Measurement · JHS1 Mathematics

Lesson notes

Learning Objectives

Indicator: B7.3.2.1.3 - Draw in a square grid rectangles and triangles with given dimensions.

By the end of the lesson, learners can:

Draw rectangles on a square grid when given specific length and width dimensions.
Draw triangles on a square grid when given specific base and height dimensions.
Read and interpret the dimensions of shapes already drawn on a square grid.
Create rectangles and triangles that satisfy given relationships (e.g., twice as large, same area) compared to a given shape.
Count and compare areas of shapes drawn on square grids.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Measurement (3.2)
Content standard: B7.3.2.1 - Demonstrate the ability to find the perimeter of plane shapes including circles using the concept of pi (π) to find the circumference of a circle.
Indicator: B7.3.2.1.3 - Draw in a square grid rectangles and triangles with given dimensions.
Suggested placement: Term 3, Week 3 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 63
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions. Visible labels, values, and notation include: B7.3.2.1.3 Draw in a square grid rectangles and; triangles with given dimensions.; .g. 1. (i) Draw a rectangle whose area is twice as large; as the one drawn on the grid.; (ii) Draw a rectangle which is twice as wide as and.

E.g. 1. (i) Draw a rectangle whose area is twice as large as the one drawn on the grid.
(ii) Draw a rectangle which is twice as wide as and one and a half times as long as the one in the grid.
E.g. 2. (i) Draw in the dot square grid another triangle whose area is 3 square units.

E.g. 3. (i) What is the area of the triangle in the square grid?
(ii) How many different triangles which have the same area as the one in the grid can you draw?