Topicmf173efd790ce5b99_1528449000663_0Topic

The areaareaarea of the rectanglerectanglerectangle and the squaresquaresquare

Levelmf173efd790ce5b99_1528449084556_0Level

Second

Core curriculummf173efd790ce5b99_1528449076687_0Core curriculum

XI. Calculation in geometry. The student:

2) calculates the areaareaarea of: the triangle, the squaresquaresquare, the rectanglerectanglerectangle, 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 areaareaarea of a triangle with side 1 km and the altitude of 1 mm;

3) uses the units of the areaareaarea: mmIndeks górny 2², cmIndeks górny 2², dmIndeks górny 2², mIndeks górny 2², kmIndeks górny 2², are, hectare (without the conversion of the units in calculation).

Timingmf173efd790ce5b99_1528449068082_0Timing

45 minutes

General objectivemf173efd790ce5b99_1528449523725_0General objective

Matching the mathematical model to a simple situation and using it in various contexts.

Specific objectivesmf173efd790ce5b99_1528449552113_0Specific objectives

1. CalculatingcalculatingCalculating the areaareaarea of the rectanglerectanglerectangle and  the squaresquaresquare.

2. Measuring the areaareaarea of the rectanglerectanglerectangle by using the unit squaresquaresquare.

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

Learning outcomesmf173efd790ce5b99_1528450430307_0Learning outcomes

The student:

- calculates the areaareaarea of the rectanglerectanglerectangle/the squaresquaresquare having the length of the sides.

- uses the letter symbols for calculatingcalculatingcalculating the areaareaarea of the rectanglerectanglerectangle/the squaresquaresquare.

Methodsmf173efd790ce5b99_1528449534267_0Methods

1. Game class.

2. Situational analysis.

Forms of workmf173efd790ce5b99_1528449514617_0Forms of work

1. Individual work.

2. Work in pairs.

3. Group work.

Lesson stages

Introductionmf173efd790ce5b99_1528450127855_0Introduction

The teacher introduces the topic of the lesson. The students are going to calculate the areaareaarea of the rectanglerectanglerectangle and the squaresquaresquare and use this ability to solve the tasks.

The students bring the squared paper and the ruler for the lesson.

Proceduremf173efd790ce5b99_1528446435040_0Procedure

First, the teacher explains the rules of the game called „As many rectangles as possible”. The students work in pairs.

The students put the squared paper and the ruler on their desks.

Each student is going to draw as many rectangles with the areaareaarea of 16 cm2, 12 cm2, 18 cm2, 36 cm2 or 24 cm2 as possible. The sides of the rectangles have to be expressed by the integer number of centimeters. The students should write the dimensions of the rectanglerectanglerectangle, its perimeter and the areaareaarea under each drawing.

The winner is the student who draws the greatest number of the rectangles.

The students repeat the activity for at least three times.

After completing the game the students discuss the correlation between the areaareaarea and the perimeter of the rectanglerectanglerectangle.

The students should come up with the conclusion:

The rectangles with different dimensions have the same areaareaarea.

[Slideshow]

The students work individually using their computers. They are going to revise the method of calculatingcalculatingcalculating the areaareaarea of the rectanglerectanglerectangle.

The students and the teacher draw the conclusion:

The areaareaarea of the rectanglerectanglerectangle with the sides of a and b equals $P=a·b$.

The students solve the tasks using the formula they have learned.

Task 1
In you notebook draw a rectanglerectanglerectangle whose one side is 6 cm, and the other is 3 cm longer. Calculate the areaareaarea of the rectanglerectanglerectangle.

Task 2
In your notebook draw a squaresquaresquare with the side of 8 cm. Next, calculate the areaareaarea of the squaresquaresquare.

The students write down the formula of the areaareaarea of the squaresquaresquare in a form of the algebraic expression. The areaareaarea of the squaresquaresquare with the side of a is expressed by the formula: $P=a·a$ or $P=a^2$.

Task 3
The students calculate the areaareaarea of the rectanglerectanglerectangle in the practical situations.

There is a carpet on the floor in Eva’s room . It is in a shape of the rectanglerectanglerectangle with dimensions  5 m and 3 m. The carpet on the floor in Adam’s room , in a shape of squaresquaresquare has the side of  4 m. What carpet has the larger areaareaarea? And how much larger is it?

An extra task:
The side of the squaresquaresquare SOWA is 8m long. One side of the rectanglerectanglerectangle PIES is 16 cm. Both the rectanglerectanglerectangle PIES and the squaresquaresquare SOWA have the same areas.

Calculate the perimeter of the rectanglerectanglerectangle PIES.

Lesson summarymf173efd790ce5b99_1528450119332_0Lesson summary

The students do the summarising tasks .

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

- The areaareaarea of the rectanglerectanglerectangle with the sides of a and b is expressed by the formula $P=a·b$.

- The areaareaarea of the squaresquaresquare with the side of a is expressed by the formula: $P=a·a$ or $P=a^2$.

Selected words and expressions used in the lesson plan

areaareaarea

calculatingcalculatingcalculating

dimensiondimensiondimension

largest arealargest arealargest area

quadranglequadranglequadrangle

rectanglerectanglerectangle

smallest areasmallest areasmallest area

squaresquaresquare

surface areasurface areasurface area