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Primary 4 Perimeter I Practice

Primary 4 · 20 practice questions with instant marking and worked solutions.

Perimeter I is an important part of the Primary 4 mathematics curriculum. This topic develops distinguishing perimeter from area, formulae, units and decomposition. Begin by identifying what every number, symbol, diagram and unit represents. Translate the information into a mathematical relationship before calculating. Each line of working should have a purpose. Finally use estimation, substitution, an inverse operation, or a second representation to check the result. This habit separates a misunderstanding from a copying error and makes correction more useful.

A reliable approach to Perimeter I has four stages. First, mark the given information and the quantity required. Second, choose an appropriate representation, property or formula. Third, carry out the operations in a clear order while retaining signs and units. Fourth, return to the original context and decide whether the result is possible. For a graph or table, read the title, scale and labels before using a value. For algebra, inspect brackets, negative signs and the order of operations before simplifying.

The twenty original questions in this topic use a shared mathematical specification in Chinese and English. Difficulty rises from level 1 to level 5. Early questions establish the language and direct skills of Perimeter I; middle questions add two-step reasoning, conversions and common variations; later questions connect ideas and require a deliberate check. In multiple-choice work, calculate before looking at the choices. In fill-in and short-answer work, retain decisive steps. For true-or-false statements, support the decision with a calculation or counterexample.

Effective revision is more than recording a score. After completing the Perimeter I set, group errors by concept tags and decide whether each problem arose from interpretation, forming an expression, calculation, or presenting the answer. Retry the item on a later day without opening the solution, then test the same method with a different value. If the same tag appears repeatedly, return to the explanation and rebuild the concept. If signs or units are the issue, use a fixed pre-submission checklist.

Perimeter I should also connect with the rest of mathematics. Number and algebra supply calculation tools; measurement and geometry give spatial meaning; data handling asks what a result means. A learner who can explain aloud why every step is valid has moved beyond imitation. Estimate a reasonable range, complete an exact solution, and compare the two. Agreement between context, estimate and exact answer is strong evidence that the solution is sound.

Start practising

  1. 1 Basic
    A rectangle has length 9 and width 4. Find its perimeter. Choose the correct answer.
  2. 2 Basic
    A rectangle has length 10 and width 5. Find its perimeter. Give the numerical value only.

  3. 3 Basic
    A rectangle has length 11 and width 4. Find its perimeter. Show the essential working and give the numerical value.

    Reproducible diagram for Perimeter I; values and labels are stated in the question

  4. 4 Basic
    In Perimeter I, the value of $2(8+5)$ is 27. Is this statement true?
  5. 5 Standard
    A rectangle has length 13 and width 7. Find its perimeter. Choose the correct answer.
  6. 6 Standard
    A rectangle has length 14 and width 8. Find its perimeter. Give the numerical value only.

  7. 7 Standard
    A rectangle has length 15 and width 7. Find its perimeter. Show the essential working and give the numerical value.

  8. 8 Standard
    In Perimeter I, the value of $2(12+8)$ is 40. Is this statement true?
  9. 9 Advanced
    A rectangle has length 17 and width 10. Find its perimeter. Choose the correct answer.
  10. 10 Advanced
    A rectangle has length 18 and width 11. Find its perimeter. Give the numerical value only.

  11. 11 Advanced
    A rectangle has length 19 and width 10. Find its perimeter. Show the essential working and give the numerical value.

  12. 12 Advanced
    In Perimeter I, the value of $2(16+11)$ is 55. Is this statement true?
  13. 13 Challenging
    A rectangle has length 21 and width 13. Find its perimeter. Choose the correct answer.
  14. 14 Challenging
    A rectangle has length 22 and width 14. Find its perimeter. Give the numerical value only.

  15. 15 Challenging
    A rectangle has length 23 and width 13. Find its perimeter. Show the essential working and give the numerical value.

  16. 16 Challenging
    In Perimeter I, the value of $2(20+14)$ is 68. Is this statement true?
  17. 17 Elite
    A rectangle has length 25 and width 16. Find its perimeter. Choose the correct answer.
  18. 18 Elite
    A rectangle has length 26 and width 17. Find its perimeter. Give the numerical value only.

  19. 19 Elite
    A rectangle has length 27 and width 16. Find its perimeter. Show the essential working and give the numerical value.

  20. 20 Elite
    In Perimeter I, the value of $2(24+17)$ is 83. Is this statement true?

The report lists what you got wrong and why. Only you can see it.

Common mistakes

Common mistakes in Perimeter I

This topic needs particular care with distinguishing perimeter from area, formulae, units and decomposition. The first mistake is applying a remembered rule before reading all conditions. The second is compressing working so much that a sign, bracket, decimal point or unit disappears. The third is accepting an impossible answer without checking: for example, a probability above one, a negative physical length, an angle outside the geometric constraints, or a result far from the estimate. Separate the conditions, model, calculation and check, and finish by stating what the answer represents.

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