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Week 3: Area & Time (Area: Challenges (The whole world isn't…
Week 3: Area & Time
Area: Definitions
About the MM of length and width and then multiplying L x W - this is not an understanding kids come to without completing concrete hands-on activities beforehand
Amount of cover of something - start with rectangles and put things down to cover an area, how many units cover it?
Area vs Perimeter - two are combined, but make sure kids are aware of what the difference is between them. Need direct explicit teaching as once kids have experienced it, they are unlikely to be confused E.g. take a door and run hands around the outside, and then all over.
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Area: Challenges
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Years 4 to 8 have incomplete understanding of area (Blume, Galindo & Walcott, 2007) because area differs from length in we don't measure area directly. We measure a combo of lengths and use a formula to calc area. Sts need to first understand attribute of area before measuring & calc it.
Comparing areas more complex than comparisons of length - must take into account L, W and shape.
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Time estimation
How long until recess? Using other activities they are familiar with and answering about the same time it takes you to brush your teeth
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How long would it take to run through an egg timer, what other things may take that long?
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Area learning sequence
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Years 3 & 4 - followed by exploring concept of area as a measure of covering - meaning of mm as the number of units needed to cover region is developed
Years 4 & 5 - use non-std and std units in covering activities to determine area of reg and non-reg figures and regions
Years 6 to 9 - once mastered above stages, progress to dev and apply various formulae used to calc area
Area activities
Investigating conservation of area - cutting A4 sheet of paper in half diagonally and then rearranging into other shapes e.g. what other shapes could be made using the two triangles? Sts consider and discuss what might be an approp tessellating unit of area to investigate area of each arrangement. Record what they have noticed and give reasons,
Move from non-std units to std units - use 1cm squares for covering activities - reg and irregular. Use cm square gird paper to trace outline of hand - explain strats used to count full and part squares on grid.
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