Develop students' understanding of the mathematical concepts of perimeter and area.

To be able to calculate the area and perimeter of a plane figure on a grid.

To be able to calculate area and circumference of a circle.

To be able to calculate area of a triangle.

To be able to calculate area of an irregular shape. 

Krackjack biscuits, chart papers, pencil colors, graph papers (with 1cm sq. blocks), sketch pens, compass, scale, D, rectangular sheets of paper, blueprints of house plan (without dimensions). 

Introduce the terms Length, Width, Height, Area and Perimeter to students.

Tell them the importance of calculating the same in real life, giving some examples.

Make them recognize area as an attribute of plane figures and understand concepts of area measurement. 

A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. 

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 

Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).

Make the children stand in a circle around the table.

Place a chart paper on the table.

To start with, make a simple shape (placing 3-4 Krackjack biscuits in sequence) on the chart paper. 

Number the biscuits below on the chart using sketch pen. 

Tell them the calculation of Area and Perimeter of that shape and write it on the side on the chart paper.

Now, distribute the chart papers, some biscuits and sketch pen in groups of three.

Allow students to draw some more sequenced shapes on the chart paper on their own and ask them to calculate and write Area and Perimeter.

Also introduce them to mathematical formulas for the same, relating to the calculations learnt.

Show the students how a graph paper looks like.

Distribute each of them the same.

Ask them to draw some of the alphabets of their names. 

Make sure you show them how to draw the same (filling squares completely, no square should be left half filled, using pencil colors).

Tell them how the size of graphs vary and allow them to think the similarity between biscuit graph and grid graph. 

After they have colored the squares in their graph sheets, let them calculate and write Area and Perimeter for each alphabet they have drawn. 

Introduce the terms Radius, Diameter and Circumference to students.

Using the compass, draw a circle of radius x cm on a paper.  

Then mark the circle's centre and draw its radius. 

Divide the circle into 16 equal parts by drawing two perpendicular diameters first and bisecting each of the angles between them twice. 

Color each part separately forming a cart wheel.Separate these sectors and arrange them to form a rectangular shape.

Correlate and tell the students the relation between the circle drawn initially and the rectangle formed now. 

Introduce the symbol and value of pie for the same. 

Calculate Area and Circumference of the circle using this rectangle.    

Take a rectangular sheet of paper (let say dimension 8 cm x 10 cm). 

Show the same to the students. 

Ask them the formula of area of a rectangle. (A=lxb)

Cut the rectangular sheet into two halves, making two triangles. 

Now ask the students what should be the area of one of the triangles. (A=1/2 bxh). Similarly allow them to do this on their own by distributing rectangular sheets of different sizes in the class to each student. 

Let them measure and find the area of both rectangle and triangle. 

Draw any irregular shape on a plain paper and now ask students how to calculate the area of the same.

Let them give suggestions.Now draw squares of 1cm each covering the shape drawn. Color the squares which are completely into the shape in one shade. 

Count and write the same on the side of it.

Color the squares which are partially into the shape in another shade. 

Count and write the same on the side of it. 

Divide the count by half.

Add the total to compute the estimated area of the irregular shape.

Leave the students with finding the perimeter of an irregular shape, thinking by themselves. 

Divide the class in groups of 4. 

Distribute each group with a blueprint of a house plan.

Ask them to identify the shapes present in the same, marking each shape with a different color, be it room, lobby, kitchen, etc.

Then ask the students to find the area and perimeter of the complete house and each of the components. 

Write the same on the side of the print. 

They must be allowed to use any of the methods taught in previous activities, stated above.