MATHEMATICS
STAGE 1
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK: 1
STRAND:
Measurement and Geometry
SUB-STRAND:
Area
WORKING MATHEMATICALLY:
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
(PRE-ASSESSMENT)
 Let’s Compare Shapes
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?
. how do I know which area is bigger? Can you show me? (Adapted from CMIM)
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
WARM UP / DRILL
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
QUALITY TEACHING
ELEMENTS
RESOURCES
INTELLECTUAL QUALITY
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Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication
QUALITY LEARNING ENVIRONMENT
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Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction
SIGNIFICANCE
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Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
Butchers paper, scissors, paint, glue, colouring pencils, envelopes, lids, leaves, tiles, sheets of newspaper. Rugs.
TEACHING AND LEARNING EXPERIENCES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES
 Explicitly Teach:
Review the term ‘Area’ and ‘Surface’
Have selection of 2D shapes for the children
to examine and determine which shape has
the biggest area/surface.
 Stamping - computer
Using a computer drawing package,
(Tuxpaint) students are asked to draw a large
shape (A). They then select a smaller shape
or picture to use as a ‘stamp’. Students
‘stamp’ the smaller shape inside the larger
one, without gaps or overlaps.
Possible questions include:
. How many of the smaller shapes did you fit
in your larger shape?
. Can you work this out without counting
each shape one by- one?
Students repeat this activity by creating a
second large shape (B). They then compare
the shapes A and B and determine which is
larger. They discuss their method of
comparison. Some students may have
compared the number of ‘stamps’ on each
shape, but if they used different ‘stamps’
they need to reflect on the importance of
using the same ‘stamp’ to compare.
GUIDED & INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
ES1
LEARNING
SEQUENCE
S1
 Cover and Count
Students select one type of object to cover a given shape or area eg envelopes, lids, leaves, tiles, sheets of
newspaper. They estimate, then count, the number of objects used.
Possible questions include:
. Why are some objects better than others for covering?
. What can we do about the gaps?
. What can we do with the part left over?
This activity is repeated using areas of various sizes eg drink coasters, pin boards, desktops, and the classroom floor.
Investigation:
 Rugs
The teacher shows the students a collection of 4 or 5 small rugs. The teacher then poses the problem:
‘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
estimate which rug has the largest area. In small groups, students select materials to cover the rugs to measure
which one has the largest area.
LEARNING
SEQUENCE
Extension
S2
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 Handprint Detective
The teacher presents the following story:
‘This morning I found a handprint in the classroom. I have made copies of the handprint so that we can find who it
belongs to.’
Possible questions include:
Can you work out if your hand is bigger, smaller or about the same area as the handprint?
Students superimpose their hand onto the handprint.
Students explain how they checked if their hand was a match, and if not, whether their hand is bigger or smaller
than the handprint. (Adapted from CMIM)
 100 square centimetres
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
room that might be less than, more than, or about the same area as 100 square centimetres. Students collect
items; compare them with their grid and record results in a table.
EVALUATION &
Student Engagement:
Achievement of Outcomes:
REFLECTION
Resources:
Follow Up:
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.