Teaching and Learning Overview s1

MATHEMATICS STAGE 1 TEACHING AND LEARNING OVERVIEW TERM: STRAND: SUB-STRAND: WORKING MATHEMATICALLY: Measurement and Geometry Area MA1-1WM OUTCOMES: MA1 - 10MG Measures, records, compares and estimates areas using uniform informal units CONTENT: Measure and compare areas using uniform informal units - compare, indirectly, the areas of two surfaces that cannot be moved or superimposed, eg by cutting paper to cover one surface and superimposing the paper over the second surface - predict the larger of the areas of two surfaces of the same general shape and compare these areas by cutting and covering ASSESSMENT FOR LEARNING  Let’s Compare Shapes (PRE-ASSESSMENT) In pairs, each student is given a piece of paper and asked to draw a large shape. They paint or colour the area of the shape and cut it out. Students compare the size of their shape with their partner’s shape by superimposing. Students glue their shape onto paper and write a statement comparing their shape with their partner’s shape eg ‘Hugo’s shape is bigger than Alexandra’s.’ Possible questions include: . what is area? . can you show me the area of this shape? WARM UP / DRILL http://www.bbc.co.uk/bitesize/ks1/maths/number_ordering/play/ With attached sheet  ESTIMATION AND COUNTING • Have students take what they think is 100 objects, eg popsticks, marbles, blocks, stones. Have students count the number. Discuss the accuracy of the estimates. • Students estimate 100 items on paper by circling them Suitable cases included dots on a grid page, words in a newspaper and people in a photograph of a crowd. • Students predict whether 100 objects will fit in a container, eg will 100 marbles fit in an ice cream container? • Students consider the area taken up by 100 people standing and discuss whether 100 people would be able to stand in the classroom, on a basketball court, etc. Combine some classes, if necessary, to check predictions TENS ACTIVITY NEWMAN’S PROBLEM INVESTIGATION QUALITY TEACHING INTELLECTUAL QUALITY QUALITY SIGNIFICANCE ELEMENTS LEARNING ENVIRONMENT  Deep knowledge  Explicit  Background knowledge  Deep understanding quality  Cultural knowledge criteria  Problematic knowledge  Knowledge integration  Engagemen  Higher-order thinking t  Inclusivity  Metalanguage  High  Connectedness RESOURCES Butchers paper, scissors, paint, glue, colouring pencils, envelopes, lids, leaves, tiles, sheets of newspaper. Rugs.

TEACHING AND LEARNING EXPERIENCES WHOLE CLASS INSTRUCTION MODELLED GUIDED & INDEPENDENT ACTIVITIES ACTIVITIES  Explicitly Teach: LEAR  Handprint Detective Review the term ‘Area’ and ‘Surface’ N The teacher presents the following story: ‘ Have selection of 2D shapes for the children to examine and I This morning I found a handprint in the classroom. I have made copies of the handprint so that we can find who it determine which shape has the biggest area/surface. belongs to.’ N Possible questions include: G Can you work out if your hand is bigger, smaller or about the same area as the handprint?  Stamping - computer Students superimpose their hand onto the handprint. Using a computer drawing package, (Tuxpaint) students are S Students explain how they checked if their hand was a match, and if not, whether their hand is bigger or smaller asked to draw a large shape (A). They then select a smaller E than the handprint. (Adapted from CMIM) shape or picture to use as a ‘stamp’. Students ‘stamp’ the Q smaller shape inside the larger one, without gaps or overlaps. Possible questions include: U . How many of the smaller shapes did you fit in your larger E shape? N . Can you work this out without counting each shape one by- C one? E Students repeat this activity by creating a second large shape ES1 (B). They then compare the shapes A and B and determine LEAR  Cover and Count which is larger. They discuss their method of comparison. N Students select one type of object to cover a given shape or area eg envelopes, lids, leaves, tiles, sheets of Some students may have compared the number of ‘stamps’ I newspaper. They estimate, then count, the number of objects used. on each shape, but if they used different ‘stamps’ they need Possible questions include: to reflect on the importance of using the same ‘stamp’ to N . Why are some objects better than others for covering? compare. G . What can we do about the gaps? . What can we do with the part left over? S This activity is repeated using areas of various sizes eg drink coasters, pin boards, desktops, and the classroom floor. E Investigation: Q  Rugs U The teacher shows the students a collection of 4 or 5 small rugs. The teacher then poses the problem: E ‘I want to use one of these rugs for my pet dog/cat. Which one will give my pet the largest area to lie on?’ Students N estimate which rug has the largest area. In small groups, students select materials to cover the rugs to measure C which one has the largest area. E

S1 LEAR N  100 square centimetres I The teacher provides students with a 10 cm × 10 cm grid. Students estimate and count how many square centimetres it contains. Students then brainstorm items around the N room that might be less than, more than, or about the same area as 100 square centimetres. Students collect items; G compare them with their grid and record results in a table.

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EVAL Student Engagement: Achievement of Outcomes: UATI Resources: Follow Up: ON & REFLE CTIO N  All assessment tasks should be written in red and planning should be based around developing the skills to complete that task.

 Assessment rubrics or marking scale should be considered.