0 Up votes0 Down votes

19 views5 pagesDec 17, 2011

© Attribution Non-Commercial (BY-NC)

PDF, TXT or read online from Scribd

Attribution Non-Commercial (BY-NC)

19 views

Attribution Non-Commercial (BY-NC)

- A Tech Guide for Signage
- Lesson Plan for Undefined Terms in Geometry
- Effective Spacetime From Multi-dimensional Gravity (WWW.OLOSCIENCE.COM)
- Ranc Mengajar Maths Tahun 2
- Class X math
- pow5
- Cap_06
- Mozac Math Module
- 243 classes 13-15
- Rancangan Pelajaran T.3 ,2010 (Terkini)
- 2qa
- 2012 Mathematical Methods (CAS) Exam 1
- SolidWorks2006_WhatsNew
- FPP.docx
- lesson2 assessment make over
- The Vortex
- student sample
- 0580_s14_qp_43
- 0580_s14_qp_43
- Gravfil Brochure

You are on page 1of 5

This document describes a lesson plan which could be used to introduce the Mensuration section of the Grade 11 Mathematics syllabus in Zambia. It aims to build an understanding of concepts in the students, along with some useful rules to remember, rather than teaching all of the formulae needed for the exams. I would suggest that students do not take notes, rather that they listen, ask questions, and try to understand. Future lessons will be needed in which formulae are learnt, example questions are attempted and the students practice using their skills. Duration: around 80 minutes Equipment: Chalkboard and chalk. Assumption: students have met some formulae for areas and lengths.

Units

Many students seem to get confused by whether they should use m2, cm3 or whatever. They also sometimes confuse formulae for volume/area/length. This discussion is designed to review and reinforce the difference between these concepts. Construct this table on the board, telling the students what they are about to review. Just add one line at a time and add the grey information through discussion with the students. Each time reinforce the idea that areas need two lengths multiplied together, volumes: 3 and so on. Shape l b l b r r h l r h b r2h 3 cm3 Volume r2 2r lbh 2 (r times r) 1 3 cm2 cm cm3 Area Length (circumference) Volume lb 2 (l times b) cm2 Formula 2l+2b Number of lengths multiplied together 1 (2 is not a length!) Units of result cm Length / Area / Volume Length (perimeter) Area

At this stage, check that the students have identified the pattern that the number in column 3 is the same as the exponent in column 4.

Now give the following equations can the identify whether it gives an area or volume?

4r3/3 4r2

Can they guess what shape these formulae apply to? Summarise again if three lengths multiplied together, it must be a volume. If two, then it's an area. If one, it's a length.

Exploring 3 Dimensions

This section reintroduces the fundamentals of geometry the three dimensions, and the origins of length, area and volume calculations. It probably uses a different approach from the standard syllabus, but this will help to cement the ideas more clearly in the students' minds.

A dimension is a direction in which one can measure distance. For example, horizontal or left and right is a dimension. If we draw a horizontal line on the board, we can measure the distance from one end to the other this is its length. Length is the size in one dimension. It could be the amount of string needed to cover a line. Going from right to left is travelling within the same dimension as travelling from left to right. They both use the same line, or one parallel to it. We can call this the first dimension. To find the next dimension, we have to rotate by 90 degrees. It's good to get a student up to draw a line at 90 degrees to the first one (I.e. it should be vertical!) We only consider it to be a new dimension if it is perpendicular to the other dimensions. Now we have two dimensions on the board we can go left-right, or up-down. The surface of the board is two-dimensional we can move to any point on it by going some distance left or right, and some distance up and down. If we draw a two-dimensional shape on the board, we can measure the size of its surface this is its area. Get the students to give some examples of two dimensional shapes. Area is the size in two dimensions. It could be the amount of paper needed to cover a shape. Now ask a student to come up and draw another line at right angles to both of the first two. Of course, it's not possible, but point directly out of the board to indicate that if the first two dimensions are left-right and up-down, the third must be forwards-backwards, or in-out. We can't draw this properly on the board, but can represent it using a line between the first two as if we are looking at the corner of a cube from above and to one side of it. 2nd

3rd 1st

One could show the students how to arrange thumb and first two fingers so that they represent the three dimensions.

Three dimensions allow movement throughout space we can get from one point to another by going left or right, then up or down, then forwards or backwards. If we draw a three-dimensional shape, we could measure the size of the space inside it this is its volume. Volume is the size in three dimensions. It could be the amount of liquid needed to fill a shape.

