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We had a large number of interesting ideas sent in for this activity, too many to show here, but it revealed that many pupils are still working to understand the names and properties of shapes as well as the methods for calculating area.
Isaac from Ecole Internationale de Ferney-Voltaire sent in this thorough explanation of what is involved.
From Anna, Elsa, Huw and Molly from the Extension Maths Group, St Nicolas C of E Junior School, Newbury we had the following good account sent in as a document.
From Sarah at the Pioneer Valley Performing Arts Charter Public School, Massachusetts U.S.A. we had another well thought out account of the problem.
The problem is that Harry drew a picture of a clock. The clock had a diameter of $10$ cm. He drew a straight line from the $12$ to the $3$, from the $3$ to the $6$, from the $6$ to the $9$, and then from the $9$ back to the $12$. I needed to figure out what shape was drawn, and the number of whole centimeter tiles that could fit into Harry's shape.