beam learning guide

BASIC EDUCATION ASSISTANCE FOR MINDANAOLEARNING GUIDE

GRADE IV - MATHEMATICSMEASUREMENT

Module 13: Comprehension of Area

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Written, edited and produced by Basic Education Assistance for Mindanao, May 2009

BASIC EDUCATION ASSISTANCE FOR MINDANAO

GRADE IV - MATHEMATICS

MEASUREMENT

MODULE 13: COMPREHENSION OF AREA

Information about this Learning GuideRecommended number of lessons for this Learning Guide: 7

Year 4 Mathematics: Comprehension of Area

• Find the area of parallelogram and triangle in square metre/centimetre

• Derive a formula for finding the area of a:

• parallelogram

• triangle

• Find the area of parallelogram and triangle

• Solve word problems involving the area of parallelogram and triangle following the steps in problem solving

Objectives• Find the area of rectangle and square.

• Gather information or ideas about parallelogram and triangle.

• Derive a formula for finding the area of a parallelogram.

• Derive a formula for finding the area of a triangle.

• Find the area of parallelogram in square meter/centimeter.

• Find the area of triangle in square meter/centimeter.

• Solve word problems involving the area of parallelogram following the steps in problem solving.

• Solve word problems involving the area of triangle following the steps in problem solving.

Essential concepts, knowledge and understandings targeted• To find the area of a parallelogram, multiply the length of its base by its height.

• To find the area of a triangle, divide the product of its base and height by 2.

• In solving word problems,

• analyze the word problem by telling

• what is asked,

• what is/are given,

• what is/are the word clue/s,

• what operation/s to be used;

• transform the word problem into a number sentence;

• use the correct operation; and

• state the complete answer.

Basic Education Assistance for MindanaoLearning Guide, May 2009 3



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Specific vocabulary introduced• parallelogram is a quadrilateral with two pairs of parallel sides

• triangle is a plane figure with 3 sides

• base is the line or surface forming the part of a figure that is most nearly horizontal or on which it is supposed to stand

• height of the parallelogram is the distance between its two bases

• height of the triangle is the distance between its summit and base

• area is the number of square units that cover a surface

• square unit is a unit used to measure area

Suggested organizational strategies• Prepare all the necessary materials prior to the conduct of the activities.

• Set the classroom for group activities.

• Organize the students into smaller working groups.

Opportunities for IntegrationSCIENCE

• Students learn a scientific fact after performing Student Activity 3.

MAKABAYAN

• HEKASI – Students learn a geographic fact after performing Student Activity 4.

• MSEP – Students color objects to show their answers in Student Activity 5.

VALUES EDUCATION

• In all group activities, students learn the value of cooperation, helpfulness and sharing.

PEACE EDUCATION

• Group activities require students to work harmoniously with one another in order to achieve a common goal.

GENDER INCLUSIVITY

• All activities are intended for both boys and girls.

MULTICULTURALISM

• All activities are suited to diverse cultures.

Activities in this Learning GuideActivity 1: SCRAMBLE

Multiple Intelligences

• Visual/Spatial

• Interpersonal




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• Logical/Mathematical

Skills

• Recognition of hidden meanings

• Use old ideas to create new ones

Activity 2: Ei8ht Square Chart


• Visual/Spatial


Skills

• Use information

• Knowledge of major ideas

Activity 3: D'RIVE


• Visual/Spatial


Skills


• Recognize subjectivity

• Understanding information

Activity 4: D'RIVE TOO


• Visual/Spatial

• Interpersonal


Skills


• Organization of parts

Activity 5: Following the Steps


• Visual/Spatial

• Interpersonal





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Skills

• Interpret facts, compare, contrast

• Grasp meaning


Activity 6: COLORED AREA


• Visual/Spatial

• Interpersonal


Skills


• Knowledge of major ideas

• Seeing patterns

Activity 7: fROm one sTATion to anothEr


• Visual/Spatial

• Interpersonal


Skills

• Mastery of subject matter

• Solve problems using required skills or knowledge


Activity 8: Ei8ht Square Chart Revisited


• Interpersonal


Skills

• Assess value of theories, presentations


Key Assessment Strategies• Performance Test

• Checking of Outputs




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Mind MapThe Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of LearningThe following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

AssessmentAll six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior LearningThis stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purposeIn this stage, students will find the area of rectangle and square in meters/centimeters.

StrategyDECODING. A strategy used to translate data or a message from a code into the original language or form. In the context of this activity, students will recall how to find the area of rectangle and square.




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Material

• activity sheet (refer to Student Activity 1 on page 15)

Activity 1: SCRAMBLEInstructions:

1. Organize the class into 4 groups.

2. Distribute the activity sheets to each group.

3. Set a number of minutes for the students to perform the activity.

4. Let them present their outputs for comparison and discussion.

Formative AssessmentEnsure students' active participation in their respective groups while roaming around.

