Changes

   5. To understand how mapping and scaling work using a real life example

   5. To understand how mapping and scaling work using a real life example

   4. They should use the chosen object to measure how many units of it are needed to cover the border of the sheet.  

   4. They should use the chosen object to measure how many units of it are needed to cover the border of the sheet.  

   5. At the end of the activity, the facilitator discusses standard and non-standard units and meaning of ‘unit’ and ‘iterations’

   5. At the end of the activity, the facilitator discusses standard and non-standard units and meaning of ‘unit’ and ‘iterations’      

 

====        ====

==== Activity(b): Mapping your school ====

==== Activity(b): Mapping your school ====

   4.  Once students have measured the assigned parts of their school, a line diagram(map) is created on Geogebra using all the student groups’ measurements

   4.  Once students have measured the assigned parts of their school, a line diagram(map) is created on Geogebra using all the student groups’ measurements

==== Activity 2(c): Measuring with a ruler ====

==== Activity (c): Measuring with a ruler ====

'''Materials:''' Geogebra file, projector, worksheet with questions

'''Materials:''' Geogebra file, projector, worksheet with questions

{{Geogebra|ewe82ufa}}

{{Geogebra|ewe82ufa|1500|900}}

'''Process:'''

'''Process:'''

   5. Towards the end of the discussion, establish that a cm is one of the units of measurements and multiple iterations of it are used to measure the length of different objects

   5. Towards the end of the discussion, establish that a cm is one of the units of measurements and multiple iterations of it are used to measure the length of different objects