Measurement,
Perimeter
& Area

Grade 7, 8, 9

EDITOR'S NOTE:

The following abbreviations are used for the Common Essential Learnings (CELs).

• Communication - C
• Critical and Creative Thinking - CCT
• Numeracy - N
• Personal and Social Values and Skills - PSVS
• Independent Learning -IL
• Technological Literacy - TL

I. TOPIC: LINEAR MEASUREMENT

II. FOUNDATIONAL OBJECTIVES:

The student should demonstrate:

• a sense of spatial awareness and familiarity with two- and three-dimensional shapes and recognize relationships between geometry and the environment;
• an ability to measure and use appropriate measurement techniques and to apply measurement to real life;

III. SPECIFIC LEARNING OBJECTIVES:

The student should be able to:

• solve a variety of problems involving length
• compare, estimate, then measure and record lengths/distances
• recognize and use the appropriate unit of measure length or distance given a real world measurement situation
• understand the relationships between kilometres, metres, decimetres, centimetres and millimetres
• convert metric units of length

IV. STRATEGIES:

• Interactive Instruction
• Independent Learning
• Experiential Learning

V. METHODS:

• Peer Practice
• Research project
• Field Observations
• Co-operative Learning

VI. DESCRIPTION:

A.

PERSONAL DATA SHEET

Students may find it interesting to explore the ratios between the various measurements.

B.

C.

VII. ASSESSMENT TECHNIQUES:

• Performance Assessment:

  (samples provided in appendix)
  • rating scale
  • observation checklist
  • anecdotal records

• Written Assignments:

  • contracts
  • self and peer assessments

VIII. CELs:

Students should develop their abilities to:

• discover relationships and patterns, propose generalizations that explain the relationships, and apply the conclusions and generalizations to new situations (CCT);
• understand the benefits and limitations of measuring tools and calculating devices and use technological innovations as helpful learning tools (TL);
• work cooperatively, contribute positively in group learning activities and treat with respect themselves, others and the learning materials used (PSVS)

I. TOPIC: PERIMETER

II. FOUNDATIONAL OBJECTIVES:

The student should demonstrate:

• a sense of spatial awareness and familiarity with two- and three-dimensional shapes and recognize relationships between geometry and the environment:
• an ability to measure and use appropriate measurement techniques and to apply measurement to real life;

III. SPECIFIC LEARNING OBJECTIVES:

The student should be able to:

• compare, estimate, then measure and record lengths/distances
• locate and calculate the perimeter of regular polygons, irregular polygons and composite figures
• calculate the perimeter of a figure given the a) length of all sides and b) partial, but sufficient information
• explore the relationship between the radius, diameter and the circumference of a circle
• find the radius or diameter of a circle, given the circumference

IV. STRATEGIES:

• Independent Learning
• Experiential Learning

V. METHODS:

• Learning Activity Package
• Model Building
• Field Observations

VI. DESCRIPTION:

A.

B.

C.

D.

E.

VI. ASSESSMENT:

• Performance Assessment:

  • assessment station
  • data collection checklist
  • anecdotal records
  • self assessment

• Written Assignments:

  • contracts
  • portfolios
  • rating scales

VII. CELs:

Students should develop their abilities to:

• show their understanding of ideas presented by providing an alternate rephrasing, drawing a diagram, making a model, etc. (C);
• understand the benefits and limitations of measuring tools and calculating devices and use technological innovations as helpful learning tools (TL);
• work cooperatively, contribute positively in group learning activities and treat themselves, others and the environment with respect (PSVS);

I. TOPIC: AREA

II. FOUNDATIONAL OBJECTIVES:

The student should demonstrate:

• a sense of spatial awareness and familiarity with two- and three-dimensional shapes and recognize relationships between geometry and the environment:
• an ability to measure and use appropriate measurement techniques and to apply measurement to real life;

III. SPECIFIC LEARNING OBJECTIVES:

Students should develop their abilities to:

• solve a variety of problems involving area
• compare, estimate and then measure the area of regions using square centimetres and square metres
• discuss the relationships between the length, width and area of a rectangle (including squares)
• estimate and find the area (using a formula) of squares, rectangles, triangles, parallelograms, rhombuses, trapezoids, composite figures and circles

IV. STRATEGIES:

• Experiential Learning
• Direct Instruction
• Interactive (from chart)

V. METHODS:

• Model Building
• Demonstration
• Cooperative Learning

VI. DESCRIPTION:

A.

