PROBLEMBASED 2
Problem Based 2: Area
Dania Assaf
Lebanese American University
PROBLEMBASED 2
2
Objectives:
At the end of the lesson, students should be able to:
1. Identify area.
2. Calculate the area of by adding and multiplying square units.
Pre-requisites:
1. Addition
2. Multiplication
3. Division
4. Measurement (units)
5. Quadrilaterals
6. Perimeter
Materials:
1. Computer
2. Projector
3. White board
4. White board markers
5. Sheets of one-meter graph paper
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6. Pens and Pencils
7. Coloring pencils
Procedure: (45 minutes)
Introduction: (7 minutes)
1. Refresh the students’ minds by giving them a problem about perimeter to solve.
2. Capture the students’ interests by asking them to solve a problem related to the
new lesson (area). The problem is: A classroom a height of 30m and a width of
17m. The schoolmistress decided to put tiles in the class. If each tile has a height
and a width of 200cm, how many tiles are needed to fill the classroom?
Development: (20 minutes)
1. Ask the students to think about the problem and try to solve it. While they are
solving, pass by them to examine how they are thinking about the problem.
2. After they are done solving, discuss with the students their different answers and
the methods they used to solve the problem.
3. Reread the question with the students, illustrate the problem, and analyze what is
asking for. The teacher will open a one-meter graph paper on the computer and
project it on the board. She/he will draw the classroom and a tile with the given
dimensions. Next, the teacher and the students will count the squares in each
shape (rectangle and square). Then, they will divide the number that they got
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when counting the squares of the classroom by the number that they got when
counting the squares of the tile.
The number that they will get after counting the squares in the classroom figure is
510 and the number that they will get after counting the squares in the tile figure is
4. In order to find how many tiles are needed to fill the classroom, they should
divide 510 by 4. Hence, 225 tiles are needed to cover the classroom.
4. Let the students deduce the lesson (area).
5. Investigate with the students if there is a faster approach to find the area without
drawing and counting and discuss it with them.
The teacher should let the students deduce (by asking them questions to guide
them to the answer) that they could multiply directly the length by the width to
find the area of the classroom, which is the area of a rectangle. Regarding the tile,
the teacher should let them deduce that when the length and the width are equal,
they should put S to represent the measure and calculate its are by multiplying the
two sides together (SxS= S2 ).
Regarding the units, the students already know how to convert from cm to m from
grade 4.
The teacher should explain the concept of the unit of the area. In previous
problem, the teacher can write the equation as 30m x 17 m = 510 m2 to help them
learn that they should square since there is two m ( 1m x 1m = m2 ).
1m2
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Closure: (8 minutes)
1. Ask the students to summarize what they learned in the session (the main points).
2. Let them apply what they learned by asking a few students to pass to the board,
draw a shape on the one-meter graph paper and aske their colleagues about the
area of the shape.
Assessment: (10 minutes)
Distribute sheets one-meter graph papers to the students to write their names and shade it
using coloring pencils. Then, ask them to find the area of their entire name by calculating
the area of each letter. The product will be a visual assessment to check if the students
understood the concept of area and the method to calculate it using one-meter graph
paper. (this is an example of what the students will do)
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References
[Link]
teaching-area-and-perimeter/