peter
CALA Type Short Answer Response: Demonstrating understanding of perimeter through closed and open questions.
Topic: Measures concepts/skills, Length-estimation, measuring, calculating perimeter, drawing.
Dimensions/criteria to be assessed: Develop sound mathematical skills that enable learners to interact more meaningfully with the environment.
Understand, use and communicate mathematical information. Think and express themselves clearly and logically.
Objectives to be assessed: Estimate and measure length using standard and non-standard units. Find the perimeter of a figure using formulae or by measuring. Draw rectangles and squares of different sizes to establish the perimeter.
To make a decision as to which two courts should be built, answer the following questions.1. A netball court needs an additional safety area of 3.05 m on each side. Calculate the perimeter of the playing court and safety area combined.
2. Diagrams representing two different courts are drawn to scale below. Use the dimensions provided in the table to decide which courts these diagrams represent. Label the diagrams and explain how you made your decision.
3. One student, Thomas, said that the perimeter of the Basketball court is 16 metres longer than the perimeter of the Volley Ball Court. Sam said the difference between the two perimeters was 32 metres. Who was correct? Show your working.
4. A fence needs to be built around each of the courts to stop balls going from one court into another. Find in metres the fencing required for each court and record this in the relevant column in this table.
Use the information from the table above to help you answer the following questions;
A) If there was only 160 m of fencing available which two courts could be built? Show your working.
B) Calculate the smallest length of fencing needed to ensure that any two courts could be built. Show your working.
You are expected to; Develop sound mathematical skills that enable them to interact more meaningfully with their environment.
Understand, use and communicate mathematical information.
Think and express themselves clearly and logically. (Source: zimsake.co.zw/elibrary)
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