B.

C.

D.

E.

F.

G.

H.

VI. ASSESSMENT

• Performance Assessment:
  • ancecdotal records
  • observation checklist
• Written Assignments:
  • portfolios
  • observation checklist
  • Presentations
  • anecdotal records
  • observation checklist

VII. CELs:

Students should develop their abilities to:

• show their understanding of ideas presented by providing an alternate rephrasing, drawing a diagram, making a model, etc. (C);
• discover relationships and patterns, propose generalizations that explain the relationships, and apply the conclusions and generalizations to new situations (CCT);

REFERENCES:

A Teacher's Guide to Math Works, Agency for Instructional Technology, 1985

Daily Mathematics, Critical Thinking and Problem Solving, McDougal, Littel & Co.

Intermediate Math 1, Dottori D., Knill G., et. al., McGraw-Hill Ryerson Ltd., 1981

Math In Context, Ebos F., McKillop D., et. al., Nelson Canada, 1992

Math Quest, Alexander B., Folk S., & Worth J., Addison-Wesley Publisher, Ltd., 1989

APPENDIX A-1

Checklist to Assess Student's Ability to Use Information

Student Name:_______________________________________________

Date or Time Period of Assessment:_________________________________________________

Check all applicable criteria.

Criteria	Yes/No
1. Student is able to state the purpose for the collection of the information.	_______
2. Student is able to gather information from own recall of past learning.	_______
3. Student is able to identify main elements needed in information.	_______
4. Student is able to organize information into usable units.	_______
5. Student is able to identify related details.	_______
6. Student is able to recognize relationship of information gathered to information remembered.	_______
7. Students is able to clearly state ideas that fit with the topic being addressed.	_______
8. Student is able to give evidence of checking information for accuracy.	_______

(This instrument may be adapted
 for use as a rating scale.)

Student Evaluation Handbook, 1991

The following rating scale could be used to record observations of a group involved in a collaborative project. Teachers could use this scale to describe each student's contribution to the group and the development of co-operative skills.

Co-operative Group Learning (Teacher Assessment)

Date:_______________________________________________

Group:______________________________________________

Task:________________________________________________

5 4 3 2 1 High Low	Names of Group Members
	________	________	________	________	________	________
Negotiates roles and responsibilites of each group member	___	___	___	___	___	___
Contributes ideas and suggestions	___	___	___	___	___	___
Encourages the involvment of all group members	___	___	___	___	___	___
Is receptive to peer questions and criticism	___	___	___	___	___	___
Listens to the suggestions of others	___	___	___	___	___	___
Modifies personal thinking to incorporate the ideas of others or new information	___	___	___	___	___	___
Respects and accepts the contributions of each group member	___	___	___	___	___	___
Completes individual commitment to the group	___	___	___	___	___	___

Additional Comments:

__________________________________________________

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English Language Arts
A Curriculum Guide for the Elementary Level
June 1992, Saskatchewan Education

Students could discuss questions such as the following to assess the group's ability to work co-operatively.

Co-operative Group Learning (Group Assessment)

1. Was your group successful in working together? What co-operative skills did the group use to make working together enjoyable?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What co-operative skills improved as the group project progressed?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. What co-operative skills need to be further developed?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. What was the most important thing your group learned about working together during this project?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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English Language Arts
A Curriculum Guide for the Elementary Level
June 1992, Saskatchewan Education

		~ Individual       ~ Pair        ~ Group