Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4

UNIT TOPIC: Area LESSON TOPIC: Fitting into a square (1)

AIM:

The aim of this lesson is to give the students are rough idea about area. It is a practical lesson which consists of the
students showing the teacher what they already know about area. This lesson will provide the teacher with a starting
point.

LESSON OUTCOMES:

The outcomes for this lesson will comprise of the students being introduced to this concept of area. They will get a
basic understanding of the term area before moving into the formula and working it out using standard and non-
standard forms of measurement.

ACARA LINKS:

According to ACARA, the Australian Curriculum links for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres

Year 4
Compare objects using familiar metric units of area and volume (ACMMG290)
o recognising that metric units are not the only units used throughout the world, for example measuring the
area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

REFERENCES & RESOURCES:

Masking Tape
Chalk
Pencils/Textas
A3 Paper

STUDENT ASSESSMENT:

The assessment for this lesson includes students creating posters about what they already know about are. In doing
so, the students will be able to complete the same activity at the end of the unit so the teacher can compare the
students learning.

SELF-ASSESSMENT:

TIME STEPS COMMENT

5 INTRODUCTION Focus on what the students already
minutes know in order to know what to teach
Today in class we will be learning about area. for the rest of the unit.

- Does anyone know what the word area means in

maths? (the area of a shape, the amount of space a
shape takes up etc).

- How do we work out the area? (length x width)

10 EXPLICIT TEACHING/GUIDED DISCOVERY

minutes
Teacher has students stand around masking tape square

- How many people do you think could sit in this square?

Why?
- Lets see if ___ people can fit into this rectangle?
- Is there anyway we can fit the whole class into this
rectangle? (standing up, make square bigger etc).

20 EXPLORATION/PRACTICE Watch for behavioural issues.

minutes
Take class outside

Students get into groups of 4 or 5. Each group has a piece of

chalk.
Have students draw a square that all their group members can
fit in.

- Which groups square had the smallest area? Why?

(less people, people standing closer together,
maximising space)

- In the same groups, can you make a smaller square that

everyone can fit in?

- How did you know that this shape is bigger than this
shape?

15 CONCLUSION Pay attention to who answers the

minutes questions and who sits quietly as if they
Bring class inside for discussion dont understand the concept.

- What did you notice when you saw other groups

squares? (bigger, smaller)
- Why might other groups have a bigger or smaller
square than yours? (more people etc)
- Does anyone know what we call the surface inside the
square? (the area)
- When might we use area in everyday life? (designing a
house, putting down pavers, painting)

In todays lesson, we have learnt that all shapes have an area

and this area can be measured in many ways, such as how
many people can fit within a shape. Area can be used in
everyday life in many different ways.
 Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4 UNIT TOPIC: Area

LESSON TOPIC: Measuring shapes around the classroom LESSON NO.: 2/6

AIM:

The aim of this lesson is to allow students to explore this notion of area using both standard and non-standard forms
of measurement. The students will gain an understanding of the formula for area and be experienced in working out
how to use the formula as well as drawing their shapes to scale.

LESSON OUTCOMES:

The outcomes for this lesson is that students will have an understanding of area and how to use it. They will also
have a solid understanding of standard and non-standard forms of measuring and when which method is more
practical and accurate and when one might be used over the other. By the end of this lesson, the students will have
been exposed to this notion of area and will have experienced using the formula.

ACARA LINKS:

According to ACARA, the aims and outcomes for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres

Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
o reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

- Compare objects using familiar metric units of area and volume (ACMMG290)
o recognising that metric units are not the only units used throughout the world, for example measuring the
area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

REFERENCES & RESOURCES:

Non-standard units of measuring; pop sticks, toothpicks, hand-span, fingers, glue sticks, pens, pencils.
Standard units of measuring; rulers, measuring tape, metre ruler, trundle wheel.
Work sheets
Pencils
Sandpit

STUDENT ASSESSMENT:
During this lesson, the mode of assessment will be in the form of observations. Students will be working in pairs so
participation, contribution and understanding of area and measuring the length and width will be taken into
account.

SELF-ASSESSMENT:

TIME STEPS COMMENT

10 INTRODUCTION
minutes
Students sitting on floor in front of teacher.

So what tools and equipment do we use to measure? (Rulers,

tape measures, trundle wheels).
Can you think of any other ways to measure? (pop sticks, hand-
span, fingers, toothpicks).
What about when we measure area? (The same tools can be
used).

