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Core concept: Different areas can be measured and compared using direct comparison.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- area is an attribute of measurement that measures the two-dimensional space inside a region
- when a shape is rearranged, it looks different, but the area stays the same
- mathematicians develop and test out ideas to prove or disprove their thinking.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare using language such as bigger than, smaller than, or the same as
- compare area and explain their thinking
- predict which shapes have the biggest area.
Daily number sense: Counting with understanding – 10 minutes
Daily number sense: Counting with understanding – 10 minutes
Bag of shapes – 10 minutes
Bag of shapes – 10 minutes
Share a treasure box that has a variety of 2D shapes inside. Students randomly select 2 of the shapes from the treasure box. Ask students if the shapes are the same. Students turn and talk to discuss their thinking.
Share a treasure box that has a variety of 2D shapes inside. Students randomly select 2 of the shapes from the treasure box. Ask students if the shapes are the same. Students turn and talk to discuss their thinking.
When we measure the length of shapes we measure from endpoint to endpoint.
When we measure the length of shapes we measure from endpoint to endpoint.
When we measure length, we only need to think about the beginning to the end of the object.
When we measure length, we only need to think about the beginning to the end of the object.
With area, they need to think about the whole surface, end-to-end but also side-to-side.
With area, they need to think about the whole surface, end-to-end but also side-to-side.
When measuring the area of an object, they are measuring the space inside a shape.
When measuring the area of an object, they are measuring the space inside a shape.
Select students to share their thinking about which shape is bigger.
Select students to share their thinking about which shape is bigger.
Bedtime for Goldilocks – 20 minutes
Bedtime for Goldilocks – 20 minutes
Note: Retell the story of Goldilocks and the Three Bears. You may like to act the story out with puppets or recreate in dramatic play area.
Explain that Goldilocks is moving in with Mama Bear, Papa Bear, and Baby Bear, and they need help setting up their beds.
Explain that Goldilocks is moving in with Mama Bear, Papa Bear, and Baby Bear, and they need help setting up their beds.
Students use their mathematical imagination to predict which is the biggest rectangle. Allow students time to choose the rectangle. Ask students how they know it is the biggest rectangle.
Students use their mathematical imagination to predict which is the biggest rectangle. Allow students time to choose the rectangle. Ask students how they know it is the biggest rectangle.
Explain that the biggest rectangle has the largest area. It is Papa Bear’s bed.
Explain that the biggest rectangle has the largest area. It is Papa Bear’s bed.
Repeat the process for all the characters. Find the next largest rectangle to identify Mama Bear, Baby Bear, and Goldilocks’ beds. Ask students:
Repeat the process for all the characters. Find the next largest rectangle to identify Mama Bear, Baby Bear, and Goldilocks’ beds. Ask students:
- What do you notice about the different areas?
- How are these areas the same?
- How are they different?
- How can we tell which area is the biggest?
- How do we order areas from biggest to smallest?
What were some of the challenges you found when ordering the area of rectangles?
What were some of the challenges you found when ordering the area of rectangles?
What were some of the strategies to make sure your measure was accurate and precise?
What were some of the strategies to make sure your measure was accurate and precise?
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