1-dimension

Draw a horizontal line. Ask the students how many dimensions it has. We can divide it up into sections, if we want, and can call each one one unit. This is a line in one dimension, whose length is 3 units.

2-dimensions

Now we want the students to imagine that the line is actually a very thin roll of modelling clay (plasticine/play dough), and we're now going to stretch it out in the second dimension I.e. upwards, as if we were making pastry. Let's stretch it by one unit. It will now look like this. 1 unit 3 units

Students should be able to identify that it's a rectangle. The length along the base is 3 units, and along the height is 1 unit. What size is it's area? Well, let's define that as follows. A square with side length 1 unit is defined as having an area of 1 unit squared, or 1 u2. Let's place one of these squares on top of each unit length of the line at the base of the rectangle. 1 unit 1 u2 1 u2 1 u2

3 units We can see that the total area of this rectangle must be 3 u2. Now suppose that we take this and stretch it upwards still further, until it is 4 units high.

4 units

1 u2

1 u2

1 u2

3 units If we continue to place the unit squares into this shape, we can see that we will have a total of four rows like the bottom one, so there must be 4 times 3 = 12 units square of area in this rectangle. Because we can always build a rectangle by drawing a line some number of units long, placing that number of squares on top of it and extending upwards by some number of rows, the area can always be given by base times height.

3-dimensions

Explain that this modelling clay is very stretchy we're going to take a 2 by 3 rectangle (as this makes the arithmetic easier) and stretch it out into the third dimension, just as we stretched the line into the second dimension. So, we'll draw our rectangle as being parallel to the floor and we're going to grab hold and pull it upwards by one unit, so that it keeps its rectangular shape and size, but becomes taller and box shaped.

1 unit 2 units

3 units

Now, what is the volume of this shape? We define the volume of a cube which is 1 unit on each side to be 1 unit cubed or 1 u3. Suppose that, just as we placed unit squares on each section of the line to calculate an area, we now place unit cubes on each of the squares in the above shape. 1 unit 2 units Counting them shows that the volume must be 6 u3. Now extend the drawing up by another unit. Placing unit cubes on the top of each of the ones in the layer below will give us a total volume of 2 times 6 = 12 u3. In fact, if we multiply the base area by the height, we get the volume. It's like adding floors to a building. This is true for all 3-dimensional shapes in which a constant area is maintained as the volume increases in the third dimension. Give the examples of some cross-sections like these:

3 units

Area = 6 u2

They should now be able to understand why the volumes of cuboids, cylinders and prisms all follow similar forms of area times height.

- A Tech Guide for SignageUploaded byMike Burke
- Lesson Plan for Undefined Terms in GeometryUploaded bylester
- Effective Spacetime From Multi-dimensional Gravity (WWW.OLOSCIENCE.COM)Uploaded byFausto Intilla
- Ranc Mengajar Maths Tahun 2Uploaded byradzuan
- Class X mathUploaded byRavi Kumar
- pow5Uploaded byapi-239441349
- Cap_06Uploaded byapi-27420559
- Mozac Math ModuleUploaded byMaryam Bte Abdul Mohsen
- 243 classes 13-15Uploaded bywiieiii
- Rancangan Pelajaran T.3 ,2010 (Terkini)Uploaded byJulie Jabar
- 2qaUploaded byGanesh Kumar
- 2012 Mathematical Methods (CAS) Exam 1Uploaded bypinkangel2868_142411
- SolidWorks2006_WhatsNewUploaded byMX100
- FPP.docxUploaded byKharkhoda
- lesson2 assessment make overUploaded byapi-243290219
- The VortexUploaded bymsngr00
- student sampleUploaded byapi-243001659
- 0580_s14_qp_43Uploaded byHaider Ali
- 0580_s14_qp_43Uploaded byIsaac Ellis
- Gravfil BrochureUploaded byIDA
- 0608ma_pUploaded byJim Chen
- spse01610.pdfUploaded byAleksandarDimovski
- Fracture OrientationUploaded bybufalote
- MATH exam 4th pt.docxUploaded byjoyce alyzza dela cruz
- Unit 5 (1)Uploaded bymaalmeida85
- surface area worksheetUploaded byapi-417964415
- Java ProgramUploaded bySUNIL KUMAR
- Vessel Volume CalculationUploaded byFadhila Ahmad Anindria
- DeJesus Dissertation Ch4A 4-30-16 (1)Uploaded byJohn Paul Huenda
- unit of work -stage 3 year 6Uploaded byapi-465368143

