Summary of Lesson Plan:
Australian Curriculum Links:
- 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.
- 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).
- 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.
- Guided questions
- Observation during activities
- Written measures on white board
- Table for each child
- Chair for each child
- Shapes already pre-cut: squares and rectangles
- 4 Workbooks
- Whiteboard marker
- Books in the class library of various sizes
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