Course Guide - USAID Teacher Education Project

d) Have students review additional coloured-in tessellations athttp://budurl.com/ColorTessell as well as the slideshow on patterns (includingtessellations) in Islamic art: http://tinyurl.com/Tessel-Islamic-ArtFaculty NotesUnit 3 GeometryWeek 3: Geometric Measurement--Area, Perimeter, Relationships between Areaand PerimeterWeeklong Overview:Session 1: Introduction to AreaSession 2: Introduction to PerimeterSession 3: Exploring the relationship of Area to Perimeter and vice versaFaculty Preparation for Upcoming Class (1-2 hours)Review the following article and website on perimeter, area, and the relationbetween the two:• Using Representations to Explore Perimeter and Area:http://www.math.ccsu.edu/mitchell/math_409_technology_article_pres.htm(or available at http://tinyurl.com/Perim-vs-Area-409 )• Area and Perimeter of Irregular Shapes: http://tinyurl.com/Area-Perimeter-IrregularBring to class:• Graph paper• Rulers• Scissors• String• Assorted boxes to measure (Students should be asked to bring these in)Read through the plans for this week's three sessionsWeeklong Overview:Session 1 this week begins with the concept of area. Many textbooks start a unit ongeometric measurement with perimeter, because it is "one-dimensional" linearmeasurement.But children do not instinctively think about measurement "around" something.Rather, living in a world where they see surfaces, they think "two-dimensionally,"intuitively understanding area.This is similar to the way angles and polygons were approached, with the waychildren think rather than the traditional textbook format, which often begins with themore abstract concept of angle and then moves to polygons, which children see in real