This displays a sheet with items of picnic food. These could provide an opportunity to discuss strategies for finding the length of a missing side or for adding lengths that include a simple fraction (½ or ¼).

• Encourage students to develop and share their own strategies, for example, adding whole numbers and then fractions, adding or multiplying to find the length of pairs of sides before adding again to find the total, adding on around the shape.
• The perimeter of a circle should be found by measuring. Students could suggest using a tape measure or a cutting a piece of string the length of the circumference and then measuring the string. 
• Although students don’t need to know that the perimeter of a circle is usually called the circumference, this is a good opportunity to informally extend students vocabulary.

This displays two blankets one made up of squares and one up of triangles. Students are asked to find the perimeter and how many square units of each colour are in each picnic blanket.

• Encourage students to share how they counted the squares and triangles and convert these into units².
• Students will potentially approach this task in different ways. In the first blanket some students may use doubling, skip counting in twos or multiplying by four. In the second blanket some students may skip count in halves (“1/2, 1 whole, 1 ½, 2 wholes … “); others may count the total number of triangular pieces in one colour and halve the total to find the number of square units; still others may combine triangles to make whole squares until all the triangular pieces of the same colour are exhausted. Encourage students to reflect on which strategies seem more efficient for this problem.

This displays page 211 of the Student Resource Book.

• Students may sometimes become confused between perimeter, area and volume. This is a good opportunity to revisit and clarify misunderstandings that may have developed around the concepts, vocabulary and units of measurement introduced in this chapter while talking around what can be seen in the picture.

This displays a picture and asks students to use the cubes they can see to calculate the number of cube shaped boxes that could fit into a picnic basket.

• Encourage students to look for visual cubes in the picture, for example, “the bottom layer has 2 rows of 6 cubes” and “the box will fit 4 layers”. You could use actual cubes to reconstruct the problem, stopping on occasion to see if students can develop a more efficient strategy, than counting individual cubes.
• It is important however, that students are not taught a formula at this point. It is more important that they develop an understanding of the concept of volume. 
• If students do notice a relationship that leads them to experiment with repeated addition or multiplication to find the number of cubes, ask them to explain why they think this works, for the benefit of other students.