PART 2

Prepare a 4-hour lesson to teach ONE topic for a group of learners (primary, secondary or tertiary) in a
specific subject area of your choice. The aim of this class is to enable this group of learners to master the
required skills or knowledge in this topic.

Course Description

This course is a focus plan on teaching mathematics to students on the topic of measurement
which is required for preparing students to sit for PT3. Topic includes perimeter, area and
volume.

Character of the learners:

This course is designed and provided to those students which recommended by their
mathematics subject teacher for being incompetent in the basic arithmetic. The learner

This course is provided to those students who has been tested has visual and kinesthetic learning
preference.

Course Objectives:

 the student will become competent in basic measurement

 the student will improve basic problem-solving skills
 the student will improve creativity
 the student will improve in communication skill (communication)
 the student will improve social skills (Collaboration)

Course Content:

This course covers three basic measurements:

1. Perimeter – Perimeter definition, formula and application

2. Area – Area definition, formula and application
3. Volume – Volume definition, formula and application

Teaching Method:

In this course, students are encouraged in participating in discussion and group work. The
benefits of group work include the following: Students engaged in group work, or cooperative
learning, show increased individual achievement compared to students working alone. Group
work creates more opportunities for critical thinking and can promote student learning and
achievement.
Delivery and Execution:

Teacher: Octavius Course/subject: Math

Class Form 1 Time allotted for 5 X 45 minute classes

instruction:

Title: Measuring Different Sizes

Lesson Topic:
Find area, perimeter, and volume of different shapes.

Objective:
The student will demonstrate an understanding of the concepts
and uses of measurement.
Student Expectation:
Measurement. The student applies measurement concepts
involving length (including perimeter), area, capacity/volume,
and weight/mass to solve problems.

The student is expected to connect models for perimeter, area, and

volume with their respective formulas.
Learning Standard
Expectation: Measurement. The student applies measurement concepts
involving length (including perimeter), area, capacity/volume,
and weight/mass to solve problems.

The student is expected to select and use appropriate units and

formulas to measure length, perimeter, area, and volume.

Concepts Enduring Understandings/Generalizations/Principles

The student will understand that

Length Students will review how to find the length of a side.

Students will review and learn the formulas for perimeter, area, and
Formula volume. They will also learn that a formula is used to find a specific
set of data.

Students will understand that the area of a figure is found in square

Area
units and they will learn to use the formula L x W to find that area.
 Students will review perimeter and be reminded that perimeter is the
Perimeter distance around an object. They will also learn that the formula for
perimeter of a rectangle is 2L + 2W.

Students will learn that the volume of a figure is found in cubic units
Volume
and they will learn to use the formula L x W x H to find volume.

I. SEQUENCE OF ACTIVITIES (Instructional Strategies)

A. Induction:
Show to the students a short Video clips on how accurate measurement is important in
daily life (measurement. mp4).

B. Focus/connections/anticipatory set
1. Write the words perimeter, area, and volume on the board. Ask students
when we would want to find each of these. Area is used when painting a
wall, laying carpet, or tiling a bathroom floor. Perimeter is used when
wanting to put up a fence. Volume is used when wanting to fill a container.
2. Put all three formulas on the board. Ask students to match the formula to
what they are measuring. *Note – students need to know the formula for
volume. Perimeter also has two formulas, make them familiar with both.
Formulas are: Perimeter = 2(L + W) or 2L + 2W; Area = L x W; and
Volume = L x W x H.

C. Instructional activities
1. Objectives: The student will be able to connect models of perimeter,
volume, and area with their correct formulas.
2. Procedures: The teacher will review perimeter and area and teach the
formulas for perimeter, area, and volume.
3. Modeling: The teacher will use PowerPoint presentation, LCD projector,
to demonstrate area, perimeter, and volume.

D. Guided activity or strategy

Day 1 Review with students using the PowerPoint presentation. Go through the
examples on the PowerPoint with students. Once you are finished with the
PowerPoint, give each pair of students 8 square cards that have been pre-
made. The square cards need to all be the same size. Put the following
question on the board: What is the longest Perimeter you can make?
Students will arrange their squares in any shape they want, but the squares
must touch each other on at least one side. Give students 5 opportunities to
find the longest perimeter. In the process they will have to also find the
area of their shape. Students will record their answers on Activity sheet 1.

Day 2 Review with students the PowerPoint from the day before focusing on the
Volume section. Using base ten blocks, build a cube. Discuss with students
how to find the volume of that cube. Demonstrate this a couple of times,
building several different cubes. Give each pair of students several base
 ten blocks. Have the students build their own cubes and write down the
volume. Students will complete Activity Sheet 2.

Day 3 Review with students the PowerPoint from the first two days. Review with
students the formulas for area, perimeter, and volume. On the board draw
or have a pre-made square, rectangle, and triangle. Show students how to
find the perimeter and area of each using the formula. Have several pre-
made shapes of various shapes and sizes in numbered envelopes. Give
each pair of students an envelope and have the students measure the
shapes. They need to find both the perimeter and area of each shape.
Students will record their answers on Activity Sheet 3. *Note: Make sure
you have pre-measured the shapes and put the answer key in a safe place.

Day 4 Complete Day 4 by students has to work on their work book “Pintar
Bestari Activity Module” pg. 47 – 52.

Day 5 Review the PowerPoint one more time. Show and review the formulas
with them and discuss several PT3 questions. Students will complete
formatted assessment.

II. STUDENT PERFORMANCE

A. Description
The students will be able connect models for area, perimeter, and volume with
their correct formula.

Day 1 Students will complete the Day 1 guided activity with their partner.
Students will complete Activity Sheet 1.

Day 2 Students will complete the Day 2 guided activity with their partner.
Students will complete Activity Sheet 2.

Day 3 Students will complete the Day 3 guided activity with their partner.
Students will complete Activity Sheet 3.

Day 4 Complete Day 4 by students has to work on their work book “Pintar
Bestari Activity Module” pg. 47 – 52.

Day 5 Students will complete the formatted assessment.

III. Assessment and Evaluation

A. Description
The teacher will know the students have begun to master perimeter, area, and
volume when they:
1. Complete the Day 1, Day 2, and Day 3 activities with a 70% or higher.
2. Complete the assessment with a 70% or higher.
 B. Rubrics/grading criteria
Complete all activities with a 70% or higher.

C. Sample discussion questions

1. What is the formula for area? Area = L x W
2. What is the formula for volume? Volume = L x W x H
3. What are the formulas for perimeter? Perimeter = 2 (L + W) or 2L + 2W
4. When are the appropriate times to find perimeter? When measuring for a
fence.
5. When are the appropriate times to find area? When measuring for painting a
wall, carpeting a floor, or tiling a floor.
6. When are the appropriate times to find volume? When measuring to find out
how much it will take to fill a container.

IV. PT3 Preparation

A. Transition to PT3 context

1. Students will complete a PT3 sample formatted Assessment.

V. Key Vocabulary
Length, formula, area, perimeter, and volume.

VI. Resources

A. Textbook
Bestari Pintar Matematik Tingkatan 1 Sasbadi

B. Supplementary materials/equipment
 Pintar Bestari module activity p. 47 - 52
 HEBAT Measurement section.
 Base ten blocks
 Pre-made shapes

C. Technology
 LCD projector
 Laptop computer
 Video clip (Measurement.mp4)

VII. Follow up Activities

Students will have to practice this skill numerous times.