Outcome: MS 2.2 Estimates, measures, compares and records areas of surfaces in square centimetres and square metres. Indicators: *estimating, measuring and comparing areas in square centimetres and square metres. *recognising the need for a unit larger than a square centimetre. *record area in square centimetres and use the abbreviation.

Lesson 1

Register

Area Introduction Main Idea-Understanding area and the need for larger units to measure surface areas.

Class discussion posing the question of ‘What is area?’. Students brainstorm and list is made of things or terms that they know that relates to area. Students are informed that areas can be informed in mm², cm², m² and km².

Students are given a 10cm grid (100cm²) paper. They must list objects around the room that are less than, equal to and greater than 100cm². Take note to discuss why larger units of measurement are needed to measure greater surface areas.

Students then use centimeter cubes to cover areas. Explain that sometimes area can be measured by counting the blocks in a shape or by measuring the lengths of objects and multiplying them. Students to investigate various flat surfaces and also unconventional shapes to measure the area. Note to explain to students about half centimeter cubes. Complete Area Worksheet appendix 1. Box of centimeter cubes needed.

Extension: Using appendix 2 Area grid paper. Students begin drawing shapes with a total area of 8cm². Game : What Could It Be? The teacher poses the question ‘I have measured a surface in our room and found that it has an area of 8 square centimetres. What could it be?’ The teacher provides students with a square centimetre grid overlay. Students then use the grid overlay to identify items that match the teacher’s description. Students compare and record different-shaped items that have an area of 200 square centimetres. Students measure a surface in the room using the square centimetre grid overlay, tell their partner the area and challenge their partner to find the surface.

Area Main Idea- Using the square metre to measure large surface areas. Constructing a Square Metre In groups, students make a one square metre model out of newspaper sheets taped together. Students then discuss different shapes that could be created by cutting and rearranging the pieces. Students display the different shapes formed and label their areas ‘One square metre’. Students examine the shapes. Possible questions include: . How can you fit the most people into a square metre? . Does an area of one square metre need to be shaped like a square? Why? . What did you notice about the area of the newspaper when it was changed to a rectangular shape? . Can you name some other dimensions for a square metre? . When you measured the area of your square, did you get the same answer as the person next to you? Why? Why not? The teacher provides students with a collection of materials of various sizes. In pairs, students select the appropriate unit (cm2 and m2) and estimate the area of each item. Students check their estimates by measuring areas using square centimetre tiles/grids or square metre templates. Students then record their results in a table.

Item

cm2 or m2

Estimate

Measurement

Possible questions include: . How did you decide when to use cm2? . What strategy did you use to estimate the areas? . Were your estimates close to the actual measurements? . What device did you select to measure? Why? . Could you estimate, measure and record the area of six different surfaces or shapes? . Can you compare the measurements of each shape or surface?

Worksheets to support square metre. Appendix 3,4,5 – RIC publications pgs 53 and 55. On your mark maths 4 pg 102.

Lesson 3

Register

Area – Irregular and regular shapes Main Idea- Measuring area of regular and irregular shapes given measurements of objects.

Explain to the students that in some cases where we cannot count squares to find an area we sometimes need to work it out using the given measurements.

Teacher draws several examples of squares and rectangles on the board with side measurements. Students are then to work it out using the formula l x b = a². E.g. square with sides 5cm has an area of 25cm². Have students complete a table with drawings of regular shapes with measurements or a table with only the measurements to work out the area.

Teacher then models how to work out irregular shapes. This often requires breaking up a shape into regular shapes and working it out separately before adding them together. Draw some examples on the board and work through with class before setting some individual examples to consolidate learning.

Worksheets appendix 6,7,8,9 can be used as independent worksheets or drawn on the board as examples. Area worksheet 1 and 2, RIC publications pg 57 and MS 2.1 page 120.

Lesson 4

Register

Area - Geoboards Main Idea- Create shapes with given areas using the geoboard. Geoboard Squares Students make a unit square on a geoboard, connecting four pegs. Students then make a square with sides of 2 units and record the number of smaller squares contained within the larger one. Students continue making squares with sides of three, four, five, and six units and record their findings in a table. Students are encouraged to look for patterns eg Students record their results on dot, grid or blank paper.

Extension – Have students draw their shapes into their books and record the area.

Area in Action or Area in Art Main Idea- Using knowledge of area the students are to use it creatively to complete a challenge.

Area in Action – Students are given grid paper and are explained about keys. Each square cm represents m². The school has just decided that the school playground needs to be revamped and they are to design their own playground. Designs must have surface areas of regular and irregular shapes written on a separate piece of paper. Best designs could be presented to the class. Explain that they could have things such as sand pit, playground equipment, garden beds, skate ramps etc.

Area in Art – Alternatively students are given a grid paper with certain shapes and specified areas as a list e.g. Square, Rectangle, 4cm² shape, 10cm² irregular shape. Students are then to design an artwork incorporating these specifications and shapes. Abstract shape art website http://www.kinderart.com/arthistory/abstract.shtml

||

Term 1, Week:|| QT Elements

Outcome:MS 2.2Estimates, measures, compares and records areas of surfaces in square centimetres and square metres.

