Grandmother’s Quilt Class 5 Maths Chapter 11 CBSE Notes 2025-26

Grandmother’s Quilt is an engaging chapter from Class 5 Maths that helps students explore the ideas of perimeter and area using daily life examples like quilt covers, rugs, tables, and tiles. The story begins with Preetha and Adrit’s grandmother who creates a quilt cover from old clothes and wants to decorate its border with lace. To find out how much lace is needed, students learn to calculate the total boundary length, which is called the perimeter. Different choices of lace length are given, guiding students to select the right one for a full border wraparound.

Finding Perimeter A perimeter is the total length around a shape. All sides need to be counted. For example, if a shape is a square or rectangle, and all the sides are equal or lengths are given, the perimeter is calculated by adding up all side lengths. The exercises include finding the perimeter of shapes and drawing rectangles with specific perimeters, such as 26 cm or 18 cm.

• Perimeter of a rectangle = 2 × (Length + Breadth)
• Perimeter of a square = 4 × Length of one side

Making a Rug and Area Concept The story moves to making a rug from square patches. Counting the number of patches on a rug helps students understand area. Area means how much surface a shape covers. Area is measured in square units, commonly by filling or tiling a space with unit squares, rectangles, or triangles. This is different from perimeter, which is only the length around the shape.

Comparing how different shapes like triangles, rectangles, squares, and circles cover a tabletop, students observe that triangles, rectangles, and squares can cover a surface fully without any gaps or overlaps. However, circles leave gaps when tiled. The chapter uses activities where tables are covered with different objects (notebooks, lunch boxes, etc.), and students are encouraged to see which objects cover the region with no gaps.

Comparing Areas and Counting Units Preetha experiments with covering her desk using coloured tiles of various shapes and counts how many green triangles, red triangles, and blue squares are needed. This comparison shows that area can be related to the number of unit shapes covering a region. Students are then asked to trace different rectangles and check their areas by putting them over a grid. It’s highlighted that the rectangle that takes up the most unit squares has the largest area.

A square unit is defined as the area of a square whose side is 1 unit. It is the standard unit for measuring area. Garden examples given on square grids help students compare which garden covers more space.

Tracing and Finding Area of Irregular Shapes There are activities like tracing palms or leaves on a square grid to estimate area by counting the number of filled unit squares. This helps students see that area can be measured even for non-standard or irregular shapes.

Area vs. Perimeter: Exploring the Relationship The chapter uses examples where students change the length and breadth of rectangles and examine if increasing the area always increases the perimeter. Through specific cases, it’s demonstrated that two different shapes may have the same area but different perimeters, and vice versa. Mats made from square patches show the same area can have different boundary lengths depending on the arrangement of the shapes.

Students also witness that the area of a rectangle can be quickly found by multiplying its length and breadth, rather than just counting tiles. For example, a rectangle patchwork of 6 rows and 4 patches gives area = 6 × 4 = 24 square units.

• Area of a rectangle = Length × Breadth
• Area of a square = Side × Side

Practice with Real-Life Objects Learners are encouraged to measure the area and perimeter of everyday objects like notebooks, newspapers, blackboards, or ludo boards. By measuring their length and breadth and applying the relevant formulas, students get practical hands-on experience.

Practice exercises include:

• Calculating the area and perimeter for given shapes with 1cm grids
• Finding area of a rectangular field (example: Length = 42 m, Breadth = 34 m)
• Solving for unknown values given area and one dimension

For a rectangle, if the area is given as 64 square metres and length is 16 metres, the breadth is found by dividing area by length.

Fun Activities and Games The chapter concludes with a tile-and-dice game, where students roll a die and use the number shown to place tiles, changing the perimeter as they play. The goal is to reach a specific perimeter by strategically adding tiles. This reinforces both area and perimeter concepts in a fun and interactive way.

Overall, this chapter builds a clear understanding of the difference between area (the surface covered) and perimeter (the boundary length), teaches formulas, and provides various activity-based methods for practical learning. Emphasis is given to reasoning, hands-on tasks, and real-life connection to strengthen foundational concepts in geometry for Class 5.

CBSE Class 5 Maths Chapter 11 Notes – Grandmother’s Quilt: Area and Perimeter Explained

These CBSE Class 5 Maths Chapter 11 notes on Grandmother’s Quilt provide a focused revision of area and perimeter concepts. Students will learn how to calculate area with unit squares and perimeter by adding up borders. The notes offer stepwise practice and real-world examples for better understanding.

These revision notes highlight important formulas for rectangles and squares, and strengthen skills through activities like patchwork and measuring classroom objects. A simple approach with engaging tasks helps clarify differences between area and perimeter, aiding students’ quick exam preparation.