. The perimeter of the rectangle. Formula _______________________ 8.Square perimeter
|
| NAME___________________ 1. The inner part of the figure is indicated by the Latin letter S .- this is ________________ 2.Area measured in s______________ 3. Rectangle area Formula____________________________ 4.Square area Formula ___________________________ 5. The sum of the sides of a geometric figure, denoted by the Latin letter R. is 6. Units of measurement P - ______________ 7. The perimeter of the rectangle. Formula _______________________ 8.Square perimeter Formula_____________________________ | NAME___________________ 1. The inner part of the figure, denoted by the Latin letter S .- is __________________ 2.Area measured in s________________ 3. Rectangle area Formula_______________________________ 4.Square area Formula ______________________________ 5. The sum of the sides of a geometric figure, denoted by the Latin letter R. is 6. Units of measurement P - ________________ 7. The perimeter of the rectangle. Formula _______________________ 8.Square perimeter Formula________________________________ |
| NAME___________________ 1. The inner part of the figure is indicated by the Latin letter S .- this is ________________ 2.Area measured in s______________ 3. Rectangle area Formula____________________________ 4.Square area Formula ___________________________ 5. The sum of the sides of a geometric figure, denoted by the Latin letter R. is 6. Units of measurement P - ______________ 7. The perimeter of the rectangle. Formula _______________________ 8.Square perimeter Formula_____________________________ | NAME___________________ 1. The inner part of the figure, denoted by the Latin letter S .- is __________________ 2.Area measured in s________________ 3. Rectangle area Formula_______________________________ 4.Square area Formula ______________________________ 5. The sum of the sides of a geometric figure, denoted by the Latin letter R. is 6. Units of measurement P - ________________ 7. The perimeter of the rectangle. Formula _______________________ 8.Square perimeter Formula________________________________ |
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"tasks 2"
Find the side of a square knowing that its perimeter is 28 cm
Find the side of the square knowing that its area is 25 cm2
Find the length of a rectangle, knowing that its perimeter is 12 cm and its width is 2 cm
Find the width of a rectangle, knowing that its perimeter is 18 cm and its width is 6 cm
Find the width of a rectangle knowing that its length is 5 cm and its area is 45 cm 2
Find the length of a rectangle knowing that its width is 9 cm and area is 36 cm 2
Find the side of a square knowing that its perimeter is 16 cm
Find the side of the square knowing that its area is 9 cm 2
Find the length of a rectangle knowing that its perimeter is 16 cm and its width is 5 cm
Find the width of a rectangle, knowing that its perimeter is 20 cm and its width is 6 cm
Find the width of a rectangle knowing that its length is 4 cm and area is 28 cm 2
Find the length of a rectangle knowing that its width is 8 cm and area is 24 cm 2
The perimeter of the triangle is 9 dm 4 cm. One side is 27 cm, which is 15 cm less than the other. Find a third party
The perimeter of a triangle is 8 dm 1 cm. One side is 34 cm, and the second is 4 dm 5 cm. Find the third side.
Find the width of a rectangle knowing that its length is 80 cm and its perimeter is 24 cm.
Find the width of a rectangle knowing that its length is 60 cm and its perimeter is 30 cm.
1. Find the side of the square knowing that its perimeter is 28 cm
2. Find the side of the square knowing that its area is 25 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 12 cm and its width is 2 cm
4. Find the width of the rectangle, knowing that its perimeter is 18 cm and its width is 6 cm
5. Find the width of the rectangle knowing that its length is 5 cm and its area is 45 cm 2
6. Find the length of the rectangle knowing that its width is 9 cm and its area is 36 cm 2
7. Find the side of the square knowing that its perimeter is 16 cm
8. Find the side of the square knowing that its area is 9 cm 2
9. Find the length of a rectangle, knowing that its perimeter is 16 cm and its width is 5 cm
10.Find the width of the rectangle, knowing that its perimeter is 20 cm and its width is 6 cm
11. Find the width of the rectangle knowing that its length is 4 cm and its area is 28 cm 2
12 Find the length of the rectangle knowing that its width is 8 cm and area is 24 cm 2
13. The perimeter of the triangle is 9 dm 4 cm. One side is 27 cm, which is 15 cm less than the second. Find a third party
14. The perimeter of a triangle is 8 dm 1 cm. One side is 34 cm, and the second is 4 dm 5 cm. Find the third side.
15. Find the width of the rectangle knowing that its length is 80 cm and the perimeter is 24 dm.
16.Find the width of the rectangle knowing that its length is 60 cm and the perimeter is 30 dm.
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"offset 2"
1. Find the side of the square knowing that its perimeter is 36 cm
2. Find the side of the square knowing that its area is 4 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 18 dm and its width is 30 cm
4. Find the width of the rectangle knowing that its length is 3 cm and its area is 24 cm 2
5. The perimeter of the triangle is 9 dm 2 cm. One side is 61 cm, which is 23 cm more than the second. Find a third party.
1. Find the side of the square knowing that its perimeter is 36 cm
2. Find the side of the square knowing that its area is 4 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 18 dm and its width is 30 cm
4. Find the width of the rectangle knowing that its length is 3 cm and its area is 24 cm 2
5. The perimeter of the triangle is 9 dm 2 cm. One side is 61 cm, which is 23 cm more than the second. Find a third party.
1. Find the side of the square knowing that its perimeter is 36 cm
2. Find the side of the square knowing that its area is 4 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 18 dm and its width is 30 cm
4. Find the width of the rectangle knowing that its length is 3 cm and its area is 24 cm 2
5. The perimeter of the triangle is 9 dm 2 cm. One side is 61 cm, which is 23 cm more than the second. Find a third party.
1. Find the side of the square knowing that its perimeter is 36 cm
2. Find the side of the square knowing that its area is 4 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 18 dm and its width is 30 cm
4. Find the width of the rectangle knowing that its length is 3 cm and its area is 24 cm 2
5. The perimeter of the triangle is 9 dm 2 cm. One side is 61 cm, which is 23 cm more than the second. Find a third party.
1. Find the side of the square knowing that its perimeter is 36 cm
2. Find the side of the square knowing that its area is 4 cm 2
3. Find the length of the rectangle, knowing that its perimeter is 18 dm and its width is 30 cm
4. Find the width of the rectangle knowing that its length is 3 cm and its area is 24 cm 2
5. The perimeter of the triangle is 9 dm 2 cm. One side is 61 cm, which is 23 cm more than the second. Find a third party.