Indicators:*estimating, measuring and comparing areas in square centimetres and square metres.

*recognising the need for a unit larger than a square centimetre.

*record area in square centimetres and use the abbreviation.

Lesson 1RegisterArea IntroductionMain Idea-Understanding area and the need for larger units to measure surface areas.Class discussion posing the question of ‘What is area?’. Students brainstorm and list is made of things or terms that they know that relates to area. Students are informed that areas can be informed in mm², cm², m² and km².

Students are given a 10cm grid (100cm²) paper. They must list objects around the room that are less than, equal to and greater than 100cm². Take note to discuss why larger units of measurement are needed to measure greater surface areas.

Students then use centimeter cubes to cover areas. Explain that sometimes area can be measured by counting the blocks in a shape or by measuring the lengths of objects and multiplying them. Students to investigate various flat surfaces and also unconventional shapes to measure the area. Note to explain to students about half centimeter cubes.

Complete Area Worksheet appendix 1. Box of centimeter cubes needed.

Extension: Using appendix 2 Area grid paper. Students begin drawing shapes with a total area of 8cm².

Game :

What Could It Be?The teacher poses the question ‘I have measured a surface in our room and found that it has an area of 8 square centimetres. What could it be?’

The teacher provides students with a square centimetre grid overlay. Students then use the grid overlay to identify items that match the teacher’s description.

Students compare and record different-shaped items that have an area of 200 square centimetres.

Students measure a surface in the room using the square centimetre grid overlay, tell their partner the area and challenge their partner to find the surface.

ICT website - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html

Difference between Area and Perimeter

Lesson 2RegisterAreaMain Idea- Using the square metre to measure large surface areas.Constructing a Square MetreIn groups, students make a one square metre model out of newspaper sheets taped together. Students then discuss different shapes that could be created by cutting and rearranging the pieces. Students display the different shapes formed and label their areas ‘One square metre’. Students examine the shapes.

Possible questions include:

. How can you fit the most people into a square metre?

. Does an area of one square metre need to be shaped like a square? Why?

. What did you notice about the area of the newspaper when it was changed to a rectangular shape?

. Can you name some other dimensions for a square metre?

. When you measured the area of your square, did you get the same answer as the person next to you? Why? Why not?

The teacher provides students with a collection of materials of various sizes. In pairs, students select the appropriate unit (cm2 and m2) and estimate the area of each item. Students check their estimates by measuring areas using square centimetre tiles/grids or square metre templates. Students then record their results in a table.

Possible questions include:

. How did you decide when to use cm2?

. What strategy did you use to estimate the areas?

. Were your estimates close to the actual measurements?

. What device did you select to measure? Why?

. Could you estimate, measure and record the area of six different surfaces or shapes?

. Can you compare the measurements of each shape or surface?

Worksheets to support square metre. Appendix 3,4,5 – RIC publications pgs 53 and 55. On your mark maths 4 pg 102.

Lesson 3Area – Irregular and regular shapesMain Idea- Measuring area of regular and irregular shapes given measurements of objects.Explain to the students that in some cases where we cannot count squares to find an area we sometimes need to work it out using the given measurements.

Teacher draws several examples of squares and rectangles on the board with side measurements. Students are then to work it out using the formula l x b = a². E.g. square with sides 5cm has an area of 25cm².

Have students complete a table with drawings of regular shapes with measurements or a table with only the measurements to work out the area.

Teacher then models how to work out irregular shapes. This often requires breaking up a shape into regular shapes and working it out separately before adding them together. Draw some examples on the board and work through with class before setting some individual examples to consolidate learning.

Worksheets appendix 6,7,8,9 can be used as independent worksheets or drawn on the board as examples. Area worksheet 1 and 2, RIC publications pg 57 and MS 2.1 page 120.

Lesson 4Area - GeoboardsMain Idea- Create shapes with given areas using the geoboard.Geoboard SquaresStudents make a unit square on a geoboard, connecting four pegs. Students then make a square with sides of 2 units and record the number of smaller squares contained within the larger one. Students continue making squares with sides of three, four, five, and six units and record their findings in a table. Students are encouraged to look for patterns eg

Students record their results on dot, grid or blank paper.

Extension –Have students draw their shapes into their books and record the area.IWB flipcharts to revise over Area concepts

http://exchange.smarttech.com/search.html?tab=resources&q=area&sbj=math

Lesson 5Area in Action or Area in ArtMain Idea- Using knowledge of area the students are to use it creatively to complete a challenge.Area in Action – Students are given grid paper and are explained about keys. Each square cm represents m². The school has just decided that the school playground needs to be revamped and they are to design their own playground. Designs must have surface areas of regular and irregular shapes written on a separate piece of paper. Best designs could be presented to the class. Explain that they could have things such as sand pit, playground equipment, garden beds, skate ramps etc.

Area in Art – Alternatively students are given a grid paper with certain shapes and specified areas as a list e.g. Square, Rectangle, 4cm² shape, 10cm² irregular shape. Students are then to design an artwork incorporating these specifications and shapes.

Abstract shape art website http://www.kinderart.com/arthistory/abstract.shtml