Introduce Activity

20 EXPLICIT TEACHING/GUIDED DISCOVERY

minutes
Working in pairs or small groups, either at table or on the floor.

Using both non-standard forms and standards forms, students

are required to measure the length and width of four sided
shapes around the classroom. Record their answers on the
work sheet provided.

Have students be seated on the floor and explain how we work

out the area of a shape using standard forms of measurement.

How could we work out the area using the measurements that
you just collected? (Length x width).

15 EXPLORATION/PRACTICE If it is raining or too cold, students can

minutes complete the same activity using A3
Take students out into the sandpit. paper and pencils inside the classroom.

Students are required to draw the shapes that they found into
the sand at the correct scale. (If the shape was 5 fingers x 5
fingers than they draw the shape 5 fingers by 5 fingers).

Then using standards forms of measurement, students are

required to find the area of the shapes that they have drawn
using the formula.

5 CONCLUSION
minutes
Discuss with form of measurement is more accurate? (standard
or non-standard).
When might we use non-standard ways of measuring?
(popsticks, toothpicks, hands).
When might we use standard ways of measuring? (rulers).
 Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4 UNIT TOPIC: Area

LESSON TOPIC: Measuring outside LESSON NO.: 3/6

AIM:

The aims of this lesson involve students applying their knowledge of area to a bigger situation. They are required to
measure netball courts and soccer fields and in doing so, the lesson is not only engaging but also practical. Again,
group work is essential during this lesson to promote team work and build their skills.

LESSON OUTCOMES:

The outcomes for this lesson include students applying their knowledge to bigger situations and circumstances. In
doing so, they are not only applying their knowledge but they are expanding their knowledge of using bigger units of
measurement. Students are also required to do some problem solving when using measuring tapes, as they will not
reach the full length of the courts.

ACARA LINKS:

According to ACARA, the aims and outcomes for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres
Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
o reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

REFERENCES & RESOURCES:

Maths books/graph paper

Pencils
Trundle wheels
Measuring tapes
whiteboard

STUDENT ASSESSMENT:

The assessment used during this lesson will be observations and checklists. The main assessment point for this
lesson will be whether students are able to apply their knowledge of area to the bigger situation.

SELF-ASSESSMENT:

TIME STEPS COMMENT

INTRODUCTION
Discuss previous lesson and recap on the formula for area.

Does anyone remember how we work out the area?

What tools and equipment can we use to work out the area?
(Standard and non-standard).
Which is more accurate? (Standard).

Explain Activity
EXPLICIT TEACHING/GUIDED DISCOVERY If it is wet or too cold to go outside,
students can complete similar activities
Outside on netball/basketball courts in the gym measuring the courts/area
inside.
Students are in groups of 3 or 4. Using trundle wheels students
are required to measure and work out the area of the netball
court, playground and the soccer field. Each group records their
answers.

EXPLORATION/PRACTICE

Extension: measure the half court and thirds. Or discuss how not
all shapes are square or triangle so how do we work out the
area? (Divide shape into multiple shapes).

Return to classroom
Each group writes their answers on the whiteboard so that the
class can compare their answers.

CONCLUSION

What did we notice from each of the groups? (Similar, different

answers).
Why might this be? (in-accurate measuring, same size court,
accurate equipment).
What strategies did groups use to measure the area?
 Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4 UNIT TOPIC: Area

LESSON TOPIC: Measuring Shapes in Class LESSON NO.: 4/6

AIM:

The aim of this lesson is that students get a solid understanding of area and are able to apply their knowledge to 2D
shapes. They will also use their knowledge of area to estimate the order of the shapes (smallest area to biggest area)
before using the formula to work it out. They will be working both individually and in groups which also allows the
students to work on their teamwork skills.

LESSON OUTCOMES:

The outcomes for this lesson consist of the students applying their knowledge of area to 2D shapes. They will not
only have to estimate the area in regards to size order (smallest to biggest) but they will also be working out the area
using the formula after estimation. Students will be working in groups at the beginning of this lesson when
determining the order of smallest to biggest area but individually when working out the area using the formula.

ACARA LINKS:

According to ACARA, the aims and outcomes for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres

Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
o reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

REFERENCES & RESOURCES:

Maths book/Graph Paper

Wooden Shapes (squares, rectangles, triangles)
Rulers
Pencils/coloured pencils
Glue sticks

STUDENT ASSESSMENT:

The assessment method used throughout the lesson will involve observations of the students working out the area.
The focus will be on how students decide which shape has a bigger area and which has a smaller area. The students
understanding of area will be noticeable through the use of the formula and their individual working out.

