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The document outlines a lesson plan to teach students about area by having them calculate the number of tiles needed to cover a classroom. It begins with an introductory problem to engage students, followed by developing the concept of area by having students count squares on a graph paper to find the area of shapes. Students then practice calculating area directly using the length and width and assessing their understanding by finding the area of letters in their names.

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52 views

Problembased 2 1

The document outlines a lesson plan to teach students about area by having them calculate the number of tiles needed to cover a classroom. It begins with an introductory problem to engage students, followed by developing the concept of area by having students count squares on a graph paper to find the area of shapes. Students then practice calculating area directly using the length and width and assessing their understanding by finding the area of letters in their names.

Uploaded by

cynthiaaa s
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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PROBLEMBASED 2

Problem Based 2: Area

Dania Assaf

Lebanese American University


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Objectives:

At the end of the lesson, students should be able to:

1. Identify area.

2. Calculate the area of by adding and multiplying square units.

Pre-requisites:

1. Addition

2. Multiplication

3. Division

4. Measurement (units)

5. Quadrilaterals

6. Perimeter

Materials:

1. Computer

2. Projector

3. White board

4. White board markers

5. Sheets of one-meter graph paper


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6. Pens and Pencils

7. Coloring pencils

Procedure: (45 minutes)

Introduction: (7 minutes)

1. Refresh the students’ minds by giving them a problem about perimeter to solve.

2. Capture the students’ interests by asking them to solve a problem related to the

new lesson (area). The problem is: A classroom a height of 30m and a width of

17m. The schoolmistress decided to put tiles in the class. If each tile has a height

and a width of 200cm, how many tiles are needed to fill the classroom?

Development: (20 minutes)

1. Ask the students to think about the problem and try to solve it. While they are

solving, pass by them to examine how they are thinking about the problem.

2. After they are done solving, discuss with the students their different answers and

the methods they used to solve the problem.

3. Reread the question with the students, illustrate the problem, and analyze what is

asking for. The teacher will open a one-meter graph paper on the computer and

project it on the board. She/he will draw the classroom and a tile with the given

dimensions. Next, the teacher and the students will count the squares in each

shape (rectangle and square). Then, they will divide the number that they got
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when counting the squares of the classroom by the number that they got when

counting the squares of the tile.

The number that they will get after counting the squares in the classroom figure is

510 and the number that they will get after counting the squares in the tile figure is

4. In order to find how many tiles are needed to fill the classroom, they should

divide 510 by 4. Hence, 225 tiles are needed to cover the classroom.

4. Let the students deduce the lesson (area).

5. Investigate with the students if there is a faster approach to find the area without

drawing and counting and discuss it with them.

The teacher should let the students deduce (by asking them questions to guide

them to the answer) that they could multiply directly the length by the width to

find the area of the classroom, which is the area of a rectangle. Regarding the tile,

the teacher should let them deduce that when the length and the width are equal,

they should put S to represent the measure and calculate its are by multiplying the

two sides together (SxS= S2 ).

Regarding the units, the students already know how to convert from cm to m from

grade 4.

The teacher should explain the concept of the unit of the area. In previous

problem, the teacher can write the equation as 30m x 17 m = 510 m2 to help them

learn that they should square since there is two m ( 1m x 1m = m2 ).

1m2
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Closure: (8 minutes)

1. Ask the students to summarize what they learned in the session (the main points).

2. Let them apply what they learned by asking a few students to pass to the board,

draw a shape on the one-meter graph paper and aske their colleagues about the

area of the shape.

Assessment: (10 minutes)

Distribute sheets one-meter graph papers to the students to write their names and shade it

using coloring pencils. Then, ask them to find the area of their entire name by calculating

the area of each letter. The product will be a visual assessment to check if the students

understood the concept of area and the method to calculate it using one-meter graph

paper. (this is an example of what the students will do)


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References

https://www.scholastic.com/teachers/blog-posts/genia-connell/10-hands-strategies-

teaching-area-and-perimeter/

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