Embedded Files
Core concept: Spatial reasoning includes the ability to visualise and compare area.
Area measures the space inside a two-dimensional region.
Warm-up/Daily number sense: Basketball toss – 15 minutes
Warm-up/Daily number sense: Basketball toss – 15 minutes
Build student understanding of comparing quantities by playing basketball toss.
Build student understanding of comparing quantities by playing basketball toss.
Ask students:
Ask students:
- Have you ever played basketball?
- What mathematics do you need to play basketball?
Ask students to see how many times they can successfully shoot a pair of rolled-up socks into a basket.
Ask students to see how many times they can successfully shoot a pair of rolled-up socks into a basket.
In pairs, students mark a clear starting line using chalk for the basketball toss.
In pairs, students mark a clear starting line using chalk for the basketball toss.
Ask students to take 3 big steps back from the starting line and place a basket, bucket or container at the end.
Ask students to take 3 big steps back from the starting line and place a basket, bucket or container at the end.
Ask one student to stand at the starting line and throw the rolled-up socks into the basket. Ask the other student to keep track of the score by adding a counter to Resource 3: Ten-frame.
Ask one student to stand at the starting line and throw the rolled-up socks into the basket. Ask the other student to keep track of the score by adding a counter to Resource 3: Ten-frame.
Instruct students to repeat this 10 times with their left hand and then 10 times with their right hand.
Instruct students to repeat this 10 times with their left hand and then 10 times with their right hand.
Ask students to reflect on learning by discussing:
Ask students to reflect on learning by discussing:
- How many baskets did you get when you used your left hand?
- How many baskets did you get when you used your right hand?
- Which hand was more accurate?
- How did you compare quantities?
- How many did you get altogether?
Students swap places so the thrower becomes the scorer.
Students swap places so the thrower becomes the scorer.
Activity: Paper area prints – 40 minutes
Activity: Paper area prints – 40 minutes
Note: Superimposing is when one area is placed on top of the other, whilst superposing is aligning the edges or corners of 2 areas when one is placed on top of the other.
Note: Superimposing is when one area is placed on top of the other, whilst superposing is aligning the edges or corners of 2 areas when one is placed on top of the other.
Display a book and a toy. Model comparing the area of different objects by superimposing.
Display a book and a toy. Model comparing the area of different objects by superimposing.
Ask students:
Ask students:
- What do you notice about the area?
- Which is bigger? How do you know?
- Which is smaller? How do you know?
Explain that today’s lesson will be about investigating and comparing the sizes of different surfaces.
Explain that today’s lesson will be about investigating and comparing the sizes of different surfaces.
Ask students if they can think of ways they can measure and compare surfaces with their piece of paper. Record student suggestions.
Ask students if they can think of ways they can measure and compare surfaces with their piece of paper. Record student suggestions.
Explain to students that the 2 main strategies used when comparing area by placing one object on top of another are superimposing and superposing (see Figure 2).
Explain to students that the 2 main strategies used when comparing area by placing one object on top of another are superimposing and superposing (see Figure 2).
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Consolidation and meaningful practice: Discuss and connect the mathematics – 10 minutes
Summarise the lesson, drawing out key mathematical ideas about estimation and measuring length using string. Ask students:
Summarise the lesson, drawing out key mathematical ideas about estimation and measuring length using string. Ask students:
- What did you notice about measuring curvy lengths?
- How did you visualise the lengths?
- What strategy did you use to measure the curvy length?
- How did you ensure it was an accurate measurement?
- What would you do differently next time when measuring curved lines with string?
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