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You are on page 1of 5

:

Subject:

Lesson Duration:

Date:

Miss. MacInnis

Math

50 minutes

April 20th, 2016

**Math – Exploring Rectangles with Equal Areas
**

Lesson Overview:

The purpose of this lesson is to help students understand that different rectangles may have the same area.

Students should understand that the area of a shape can be expressed as the number of units required to

cover a certain surface. The square unit is the most efficient unit to use for measuring area.

Grade 4 Curriculum Outcomes:

Mathematics :

GCO: Shape & Space (SS): Use direct and indirect measurement to solve problems

SCO: SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by:

• recognizing that area is measured in square units

• selecting and justifying referents for the units cm2 or m2

• estimating area by using referents for cm2 or m2

• determining and recording area

• constructing different rectangles for a given area (cm2 or m2 ) in order to demonstrate that many different

rectangles may have the same area

Prior Knowledge and Misconceptions

Students have prior knowledge on shape, space and area. They have already been introduced and should be

familiar with the concept of choosing a referent for their estimations. It is helpful for students to use a

referent for the single unit of measure because this way they can mentally obtain the estimate (e.g., use the

size of the fingernail on your finger or thumb as a referent for 1 cm2). Students have already practiced

choosing and using a referent for estimating area before using an actual unit to find exact area.

Materials

- Colored tiles

- Math Makes Sense textbook

- Modified worksheet for students on PLP (see below in differentiation section)

- Smartboard slides (including Smartboard grid paper)

- Math notebook

- 1- cm grid paper (1-2 sheets per student)

Lesson Components

Teachers Procedure

Students Procedure

ENGAGEMENT (10 minutes)

To begin this lesson, the student’s

expectations will be communicated

and they will be told that they are

going continue exploring the

concept of area.

Student Expectations:

- Good listening

- When the teacher is speaking, the

students are not

- Thumb on desk means they are

willing the share (method has been

practiced throughout the year)

**To begin the lesson, the teacher will
**

explain to students that we will be

talking about area – specifically

area, units, referents, how

centimeters squares can be used to

represent square meters and how

different rectangles can have the

same area.

**Students will respond with
**

thumbs up when asked what

they know about area (on slide

review)

Warm up:

Instruct the students to all turn

around and use two ceiling tiles as a

referent and estimate the area of the

back wall (opposite of Smartboard)

in square meters.

**Have all students turn around
**

and use two ceiling tiles for a

square meter and estimate the

area of the back wall. Have

students volunteer to share

responses for comparison.

**A review and warm up (slide 96) of
**

the basis of area will be done.

Specifically mention that they can

model the area of a large region

with centimeter squares to represent

square meters.

EXPLORATION (10 - 15 minutes)

Begin “explore” on page 164 of

Math Makes Sense textbook.

(Slide 97)

**Have students volunteer to
**

share their dimensions of the

Explain to students that Ms. Daisy is garden they have come up

with. Ensure that they get all 5

planning to make a rectangular

dimensions.

garden for her back yard that will

have the area of 48 meters squared.

Remind students that square

centimeters can be used to represent

square meters.

Have table leaders hand out

textbooks at each table.

Ask students:

What must be true of all

rectangles we will build today? (all

must have an area of 48 meters

squared)

What are the dimensions of

different rectangles to equal an area

of 48 meters squared?

**(1x48, 2x24, 3x16, 4x12, 6x8)
**

**** Draw these on the

Smartboard on grid paper to

show the dimensions.

Then;

What shapes are the rectangles

with the greatest perimeter and the

least perimeter?

(greatest perimeter: long and thin,

least perimeter: almost square)

Perimeter: The distance around a

two-dimensional shape.

EXPLANATION (5 minutes)

Explanation of how shapes can be

different but still have the same

area.

**Talk about how all these
**

rectangles are different shapes but

all have the same area, therefore all

*** Mention this is why it is

have the same space and can fit the

important to know your math facts –

same amount of units.

can save think time.

EXPANSION (20 minutes)

Practice questions on page 165 of

Math Makes Sense textbook.

Q’s 1 (b,g,d) 3, and 4.

**The teacher will hand out students
**

math notebooks.

Instruct students to work on

questions 1 (b,g,d) 3, and 4 in their

math notebooks.

Tell students they can use colour

tiles or squares when they need

help.

EVALUATION

**Have students (with thumbs
**

up) tell which rectangle they

would suggest Ms. Daisy use

for her garden with an area of

48 square meters. Students

should be able to explain their

choice.

**Students will be working on
**

these questions independently.

Since this is only a 50 minute

period, students are not

expected to finish all

questions. Each question

contains sub parts which takes

additional time.

**For this lesson, the students will be
**

assessed on how well they do on

their worksheets and textbook

questions.

**At the end of the class, the teacher
**

will collect the student’s notebooks

and worksheets.

By the end of this lesson, students

should be able to;

Draw, where appropriate, at

least 2 rectangles for a given

area and explain that, for

example, a 2 x 7 rectangle is

the same as a 7 x 2.

Find all the rectangles with a

given area.

Accommodations

The activities in this lesson are open ended with the objective to encourage engagement by the students and

full participation.

Students who have difficulty finding all possible rectangles with a given area may benefit from working with

smaller numbers. Students on a PLP will be provided with a modified worksheet to better suit their goals and

will be working at the green table with the EA, Michelle.

These students on PLP’s are:

Daniel K., Jenny, Ava and Breanna

- Encourage students to work systematically by starting with 1 row of tiles, then trying to find 2 rows, 3

rows, and so on. Ensure that students understand that rows must be equal length.

There are a number of students who are ESL who will need support during this lesson. These students are;

Jastine, Mateja, Yosef, Alina and Christie.

Lesson Reflection

Teacher;

Was I well prepared? What could I have done differently?

Was I organized? What did I learn that will help me in the future?

Were the students involved? Was I clear in my presentation? Did I pace appropriately?

Did the students demonstrate a clear understanding? Was I open to their questions?

What did the class do? How do I know if they were successful? What should I change for next time?

Were the students responsive to the activities? Were the activities under or above their achievement level

**By the end of this lesson, can the students;
**

° Describe area as the measure of surface recorded in square units.

° Determine which standard square unit is represented by a given referent.

° Determine the area of a regular 2-D shape and explain the strategy.

° Construct a rectangle for a given area.

° Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles

for the same given area

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