Measurement- (Perimeter and Area) · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.3.3.2.1 - Recognise that area is measured in square units.

By the end of the lesson, learners can:

Explain that area is the amount of space a flat shape covers, measured by counting the number of squares needed to cover it completely.
Measure the area of a given surface (such as an exercise book cover, a graph sheet, or a tabletop) by covering it with 1 cm by 1 cm squares and counting them.
State that area is recorded in square units, such as square centimetres (cm²) or square metres (m²).
Compare the areas of two different surfaces by counting square units and stating which has the larger or smaller area.
Demonstrate that the area of a large surface can be found by measuring the area of one unit (e.g., one floor tile) and multiplying by the number of units.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Measurement- (Perimeter and Area) (3.3)
Content standard: B4.3.3.2 - Demonstrate an understanding of area of regular and irregular 2-D shapes
Indicator: B4.3.3.2.1 - Recognise that area is measured in square units.
Suggested placement: Term 3, Week 5 (Week 29 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 Curriculum for Primary Schools (Basic 4-6), 2019, p. 41
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Pupils to explore the area of their exercise books. i.e. ask pupils to cut 1cm by 1cm square sheets and tack them on the back of their exercise books until it is covered entirely. Then, count the number of the sheets to obtain the area
E.g. 2. Pupils to explore the area of graph sheet. Ask pupils to calculate the area of one of the squares on the graph sheet. Then, count the number of squares on the graph sheet to obtain the area of the entire sheet
E.g. 3 Using floor tiles, ask pupils to measure the area of one of the tiles, then multiply it by the number of tiles to obtain the area of the entire room Note: Help pupils to come out with the understanding that the area of a figure is the number of squares required to cover it completely

Two square-area models are arranged vertically: a 3 by 3 outlined grid labelled Area of graph sheet = 9 cm squared,... — Two square-area models are arranged vertically: a 3 by 3 outlined grid labelled Area of graph sheet = 9 cm squared, and a 5 by 4 checkerboard with alternating red and white unit squares. The tall colour table is arranged with horizontal divisions, vertical divisions, coloured regions.