Difference between revisions of "Exploring area and perimeter"
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=== Activity 1: Area and Perimeter concepts === | === Activity 1: Area and Perimeter concepts === | ||
| − | === Materials: === | + | ==== Materials: ==== |
Rectangular dot sheets, stationery | Rectangular dot sheets, stationery | ||
| − | === Objective: === | + | ==== Objective: ==== |
To understand the relationship between area and perimeter of 2D shapes | To understand the relationship between area and perimeter of 2D shapes | ||
| − | === Process: === | + | ==== Process: ==== |
# Recall area and perimeter concepts: ask students to explain the meaning of area and perimeter in their own words | # Recall area and perimeter concepts: ask students to explain the meaning of area and perimeter in their own words | ||
| Line 25: | Line 25: | ||
# Call out a few students whose shapes have perimeter lesser, greater and same as the one displayed and share it with the class | # Call out a few students whose shapes have perimeter lesser, greater and same as the one displayed and share it with the class | ||
# If there are no examples for any of the categories, challenge them to find suitable shapes | # If there are no examples for any of the categories, challenge them to find suitable shapes | ||
| + | |||
| + | === Activity 2: Puzzle === | ||
| + | |||
| + | ==== Materials: ==== | ||
| + | Print-outs of the puzzle [or] projector to display and rectangular dot sheets | ||
| + | |||
| + | ==== Objectives: ==== | ||
| + | |||
| + | ==== Process: ==== | ||
| + | |||
| + | # Handover print outs of the 'Share the land' puzzle([https://ncert.nic.in/textbook.php?eemh1=11-14 NCERT Class 5 Mathematics Textbook]) to students individually or in pairs and ask them to solve it. | ||
| + | # Discuss different solutions/strategies that students come up with | ||
| + | |||
| + | === Activity 3: Game === | ||
| + | |||
| + | ==== Objectives: ==== | ||
| + | |||
| + | ==== Materials: ==== | ||
| + | |||
| + | * dot sheets/graph sheets, | ||
| + | * crayons of different colours | ||
| + | * dice (2) | ||
| + | |||
| + | ==== Process: ==== | ||
| + | |||
| + | # Students are paired/ divided into groups and given the listed materials | ||
| + | # Each player rolls the dice and draws a rectangle of equivalent size. Eg - if they roll 2 and 4, they draw a 2x4 rectangle. | ||
| + | # The player who covers maximum area first, wins. | ||
| + | # Ask students to calculate the perimeter of each rectangle they draw and of their final shape as well. | ||
| + | # Reference: Conquer the area (activity 2 in https://iheartteachingelementary.com/area-and-perimeter-games/) | ||
| + | |||
| + | === Discussion after both activities: === | ||
| + | * Does perimeter always increase if area increases? | ||
| + | * Does area always increase if perimeter increases? (If they say yes,give the initial grid examples as reference and ask them to check if it is holding true) | ||
| + | |||
| + | [[Category:TIIE Events]] | ||
| + | [[Category:TIIE Mathematics]] | ||
Latest revision as of 17:33, 2 February 2023
Activity 1: Area and Perimeter concepts
Materials:
Rectangular dot sheets, stationery
Objective:
To understand the relationship between area and perimeter of 2D shapes
Process:
- Recall area and perimeter concepts: ask students to explain the meaning of area and perimeter in their own words
- Establish differences between area and perimeter:
- Perimeter is a one dimensional quantity and area is a two dimensional quantity
- Area is expressed in sq.units and perimeter in units
- Area defines the space occupied by a shape, perimeter is the length of its boundary
- Hand over dot sheets to individual students or pairs of students and inform that the distance between any two horizontally or vertically adjacent dots in the dot sheet is 1 cm
- Ask students to draw and shade a square of area 1 sq. cm and ask them to find out the perimeter of the same
- Repeat for 4 sq.cm
- Ask students to observe these shapes and find out what is the area and perimeter of each shape.
- Next, draw this shape on the board/project this image and ask students what is the area and perimeter of this shape. If anyone is unclear, explain how the area and the perimeter can be found out
- Ask students to calculate the area of the shaded region (8 sq. cm). Then, ask them to draw a different shape with the same area
- Next, ask them to compare the perimeter of the shape displayed and the one they drew
- Call out a few students whose shapes have perimeter lesser, greater and same as the one displayed and share it with the class
- If there are no examples for any of the categories, challenge them to find suitable shapes
Activity 2: Puzzle
Materials:
Print-outs of the puzzle [or] projector to display and rectangular dot sheets
Objectives:
Process:
- Handover print outs of the 'Share the land' puzzle(NCERT Class 5 Mathematics Textbook) to students individually or in pairs and ask them to solve it.
- Discuss different solutions/strategies that students come up with
Activity 3: Game
Objectives:
Materials:
- dot sheets/graph sheets,
- crayons of different colours
- dice (2)
Process:
- Students are paired/ divided into groups and given the listed materials
- Each player rolls the dice and draws a rectangle of equivalent size. Eg - if they roll 2 and 4, they draw a 2x4 rectangle.
- The player who covers maximum area first, wins.
- Ask students to calculate the perimeter of each rectangle they draw and of their final shape as well.
- Reference: Conquer the area (activity 2 in https://iheartteachingelementary.com/area-and-perimeter-games/)
Discussion after both activities:
- Does perimeter always increase if area increases?
- Does area always increase if perimeter increases? (If they say yes,give the initial grid examples as reference and ask them to check if it is holding true)