SELF-ASSESSMENT:
TIME STEPS COMMENT
5 INTRODUCTION
minutes
Have a quick discussion regarding yesterdays lessons and what
we found out through the activity.
- What do we remember from yesterdays maths lesson?
What did we find out?
- Does anyone remember how we work out the area of a
shape? (length x width)
- Did you want to write this on the board?

Introduce activity

15 EXPLICIT TEACHING/GUIDED DISCOVERY

minutes
Divide the class into small groups of 3 or 4. Students then
spread out within the classroom.

Each group receives a few different wooden blocks, varying in

shapes and sizes.

Students are required to order the shapes from smallest area to

biggest area (without using the formula). Then trace shapes
onto paper, cut out and stick in books in the same order.

20 EXPLORATION/PRACTICE
minutes
Once all students have stuck the shapes in their books. Have
them work out the area of each shape using the formula.

Extension: colour in shapes or try working out the area of a

triangle.

10 CONCLUSION
minutes Quickly discuss why students put the shapes in the order they
did?
Do all shapes have the same area? Why do some shapes have a
bigger area?
Was your order correct after you worked out the area using the
formula?
 Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4 UNIT TOPIC: Area

LESSON TOPIC: Building a Robot LESSON NO.: 5/6

AIM:

The aim of this lesson is for students to show their understanding of area and provide an assessment piece for the
teacher. They will display both their measurement skills and their knowledge and understanding of area through this
simple, creative activity.

LESSON OUTCOMES:

The outcomes for this lesson is that the students will have a solid understanding of area and how to use the formula.
They will provide an assessment piece at the end of the next lesson for the teacher to use to compare to previous
work.

ACARA LINKS:

According to ACARA, the aims and outcomes for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres, grams and kilograms, and millilitres and litres

Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
o reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

REFERENCES & RESOURCES:

Graph paper
White paper
Scissors
Glue
Pencils/coloured pencils
Rulers

STUDENT ASSESSMENT:

This lesson includes the main assessment piece for this topic. Through the next two lessons, the students are
required to create a robot using graph paper and a ruler. Each section of the robot needs to have an area. This will
be handed up as the main assessment piece for this unit.

SELF-ASSESSMENT:

TIME STEPS COMMENT

INTRODUCTION

Quickly recap on the formula for area.

Introduce activity
EXPLICIT TEACHING/GUIDED DISCOVERY

Students are provided with a piece of graph paper and blank

white paper. Using the graph paper, students draw lots of
squares to build into a robot.

EXPLORATION/PRACTICE

Once they have drawn their robot pieces, they must cut them
out and colour them in. Before sticking their robot together,
they must work out the area of each square and write their
answer in the middle of that square. They also must name their
robot and work out the total area of their robots.

CONCLUSION
 Lesson Planning

LEARNING AREA: Maths

YEAR LEVEL: Year 3 & 4 UNIT TOPIC: Area

LESSON TOPIC: Building a Robot - continued LESSON NO.: 6/6

AIM:

The aim of this lesson is for students to show their understanding of area and provide an assessment piece for the
teacher. They will display both their measurement skills and their knowledge and understanding of area through this
simple, creative activity.

LESSON OUTCOMES:

The outcomes for this lesson is that the students will have a solid understanding of area and how to use the formula.
They will provide an assessment piece at the end of the next lesson for the teacher to use to compare to previous
work.

ACARA LINKS:

According to ACARA, the aims and outcomes for this unit plan are as follows:

Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
o recognising the importance of using common units of measurement
o recognising and using centimetres and metres, grams and kilograms, and millilitres and litres

Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
o reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

REFERENCES & RESOURCES:

Graph paper
White paper
Scissors
Glue
Pencils/coloured pencils
Rulers
A3 Paper

STUDENT ASSESSMENT:

This lesson includes the main assessment piece for this topic. Through the next two lessons, the students are
required to create a robot using graph paper and a ruler. Each section of the robot needs to have an area. This will
be handed up as the main assessment piece for this unit. Students will also complete another poster about what
they now know about area.

SELF-ASSESSMENT:
TIME STEPS COMMENT
INTRODUCTION

Quickly recap on the formula for area.

Introduce activity
EXPLICIT TEACHING/GUIDED DISCOVERY

Students continue building their robots.

EXPLORATION/PRACTICE

Students continue building their robots.

CONCLUSION

Students will create posters about what they now know about
area.