Check the groups' outputs.

RoundupStudents would have found the area of rectangle and square.

2. Setting the ContextThis stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purposeThe activity in this stage will let students gather information about parallelogram and triangle from people at school, in the community or in their households.

StrategyEIGHT SQUARE (RESTRUCTURED). An activity where students gather information on issue/topic discussed. They will search for 8 people who can give 8 different pieces of information about the topic. The person who has added the information is to sign the section they have added the information to.

Material

• activity sheet (refer to Student Activity Sheet 2 on page 16)

Activity 2: “Ei8ht Square Chart”Instructions:

1. Assign the word PARALLELOGRAM as the topic to half of the class and the word TRIANGLE to the other half.

2. Distribute the activity sheets to each student.

3. Let them perform the activity at a given time. Note: You may assign this activity as an assignment or a bring-home task.

4. Ask volunteers to present their outputs.

Instruct the students to keep their charts for these will be revisited in stage 6.




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Formative AssessmentEnsure that all students are actively participating in the task.

RoundupStudents would have gathered information about parallelogram and triangle.

3. Learning Activity SequenceThis stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purposeIn this stage, students will be able to:

• derive a formula for finding the area of a parallelogram and triangle;

• find the area of parallelogram and triangle; and

• solve word problems involving the area of parallelogram and triangle following the steps in problem solving.

StrategiesBRAINSTORMING. This is a process used for generating many ideas. The students will share their ideas about the topic or word they formed and consolidate their ideas.

TASK CARDS. This strategy specifies a task or activity for students to complete by pair or in a small group. Tasks can be issued to practice newly developed skills. Making real-life tasks makes learning more meaningful.

MaterialsStudent Activity 3

• activity sheet (refer to Student Activity Sheet3 on page 17)

• ruler

• pencil

• pair of scissors

Student Activity 4


• ruler

• pencil

• pair of scissors

Student Activity 5


• task cards (refer to Teacher Resource Sheet 2 on pages 22-23)

Activity 3: “D'RIVE”Prior to the activity, present this concept about parallelogram and triangle:




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A parallelogram is a quadrilateral which has two pairs of parallel sides. The opposite or facing sides of a parallelogram are of equal length, and the opposite angles of a parallelogram are of equal size.

It has two parts, the base and the height. Its base is the line or surface forming its part that is most nearly horizontal or on which it is supposed to stand while its height is the distance between its two opposite bases.

A triangle is a plane figure with 3 sides. It can be classified according to sides:

• scalene – a triangle with no congruent sides;

• isosceles – a triangle with 2 congruent or equal sides; and

• equilateral – a triangle with 3 equal sides or all sides are equal.

It can also be classified according to angles:

• acute – a triangle with 3 acute angles;

• right – a triangle with 1 right angle; and

• obtuse – a triangle with 1 obtuse angle.

It has also two parts, the base and the height. Its base is the line or surface forming its part that is most nearly horizontal or on which it is supposed to stand while its height is the distance between its summit and base.

Task 1

Instructions:

1. Organize the class into groups of 5 and distribute the materials to each group.

2. Let the students perform the task at a given time.

3. Ask them to present their outputs for comparison and discussion.

4. Lead them to come up with this generalization:

Task 2

Instructions:

1. Use the same grouping as in the previous task.


3. Call volunteers to present their outputs for comparison and discussion.

Activity 4: “D'RIVE TOO”Task 1

Instructions:




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1. Organize the class into groups of 5 and distribute the materials to each group.


3. Ask them to present their outputs for comparison and discussion.

4. Lead them to come up with this generalization:

Task 2

Instructions:

1. Use the same grouping as in the previous task.


3. Call volunteers to present their outputs for comparison and discussion.

Activity 5: “Following the Steps”Instructions:


2. Give one task and an activity sheet to each group.

3. Instruct them to perform the task at a given time.

4. Then, ask them to exchange task cards with other groups. This is done until all tasks are performed by each group.

5. Let them present their output on the first task they have performed for comparison and discussion.

Formative AssessmentEnsure the active participation of each student in every activity to come up with the expected output.

Check their outputs.

RoundupStudents would have derived a formula for finding the area of a parallelogram and triangle, found the area of parallelogram and triangle, and solved word problems involving the area of parallelogram and triangle following the steps in problem solving.

4. Check for Understanding of the Topic or SkillThis stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purposeIn this stage, students' learning on comprehension of area will be reinforced by coloring a puzzle.




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StrategyPUZZLE. This strategy aims to exercise one's mind. Usually, a problem is given to test one's skill or ingenuity. The end results mirror the performance of the individual member as they enthusiastically contribute to their group answers.

