3 Dot Md Dot 5 More Ideas From Vdw

Ideas Inspired by Teaching Student-Centered Mathematics

Fill and Compare (K - 3, p.236): Draw two rectangles and a blob shape on a sheet of paper. Make it so that the three areas are not the same but with no area that is clearly largest or smallest. The students' task is to first make a guess about which is the smallest and the largest of the three shapes. After recording their guess, they should use a filler of their choice to decide. Provide small units such as circular disks, Color Tiles, or lima beans. Students should explain in writing what they found out.

Students need experiences counting the inside squares of figures. (Note: They do not need to know the formula for area – this will not help them understand the meaning of area.) Give students index cards or color tiles and ask them to find the area of objects in the classroom. They should cover the objects and count the number of cards or tiles.

Using twelve color tiles, how many different rectangles can you make? This helps children see that different figures can have the same area.

Ask the students to make figures on a geoboard or grid paper for a given area. Talk about how different figures can have the same area.

Writing in math:
Find some things or objects in the classroom that have a greater area than your desk. Explain how you know.
Find some things or objects in the classroom that have a smaller area than your desk. Explain your thinking.

Outlined Grid Paper
Pass out grid paper to students and have them find different areas of outlined shapes. OR Give students index cards (prepared individually with numbers 10-25) and have them outline shapes with their given areas.

Area of 24
Tell the students that the area of a rectangle is equal to 24 square units. Using color tiles have them make the rectangle. This activity could also be done using grid paper. The activity can be repeated with using different areas.