Why do this problem?
encourages children to use visualisation and will help to improve their spatial awareness.
Although, as it stands, the problem focuses on fitting the shapes into their enlarged version, it makes a good stepping stone to discussing what "bigger" means. Ask the class to investigate the difference in perimeter and area of the small and large version of the shapes. What do they notice?
You may like to talk to the group about some good ways to approach the problem - ask for their ideas and model some behaviours. You could place two shapes into the larger one leaving a small space which could not be filled to draw their attention to something to avoid!
If you are not using the interactivity, you may like to print off this sheet and cut out the shapes for the children. (The sheet also contains some shapes based on triangles as well as squares.) You may find that if they are working from "concrete" examples, the class will
need reminding that they can flip and rotate the shapes.
Can you think of a good way to start on this?
Why don't you try putting one shape in at a time?
Are you being careful not to leave any gaps which you won't be able to fill?
Have you remembered you can flip and rotate the shapes?
Suggest using the interactivity workingon one shape at a time from the top.