Materials


• crayons

Activity 6: “COLORED AREA”Instructions:


2. Distribute the materials to each group and let them perform the activity at a given time.

3. Ask volunteer/s to present their outputs for comparison and discussion.

Formative AssessmentMake sure that all students participate during the activity to come up with the expected output.


RoundupStudents' learning on comprehension of area would have been reinforced.

5. Practice and ApplicationIn this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purposeThe activity in this stage will challenge the students to apply their knowledge and skills on comprehension of area.

StrategyROTATING LEARNING STATIONS. These are stations which contain setups designed to investigate concepts or perform activities that would allow students to understand a concept. They are installed in strategic places in the classroom where group of students go from one station to another in a round robin manner and do the task indicated in each learning station.

Materials

• activity sheet (refer to Student Activity 7 on page 25)

• station cards (refer to Teacher Resource Sheet on pages 26-27)

Activity 7: “fROm one sTATion to anothEr”Instructions:

1. Prior to the activity, post the station cards in 4 different stations or places in the classroom.




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3. Assign each group first in a specific station.

4. Let them perform the task at a given time.

5. Ask them to proceed to the next station and perform the task in it. Let them continue doing so until all stations will be visited.

6. Then, let them present their outputs on the first station where they were initially assigned for comparison and discussion.

Formative AssessmentMonitor students' performance and participation in the activity to come up with the expected output.


RoundupStudents would have applied their knowledge and skills on comprehension of area.

6. ClosureThis stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purposeIn this stage, students will consolidate their learning on comprehension of area by revisiting the chart used in stage 2.

StrategyEIGHT SQUARE (RESTRUCTURED). An activity where students gather information on issue/topic discussed. They will search for 8 people who can give 8 different pieces of information about the topic. The person who has added the information is to sign the section they have added the information to.

Materials• charts used in stage 2

• icons (refer to Teacher Resource Sheet 3 on page)

Activity 10: “Ei8ht Square Chart Revisited!”Instructions:

1. Distribute the chart to each student.

2. Let them check each item in their individual chart.

3. Instruct them to assess each piece of information they have gathered and paste an icon on it.

4. Call volunteers to present and justify their outputs.

Formative AssessmentEnsure the active participation of each student in performing the activity.




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RoundupStudents would have consolidated their learning on comprehension of area.

Teacher Evaluation(To be completed by the teacher using this Teacher’s Guide)

The ways I will evaluate the success of my teaching this unit are:

1.

2.

3.




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Student Activity 1

Objective: Find the area of rectangle and square.

Directions:

• Find the area or the measure of 1 side of each given figure below.

• Match the answer to the letter in the code key.

• Write this letter in the appropriate box/es in the decoder which has the same symbol in the upper-left corner in each item in order to decode 2 words.




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Student Activity 2

Objective: Gather information or ideas about parallelogram and triangle.

Directions:

• Gather eight (8) different pieces of information on the topic assigned to you from 8 people at school, in the community or in your households.

• Let the person who gave the information sign in the appropriate box.




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Student Activity 3D'RIVETask 1




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Task 2Objective: Find the area of parallelogram.

Directions:

• Answer each item below.

• Match the answer to a letter in the code.

• Write this letter in the appropriate box in each item.

• Write the word which will be decoded in the last box below. This word will answer the given trivia.




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Student Activity 4D'RIVE TOO

Task 1




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Task 2Objective: Find the area of triangle.

Directions:

• Answer each item below.

• Match the answer to a letter in the code.

• Write this letter in the appropriate box in each item.

• Write the word which will be decoded in the last box below. This word will answer the given trivia.




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Student Activity 5Following the Steps

Objective: Solve word problems involving the area of parallelogram and triangle following the steps in solving problems.

Directions:Solve the problems in each task card by answering the following questions below.




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TEACHER RESOURCE SHEET 1Task Cards

Directions: Reproduce and cut each task card.




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Student Activity 6COLORED AREA

Objective: Find the area of parallelogram and triangle in square meter/centimeter.

Directions:

• Given that 1 side of each cell is equal to 1 m or 100 cm, find the area of each figure below.

• Find your answer in the color card.

• Color the answer with its corresponding color as indicated in the figures.




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Student Activity 7

Objective: Solve word problems involving the area of parallelogram and triangle.

Directions:

• Solve the problem in every station you visit. Write your answers in the table.

• Then, proceed to the next station.

• Continue doing this until all the 8 tasks are performed.




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TEACHER RESOURCE SHEET 2Station Cards

Directions: Reproduce and cut each station card.




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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage 1. Activating Prior Learning

2. Setting the Context

3. Learning Activity Sequence

4. Check for Understanding

5. Practice and Application

6. Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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