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What is the formula for calculating the perimeter of a rectangle? When do students in Vietnam learn the formula for calculating the perimeter of a rectangle?

Below are the formula for calculating the perimeter of a rectangle, examples and exercises according to the curriculum in Vietnam

What is the formula for calculating the perimeter of a rectangle?

The formula for calculating the perimeter of a rectangle is as follows:

P = (length + width) x 2

Where:

P: is the perimeter of the rectangle

length: is the length of one long side of the rectangle

width: is the length of one short side of the rectangle


Example:

If a rectangle has a length of 8cm and a width of 5cm, then the perimeter of that rectangle is:

P = (8 + 5) x 2 = 26 cm

Unit of measurement: The unit of measurement for the perimeter will be the same as the unit of measurement for length and width (e.g., cm, m, km).

Alternative calculation method: You can also calculate the perimeter by adding the length and width and then multiplying by 2: P = 2 x length + 2 x width.

Basic Exercises:

Problem 1: A rectangle has a length of 12cm and a width of 8cm. Calculate the perimeter of that rectangle.

Problem 2: A schoolyard in the shape of a rectangle has a length of 50m and a width of 30m. Calculate the perimeter of the schoolyard.

Problem 3: A photo frame in the shape of a rectangle has a length of 25cm and a width of 18cm. To make another frame that is twice as long and three times as wide, how many meters of string are needed?

Advanced Exercises:

Problem 1: The perimeter of a rectangle is 30cm. If the length is increased by 2cm and the width is decreased by 1cm, what is the perimeter of the new rectangle?

Problem 2: A plot of land in the shape of a rectangle has a length that is three times its width. Given that the perimeter of the plot is 48m, calculate the length and width of the plot.

Problem 3: A rectangle has a length that is 5cm more than its width. If both the length and the width are increased by 3cm, the area of the rectangle increases by 135cm². Calculate the original perimeter of the rectangle.

*Example solution for Problem 1 (advanced exercises):

Let the initial width be x (cm), then the initial length is 3x (cm)

Initial perimeter: P = (x + 3x) x 2 = 8x (cm)

According to the problem, we have: 8x = 48 => x = 6

Thus, the width is 6cm, and the length is 6 x 3 = 18cm.

Note: The information is for reference purposes only./.

What is the formula for calculating the perimeter of a rectangle? What grade is the formula for calculating the perimeter of a rectangle taught?

What is the formula for calculating the perimeter of a rectangle? When do students in Vietnam learn the formula for calculating the perimeter of a rectangle?​ (Image from the Internet)

When do students in Vietnam learn the formula for calculating the perimeter of a rectangle?

Based on Section V of the Appendix on the Mathematics Education Program issued with Circular 32/2018/TT-BGDDT, the formula for calculating the perimeter of a rectangle will be taught in the Grade 3 Mathematics curriculum as follows:

- Ability to perform conversions and calculations with measurements of length (mm, cm, dm, m, km); area (cm²); mass (g, kg); volume (ml, l); time (minutes, hours, days, weeks, months, years); and Vietnamese currency learned.

- Can calculate the perimeter of triangles, quadrilaterals, rectangles, and squares when the side lengths are known.

- Can calculate the area of rectangles and squares.

- Ability to estimate measurement results in some simple cases (e.g., the weight of a chicken is about 2kg,...).

- Can solve some practical problems related to measurement.

Thus, according to the regulations, the formula for calculating the perimeter of a rectangle is taught in Grade 3.

What are principles for developing the primary level Mathematics curriculum in Vietnam?

Based on Section II of the Appendix on the Mathematics Education Program issued with Circular 32/2018/TT-BGDDT, the following principles must be ensured when developing the Mathematics curriculum:

The Mathematics curriculum adheres to the basic regulations stated in the General Program; inherits and promotes the strengths of the current program and previous programs, selectively assimilates the experiences of curriculum development in advanced nations worldwide, approaches the achievements of educational science, while considering the economic and social conditions of Vietnam.

Additionally, the Mathematics curriculum emphasizes the following principles:

Principle 1. Ensuring simplicity, practicality, and modernity

The Mathematics curriculum ensures simplicity, practicality, and modernity by reflecting essential contents that must be addressed in school, meeting the need to understand the world and the interests and hobbies of learners, and aligning with the world's current approaches.

The curriculum embodies the spirit of "mathematics for everyone", enabling anyone to learn mathematics but allowing each individual to study mathematics in a way suitable to their interests and abilities.

It emphasizes practical applications and interlinks with other subjects and educational activities, especially those involved in STEM education, aligning with modern development trends in economics, science, social life, and pressing global issues (e.g., climate change, sustainable development, financial education,...).

This is also demonstrated through practical and experiential activities in mathematics education in various forms such as projects, mathematics study clubs, forums, conferences, and competitions to facilitate students applying their knowledge, skills, and experience creatively.

Principle 2. Ensuring consistency and continuity in development

The Mathematics curriculum ensures consistency and continuous development (from Grade 1 to Grade 12), comprising two tightly linked branches: one describing the development of core knowledge strands and the other describing the development of students' skills and qualities.

Furthermore, it ensures a seamless connection with the pre-primary education program and lays the foundation for vocational education and higher education.

Principle 3. Ensuring integration and differentiation

The Mathematics curriculum implements in-subject integration around three knowledge strands: Numbers, Algebra and some elements of Calculus; Geometry and Measurement; Statistics and Probability; and interdisciplinary integration through related topics or mathematical knowledge utilized in other subjects such as Physics, Chemistry, Biology, Geography, Informatics, Technology, History, Art,...;

It accomplishes in-subject and interdisciplinary integration through practical and experiential activities in mathematics education.

Simultaneously, the Mathematics curriculum ensures differentiation. At all educational levels, it embodies a spirit of individualized instruction based on ensuring that the majority of students (across all regions of the country) meet the program’s required standards while paying attention to special groups (gifted students, students with disabilities, students in difficult circumstances,…).

For secondary education, the Mathematics curriculum includes specialized study modules and learning content that helps students enhance their knowledge, practical skills, and apply problem-solving related to real life.

Principle 4. Ensuring openness

The Mathematics curriculum ensures a unified orientation and core compulsory mathematical education content for all students nationwide while granting autonomy and responsibility to localities and schools in selecting and supplementing additional mathematical education content and implementing educational plans suitable to the local conditions and the specific needs of the schools.

The program specifies general guidelines, targets, and general principles regarding the learning outcomes, educational content, teaching methods, and assessment of educational results, avoiding overly detailed regulations to enable authors of textbooks and teachers to exercise initiative and creativity in implementing the curriculum.

The program ensures stability and development flexibility during implementation to align with scientific and technological advancements and real-world demands.

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>>> >>> Download the Mathematics Education Program issued with Circular 32/2018/TT-BGDDT.

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