Course Guide - USAID Teacher Education Project

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c) Devising a formula to calculate the area of squares and rectanglesd) Cutting and rearranging shapes in order to see the relationship of area forrectangles, triangles, and parallelogramsd) Using the model and formula for calculating the area of rectangles to determinethe area of parallelograms and triangles with an understanding of the term "height"e) Using the model and formula for determining the area of simpler shapes tocalculate the area of compound shapes5. Assignmentsa) Have each student bring an empty box to the next class session. (These boxes willbe used to explore the concept of perimeter as well as next week's topics: surface areaand volume.)b) Have students visit this website:• Finding the area and perimeter of irregular shapes: http://tinyurl.com/Area-Perimeter-Irregular
Unit 3 GeometryWeek 3, Session 2: Geometric Measurement, Perimeter of polygons andirregular shapes1. What are the important concepts?a) Perimeter is a one-dimensional (linear) measurement that surrounds a twodimensionalfigure or three-dimensional object.b) Perimeter can be measured around irregular figures, polygons, circles, and ellipses(and three-dimensional objects).c) Various methods and tools can be used to find perimeter.d) Formulas for finding perimeter may be expressed in various ways.e) While it may be relatively easy to estimate the area of certain basic shapes (such astriangles, trapezoids, and parallelograms other than squares and rectangles), it issignificantly more difficult to estimate their perimeter.This is because these shapes have sides that do not meet at right angles. (Or aschildren would say, sides that are "slanted.")f) If students inquire about the perimeter (circumference) of circles, note that thisconcept will be explored in detail next week.2. How do children think about these concepts?a) If perimeter is introduced by measuring and adding the dimensions of squares andrectangles or by using a formula, children tend to assume that perimeter is acharacteristic of polygons.This is why it is important to begin with the generalized concept of perimeter as themeasurement around any shape. Thus, this topic begins with measuring the perimeterof irregular shapes and then moves to discovering the area of various polygons.(Later in this unit students will investigate the perimeter of circles, a measurement wecall circumference.)b) Textbooks often label shapes with their dimensions, making it relatively simple forchildren to add the side lengths to find the perimeter.However, this is not how measuring perimeter occurs in the real world. In everydaysituations involving perimeter, the dimensions are not known. They need to bemeasured by using various tools: rulers or tape measures, string for irregular shapes(which then needs to be measured by a ruler or tape measure), and for large shapes(such as the classroom floor) by a tool such as a trundle wheel.
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This product has been made possible
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Subject: General MathematicsCredit
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Semester OutlineUnit 1: Numbers and
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Suggested Resources:These resources
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Unit 1 Number and OperationsWeek 1,
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Recall the various models of additi
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prepare for the this class session.
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Faculty Preparation for Upcoming We
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h) The number line model, used earl
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they would have placed the remainin
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2. How do children think about thes
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) Introduce the array or set model.
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g) End the class by posing a challe
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• The same is true for the follow
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• Fact Families: Just as (5, 7, 1
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The answer to 9 ÷ 5 is 1.8 or 1 4/
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5. AssignmentsDistribute this hando
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or repeating (such as 1/3’s equiv
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10. Class Activitiesa. Have student
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these pre-service teachers will nee
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. Have students devise ratio proble
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e. Rate problems in the real world
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vii. Ask them if there is a consist
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Unitt 1 Number and OperationsWeek 5
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• It is also important that stude
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5. Assignment:l. Have students revi
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2. To model the equation (-4) + (+2
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d. Introduce the idea of directiona
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It is also important for students t
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considered negative if today were a
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Session 2: Algebra as generalized a
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Unit 2 AlgebraWeek 1, Session 1: Pa
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d) Introduce the idea of a pattern
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Later, when y is replaced by functi
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Unit 2 AlgebraWeek 1, Session 3: Th
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• The idea of a pattern rule• T
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Students may also need to refresh t
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d) Help students understand how to:
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Unit 2 AlgebraWeek 2, Session 2: Co
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4. Class Activitiesa) Begin the ses
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Unit 2 AlgebraWeek 2, Session 3: Eq
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Ask if they saw "first differences"
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Unit 2 AlgebraWeek 3: Linear Functi
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Unit 2 AlgebraWeek 3, Session 1: Li
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Unit 2 AlgebraWeek 3, Session 2: Li
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students use crayons or coloured pe
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Unit 2 AlgebraWeek 3, Session 3: Or
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g) Extend the discussion about C =
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Session 2 continues the idea of mul
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c) Leave plenty of time to discuss
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Unit 2 AlgebraWeek 4, Session 2: In
Page 116 and 117: c) Have students work in pairs for
Page 118 and 119: d) As in the cartoon below, youngst
Page 120 and 121: Faculty Preparation for Upcoming We
Page 122 and 123: 3. Class ActivitiesHere are some sa
Page 124 and 125: Unit 3 GeometryWeek 1, Session 2: C
Page 126 and 127: Again, listen to the way students a
Page 128 and 129: \• Quadrilateral Venn Diagram: ht
Page 130 and 131: figure EFGH."d) Knowing that corres
Page 132 and 133: g) Note that certain polygons inclu
Page 134 and 135: "For example, suppose a triangle ha
Page 136 and 137: Make sure students realize that a s
Page 138 and 139: Session 2: Angle Sums in Polygons,
Page 140 and 141: Unit 3 GeometryWeek 2, Session 1: A
Page 142: c) Angles can be categorized by mea
Page 145 and 146: 2. How do children think about thes
Page 147 and 148: This is where the activity, ripping
Page 149 and 150: than 180°are called reflex angles,
Page 151 and 152: Unit 3 Geometry,Week 2, Session 2:
Page 153 and 154: e) There is an angle of 360° aroun
Page 155 and 156: 4) Using the angle sum formula:http
Page 157 and 158: e) Still other tessellations can be
Page 159 and 160: d) Children can design their own te
Page 161 and 162: To finish this activity, distribute
Page 163 and 164: life situations every day. Therefor
Page 165: However, this formulaic model does
Page 169 and 170: 4. Class ActivitiesThese will inclu
Page 171 and 172: d) Have students chart the results
Page 173 and 174: Once again students will derive for
Page 175 and 176: ) Have students measure around cyli
Page 177 and 178: d) After students share their direc
Page 179 and 180: c) Have students work with boxes an
Page 181 and 182: Students will extend this understan
Page 183 and 184: Unit 3 GeometryWeek 5 Session 1: Ge
Page 185 and 186: Unit 3 GeometryWeek 5, Session 2: S
Page 187 and 188: Unit 3 GeometryWeek 5, Session 3: I
Page 189 and 190: Session 3: Displaying Data in the E
Page 191 and 192: Unit 4 Information HandlingWeek 1,
Page 193 and 194: time.) Mention that these types of
Page 195 and 196: Unit 4 Information HandlingWeek 1 S
Page 197 and 198: How many pets does each icon stand
Page 199 and 200: line plot to display data accuratel
Page 201 and 202: 3. What is essential to know or do
Page 203 and 204: Read through the plans for this wee
Page 205 and 206: Usually, when looking at a line plo
Page 207 and 208: e) Once youngsters know that there
Page 209 and 210: Perhaps in students' name length da
Page 211 and 212: Unit 4 Information HandlingWeek 2 S
Page 213 and 214: e) A data set that includes negativ
Page 215 and 216: In situations where the data is ske
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End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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