- Food HabitsUploaded byMohammad Asif
- Food HabitsUploaded byMohammad Asif
- Food HabitsUploaded byMohammad Asif
- Food HabitsUploaded byMohammad Asif
- mbaUploaded byMohammad Asif
- 854-3622-2-PB.pdfUploaded byMohammad Asif
- Food HabitsUploaded byMohammad Asif
- NewwsUploaded byMohammad Asif
- TRAI Indicator ReportsUploaded byBhavesh Bajaj
- NewwsUploaded byMohammad Asif
- NewwsUploaded byMohammad Asif
- NewtonUploaded byMohammad Asif
- Introductccion SardarUploaded byMohammad Asif
- FridayUploaded byMohammad Asif
- HajUploaded byMohammad Asif
- Sec.up.Nic.in Voter List L 1204 101 037Uploaded byMohammad Asif
- Copy (2) of New Microsoft Office Word DocumentUploaded byMohammad Asif
- Copy (4) of New Microsoft Office Word DocumentUploaded byMohammad Asif
- jkbkjUploaded byMohammad Asif
- aadharUploaded byMohammad Asif
- NewtonUploaded byMohammad Asif
- Copy (3) of New Microsoft Office Word DocumentUploaded byMohammad Asif
- Websites TutorialsUploaded byMohammad Asif
- AdvertisingwUploaded byMohammad Asif
- Advertising 2Uploaded byMohammad Asif
- StudentList 180(Remark)Uploaded byDesmond Cantrell
- RESUME_19-Jul-13_12_45_28.docxUploaded byMohammad Asif

- Campus Wired LAN Deployment Using CVDUploaded byJaved Hashmi
- Fluid BalanceCorr.pdfUploaded bySu'ud DeLoco's
- VolUploaded byapi-3698996
- Cheat SheetUploaded byredhoodie
- The Fenian Movement in the United States: 1858-1886, William DArcyUploaded byFenianB
- 2012 05 21 UGALE - Class Status Report.pdfUploaded byCecilia Sharp
- Effect Pigment BrochureUploaded byskimmer05
- NRPA Bulletin, KURSK submarineUploaded bymatcic
- Wireless Optical CommunicationUploaded bycoolvadivel
- Well Logs Quality Control IssuesUploaded byOmar
- Viral Men in Go EncephalitisUploaded bysamrah
- Copy of SURBHI TYAGIUploaded bychinutyagi88gmail
- Method Statement of Pipeline WorksUploaded byमनिसभेटुवाल
- How to Determine Critical Suppliers Based on API Spec Q1 _ API Spec Q2Uploaded byNilesh Mistry
- book 1 part eUploaded byZuhdi Ismail
- A MATLAB Script for Creating Pork Chop Plots of Ballistic Earth-to-Mars TrajectoriesUploaded byAnonymous REw1YIq4q7
- dtdp syllabusUploaded bySreeniza Bhamidi
- Samatha-and-Vipassana-Meditation.pdfUploaded bynwahlian5270
- NOISE CONTROL AND SOUND ABSORPTION IN BUILDINGSUploaded byRukminiPriyanka
- Resumen Dam tubUploaded byAgustina Payer
- 1caterpillar Petroleum Ratings GuideUploaded bytakanashi_sota
- HVAC System Selection Criteria May 2013Uploaded byevrimk
- Delta-Delta Connection of Transformer _ Electrical Notes & Articles.pdfUploaded byMuruganantham Chandrappan
- OnlineMedEd- w: NeuroUploaded byMichael Chang
- Mrunal How to Prepare Geography Optional for UPSC MainsUploaded byGauravPriyank Tyagi
- Trafo Feeder RP - Base Design -Pages From 1473 11-0.415kV Auxiliary Transformer Feeder Bse Design for Comm SSUploaded byVipinraj Krishnan
- english communcative class 10 teachers hand bookUploaded byAryan Goyal
- Gas_Liquids Separators—Quantifying Separation Performance—Part 2Uploaded byMubarik Ali
- Computational Restoration of Fluorescence Images_Noise Reduction, Deconvolution And Pattern RecognitionUploaded byAbhishek Sahasrabudhe
- Determining Peak SpeedsUploaded byCristián Ignacio Zuilt Zúñiga

## Much more than documents.

Discover everything Scribd has to offer, including books and audiobooks from major publishers.

Cancel anytime.