Topicme79ebe0fb212912f_1528449000663_0Topic

The area of the figure. The units of the area

Levelme79ebe0fb212912f_1528449084556_0Level

Second

Core curriculumme79ebe0fb212912f_1528449076687_0Core curriculum

XI. Calculation in geometry. The student:

2) calculates the area of: the triangle, the square, the rectangle, the rhombus, the parallelogram and the trapezium, presented in the figure and in practical situations, including data which require the conversion of units and in situations in which the dimensions are not typical, e.g. the area of a triangle with side 1 km and the altitude of 1 mm;

3) uses the units of the area: mmIndeks górny 2², cmIndeks górny 2², dmIndeks górny 2², mIndeks górny 2², kmIndeks górny 2², areareare, hectarehectarehectare (without the conversion of the units in calculation);

Timingme79ebe0fb212912f_1528449068082_0Timing

45 minutes

General objectiveme79ebe0fb212912f_1528449523725_0General objective

Interpreting , making mathematical texts and presenting the data graphically.

Specific objectivesme79ebe0fb212912f_1528449552113_0Specific objectives

1. Describing the area of figure depending on the drawing.

2. Drawing the figure with the area given.

3. Communicating in English; developing mathematical and basic scientific; technical and digital competences; developing learning skills.

Learning outcomesme79ebe0fb212912f_1528450430307_0Learning outcomes

The Student:

- describes the area of the figure depending on the drawing,

- draws the figure with the area given.

Methodsme79ebe0fb212912f_1528449534267_0Methods

1. Brainstorming.

2. Situational analysis.

Forms of workme79ebe0fb212912f_1528449514617_0Forms of work

1. Individual work.

2. Pair work.

Lesson stages

Introductionme79ebe0fb212912f_1528450127855_0Introduction

The teacher prepares for each pair of students :

- a set of 6 cards. He places one of the following writings on each of them:
P = 13, P = 15, P = 20, P = 27, P = 30, P = 33,
- a set of 8 cards He places one of the following writings on each of them:
P = 5 dmIndeks górny 2², P = 3 dmIndeks górny 2², P = 7 dmIndeks górny 2², P = 11 cmIndeks górny 2², P = 5 cmIndeks górny 2², P = 3 cmIndeks górny 2², P = 7 cmIndeks górny 2², 8 cmIndeks górny 2²,
- a set of 11 square cards with the side of  1 cm,
- a set of 7 square cards with the side of 1 dm.

The students revise the material about square and the units of length.

Procedureme79ebe0fb212912f_1528446435040_0Procedure

The teacher introduces the topic of the lesson: describing the area of the figurearea of the figurearea of the figure. They are also going to use the units of the area.

The students work individually using their computers. They are going to analyse the slideshow concerning the area of figures.

[Slideshow 1]

Discussion: What units can be used to describe the area of figure? How can be the area of figure described?

The students can come up with the following conclusion:

- to describe the area of a figure we can use the unit square,
- the area of the figure equals the number of the unit squares which are within this figure.

Using the gained information the students describe the areas of the presented figures on their own. They compare their results in pairs.

Task 1

Describe the area of the figures  A, B, C and D. Take the E square as the unit square.

[Illustration 1]

PIndeks dolny A_A = __

PIndeks dolny B_B = __

PIndeks dolny C_C= __

PIndeks dolny D_D = __

The figure ____ has got the smallest areathe smallest areathe smallest area.

The students work in pairs. Each pair gets the set of 6 cards prepared earlier by the teacher. The students take turns in drawing the cards. They draw the figure with the area given on the squared sheet of paper. They take one grid as a unit square.

The students work individually using their computers. They are going to analyse the slideshow concerning the units of the area.

[Slideshow 2]

Discussion: What units of the area are most commonly used? What are dependencies between these units? Do we know such units of the area whose haven’t got the equivalents in the units of length?

