Properties of rectangles - perimeter and area: Difference between revisions
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|title= Do two rectangles that have the same area also have the same area? | |||
|topic=Area and perimeter of rectangles | |||
|subject=Maths | |subject=Maths | ||
|resourcenumber= | |resourcenumber= | ||
|age= | |age= | ||
|content= The lesson idea is about a mathematics investigation, where students explore whether two rectanges that have the same area also have the same perimeter. This is of course not the case, but nevertheless this can be a misconception. Students initially vote, then do an investigation, and finally vote again as well as present. The investigation offers an opportunity for same-task group work. | |content= The lesson idea is about a mathematics investigation, where students explore whether two rectanges that have the same area also have the same perimeter. This is of course not the case, but nevertheless this can be a misconception. Students initially vote, then do an investigation, and finally vote again as well as present. The investigation offers an opportunity for same-task group work. | ||
|format= | |format= | ||
|strategy= | |strategy= | ||
|additional resources= [[Geogebra]] could be used. | |additional resources= [[Geogebra]] or another maths package could be used. | ||
|useful information= | |useful information= | ||
|related resources= | |related resources= | ||
Revision as of 15:37, 30 April 2012
Lesson idea. The lesson idea is about a mathematics investigation, where students explore whether two rectanges that have the same area also have the same perimeter. This is of course not the case, but nevertheless this can be a misconception. Students initially vote, then do an investigation, and finally vote again as well as present. The investigation offers an opportunity for same-task group work.
Teaching approach. A problem to inspire higher order(ta) questioning(ta) especially in whole class(ta) dialogic teaching(ta) encouraging pupils to engage in mathematical thinking(ta) and language(ta). You could use Geogebra(tool) in this investigation, as an example of same-task group work(ta). (edit)
| Resource details | |
| Title | Do two rectangles that have the same area also have the same area? |
| Topic | [[Topics/Area|Area]], [[Topics/Perimeter|Perimeter]], [[Topics/Polygons|Polygons]] |
| Teaching approach | [[Teaching Approaches/Higher order|Higher order]], [[Teaching Approaches/Questioning|Questioning]], [[Teaching Approaches/Whole class|Whole class]], [[Teaching Approaches/Dialogic teaching|Dialogic teaching]], [[Teaching Approaches/Mathematical thinking|Mathematical thinking]], [[Teaching Approaches/Language|Language]], [[Teaching Approaches/Group work|Group work]]
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| Subject | [[Resources/Maths|Maths]] |
| Age of students / grade | [[Resources/Secondary|Secondary]], [[Resources/Primary|Primary]] |
| Additional Resources/material needed | Geogebra or another maths package could be used.
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Further questions:
- How many properties (among height, width, area, perimeter) need to be fixed to fully determine other properties of the rectangle?
- What configuration maximises perimeter? What configuration maximises area?
