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# Summary of Lesson Plan:

In this introductory lesson plan to area, students learn that area is the space that a shape covers by using books, tables and pre-cut paper shapes, such as rectangles and squares. They learn that area can be different depending on how much space the shape takes up. An informal lesson to get the littlies started.

Year 1 – Measurement and Geometry- Using Units of Measurement:
• Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

# Lesson Plan Sequence:

### Students’ Prior Knowledge:

The students bring the following knowledge, skills and experiences to this learning experience:

• Comparing objects using mass, length and capacity
• The concepts of wider/narrower and longer/shorter as a unit of measurement.
• Recognise the shapes square and rectangle

### Specific Learning Goals:

At the conclusion of this learning experience students will:

• Understand the term ‘area’
• Measure various surfaces using informal measures.

### Lesson Procedure:

Introduction:
• Warm ups: Teacher gains children’s attention by asking them to sit at their desks, listen to the claps and then copy them.
• “Can you please copy my clap?”
• Explicit teaching of skill: Teacher gives children various instructions to follow.
• “Can you put one hand on your table and feel all over?
• How big does it feel?”
• “What about the white board?
• Is it bigger than the table?”
• “Now let’s think about the playground… Is that bigger than the white board?”
• Teacher explains to the children that the concept that they are thinking about is called ‘AREA’ (using the video below)

•  After watching the video, keep teaching the lesson with a bit of humour in it by saying:
• “Now let’s all stand up and look at our chairs. Does your bottom cover the area of your chair?”
• “What about my bottom? Do you think I need a chair with bigger area to fit my bottom?” Joke.

Body/Development of Skill:

• Teacher divides class into 4 groups, with 5 children in each.
• She numbers the group and tells them which one they belong to- by writing Numbers 1, 2, 3 and 4 on the whiteboard. All groups have a workbook with them at this point.
• Group 1 and 3 are given square shapes of card paper
• Group 2 and 4 are given rectangular shapes of card paper
• Teacher asks “Can you cover the workbook using the card paper shapes I have given you?”
• Teacher then says “Count the shapes and tell me how many you used.”
• At this point, children’s answers are written on the white board under their group numbers.
• The teacher discusses the similarity and differences of how many squares and how many rectangles were required to cover the book.
•  Once children complete this task, ask them to choose 1 more book from the library to measure with the rest of their group.
• Children call out their book size and answers. Teacher records this on white board under their group number.
• Teacher then asks questions as to why the amount is different (hopefully) this time around (different area).

Conclusion:

• Teacher recaps the lesson by asking children to guess how many squares they would need to cover 2 other items (pencil case and homework pouch)
• Teacher records this on white board in the column- What we guessed.
• Then teacher uses the squares to cover the 2 shapes and counts along with the children, how many were used.
• This answer is then recorded in the column – What we found out.

# Assessment:

• Guided questions
• Observation during activities
• Written measures on white board

# Resources:

• Table for each child
• Chair for each child
• Shapes already pre-cut: squares and rectangles
• 4 Workbooks
• Whiteboard
• Whiteboard marker
• Books in the class library of various sizes