The students come up with the following conclusions:

- there basic units the area are the following:
1 square millimetre (1 mmIndeks górny 2²),
1 square centimetresquare centimetresquare centimetre (1 cmIndeks górny 2²),
1 square decimetresquare decimetresquare decimetre (1 dmIndeks górny 2²),
1 square metresquare metresquare metre (1 mIndeks górny 2²),
1 areareare (1 a),
1 hectarehectarehectare (1 ha),
1 square kilometre (1 kmIndeks górny 2²);
- each of the units is a hundred  times larger than the previous one:
1 cmIndeks górny 2² = 100 mmIndeks górny 2²,
1 dm2 = 100 cm2,
1 mIndeks górny 2² = 100 dmIndeks górny 2²,
1 a = 100 mIndeks górny 2²,
1 ha = 100 a,
1 kmIndeks górny 2² = 100 ha.

Using the information the students have gained, they describe the area of the presented figures. They compare their results in pairs.

Task 2

Each figure is presented in a scale. Calculate the real area of these figures.

[Illustration 2]

a) P = __

b) P = __

c) P = __

d) Figure __ has the largest areathe largest areathe largest area.

The students work in pairs. Each pair gets the set of  7 cards with the area of 1 dmIndeks górny 2² , a set of 11 cards with the area of  1 cmIndeks górny 2² and the set of 8 cards with the values of the area. The students take turns in drawing the cards. They use the cards to construct the figures with given areas.

The students do the tasks concerning the units of the area on their own. Then in pairs they compare their results.

Task 3

Decide which unit is the most appropriate one to describe the area of:
a) Poland,
b) a football pitch,
c) a stamp,
d) a book cover,
e) a field.me79ebe0fb212912f_1527752263647_0Decide which unit is the most appropriate one to describe the area of:
a) Poland,
b) a football pitch,
c) a stamp,
d) a book cover,
e) a field.

Task  4

Fill the gaps with the appropriate number to get the correct equality.

a) 4 a = __ mIndeks górny 2²,

b) 8 ha = __ a,

c) 20 dmIndeks górny 2² = __ cmIndeks górny 2²,

d) 14 cmIndeks górny 2² = __ mmIndeks górny 2².

An extra task:

Fill the gaps with the appropriate number to get the correct equalities.

a) 3 ha = __ mIndeks górny 2²,

b) 45 mIndeks górny 2² = __ cmIndeks górny 2²,

c) 7 kmIndeks górny 2² = __ mIndeks górny 2².

Lesson summaryme79ebe0fb212912f_1528450119332_0Lesson summary

The students do the summarising tasks .

Then they sum up the classes, drawing conclusions to memorise:

- The area of the figure equals the number of the unit squares which are within this figure,
- There basic units the area are the following:
1 square millimetre (1 mmIndeks górny 2²),
1 square centimetre (1 cmIndeks górny 2²),
1 square decimetre (1 dmIndeks górny 2²),
1 square metre (1 mIndeks górny 2²),
1 are (1 a),
1 hectare (1 ha),
1 square kilometre (1 kmIndeks górny 2²).me79ebe0fb212912f_1527752256679_0- The area of the figure equals the number of the unit squares which are within this figure,
- There basic units the area are the following:
1 square millimetre (1 mmIndeks górny 2²),
1 square centimetre (1 cmIndeks górny 2²),
1 square decimetre (1 dmIndeks górny 2²),
1 square metre (1 mIndeks górny 2²),
1 are (1 a),
1 hectare (1 ha),
1 square kilometre (1 kmIndeks górny 2²).

Selected words and expressions used in the lesson plan

area of the figurearea of the figurearea of the figure

unit of the areaunit of the areaunit of the area

square unitsquare unitsquare unit

areareare

hectarehectarehectare

the largest areathe largest areathe largest area

the smallest areathe smallest areathe smallest area

square centimetresquare centimetresquare centimetre

square metresquare metresquare metre

square decimetresquare decimetresquare decimetre