Quadrilaterals – circumference and area
- Measuring shape and space
- ISCED 1 = Lower Secondary Education
- English
Introduction
The method includes construction of triangles and quadrilaterals using either geometric accessories or ICT, measuring required elements, using appropriate units and calculating circumference and area of geometric figures composed of triangles and quadrilaterals.
Learning Outcomes
The lesson will give the learner the opportunity:
- To solves and apply the linear equation.
- To construct triangles, analyse their properties and relations.
- To select and recalculate the appropriate units of measurement.
- To calculate and apply the circumference and area of triangles and quadrilaterals and the measure of angles.
- To construct quadrilaterals, analyse their properties and relations.]
How Does It Work
A task is given to pupils, they should draw some shapes and a figure composed of different geometric figures (mainly of quadrilaterals, but they could use triangles or parts of circle) ant than calculate their circumference and area.
There is also a project assignment, and pupils do it at home. In class discussions are held about calculation of area and circumference, appropriate units, area of geometric figures composed of several basic ones).
Pupils are supposed to use parallelogram, rectangle, square, rhombus, trapezoid, and triangles.
Why Is It A Good Practice?
Pupils decide how they will do their task. They choose time when to do it. They can choose between constructing with geometric accessories and/or ICT (so it is possible to improve their ICT skills).
It is math used in art and for something real they made by themselves.
After, they need to present their work, units, measurements, constructions, and methods they used to calculate required elements.
Assessment
All requirements informations are in the link below:
https://www.thinglink.com/scene/1323968786419679235
Design performance tasks that require students to apply their knowledge of quadrilaterals’ circumference and area in real-world scenarios. For example, ask students to design a garden with specific area constraints or calculate the perimeter of a floor plan.
Present students with diagrams or physical models of quadrilaterals and ask them to measure or calculate their perimeter and area. This hands-on approach allows students to demonstrate their understanding in a practical context.
Inclusion
Pupils draw/construct their own ideas and figures, so they can be very simple or complex ones. Everyone works in their own time and tempo.
Modify the assessment tasks to accommodate the diverse learning needs of students with special needs. Provide alternative ways for them to demonstrate their understanding, such as allowing them to use manipulatives, diagrams, or verbal explanations.
Provide concrete manipulatives, such as pattern blocks or tangrams, to allow students to physically manipulate and explore quadrilaterals. This hands-on approach can enhance understanding and support problem-solving.
Offer extended time for students with learning disabilities to complete assessments. This accommodation allows them to work at their own pace, reducing anxiety and promoting accuracy and thoroughness in their responses.
Encourage collaborative assessment activities where students with learning disabilities can work with their peers. Pairing them with supportive classmates can promote shared learning and provide opportunities for peer modeling and assistance
