they find the perimeter ('P' number) and area number ('A' number) (using the size of square provided as a unit)

then invite one of them out to let the class know the P and A numbers for one of their rectangles

the class try to work out the dimensions

etc.

discussions might focus on the two sizes of rectangles (including squares) for which P = A

and then for which A = 2P

finding examples that fit various relationships

linking P with A for various widths

continuing a pattern

providing reasons why rules work from a diagram

reasons can become difficult...

maybe focus attention on:

the four corners

the (non-corner) left and right edges

the lengths

what are the intersection points?

forming and solving simultaneous equations in P and A

various hard questions....

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