| Objectives | Students will be able to: (1) define area; (2) find area by counting unit squares; (3) relate to multiplication. |
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| Materials | Grid paper, unit squares, worksheets. |
| Key vocabulary | area, square units, length, width, rectangle |
| Engage (starter) | (10 min) "Area is how much space a shape covers. We measure in square units." |
| Develop (main) | (35 min) 1. Cover shapes with unit squares, count. 2. For rectangles, notice area = length x width. 3. Practice on grid paper. 4. Draw shapes with given area. 5. Word problems. |
| Plenary (close) | (10 min) Quick quiz: "Area of a 4 by 3 rectangle?" |
| Assessment | Correct area calculation. |
| Teacher notes | Link to multiplication. |
| Objectives | Students will be able to: (1) distinguish perimeter and area; (2) solve problems involving both; (3) design a shape with given perimeter and area. |
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| Materials | Grid paper, string, shape cards. |
| Key vocabulary | perimeter, area, dimensions |
| Engage (starter) | (10 min) "If I fence a yard, that's perimeter. If I tile the yard, that's area." |
| Develop (main) | (35 min) 1. Compare shapes with same area but different perimeter. 2. Given a perimeter, draw different rectangles. 3. Solve problems: "A rectangle has area 12 sq units. What could the sides be?" 4. Partner work. 5. Worksheet. |
| Plenary (close) | (10 min) Share designs; discuss relationship. |
| Assessment | Correct distinction and problem solving. |
| Teacher notes | Important conceptual clarity. |
| Objectives | Students will be able to: (1) collect data and create a bar graph; (2) read and interpret a bar graph; (3) create a line plot (dot plot). |
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| Materials | Survey data, grid paper, rulers, stickers. |
| Key vocabulary | bar graph, scale, axis, line plot, range |
| Engage (starter) | (10 min) "Yesterday we counted cars passing. Let's make a bar graph to show results." |
| Develop (main) | (35 min) 1. Model drawing a bar graph with title, axes, scale. 2. Children create their own from class data. 3. Answer questions. 4. Introduce line plot for a smaller data set (e.g., shoe sizes). 5. Worksheet. |
| Plenary (close) | (10 min) Graph gallery; discuss "most common" (mode). |
| Assessment | Correct graph construction and interpretation. |
| Teacher notes | Real data engagement. |
| Objectives | Students will be able to: (1) list possible outcomes of an event; (2) use probability language (impossible, unlikely, likely, certain); (3) conduct a spinner experiment. |
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| Materials | Spinners, dice, probability cards, recording sheets. |
| Key vocabulary | outcome, likely, unlikely, certain, impossible, fair |
| Engage (starter) | (10 min) "If I flip a coin, what can happen? Heads or tails - those are outcomes." |
| Develop (main) | (35 min) 1. Discuss vocabulary. 2. Predict outcomes of spinner. 3. Conduct 20 spins, record. 4. Compare results to predictions. 5. Write a conclusion. |
| Plenary (close) | (10 min) Share results; discuss "fairness". |
| Assessment | Correct recording; reasonable conclusion. |
| Teacher notes | Link to fractions of chance. |
| Objectives | Students will be able to: (1) review area, perimeter, graphs, probability; (2) complete a project: design a playground (area/perimeter); (3) present. |
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| Materials | Grid paper, colours, project template. |
| Key vocabulary | review |
| Engage (starter) | (10 min) "Design a playground. Use area for the sandbox and perimeter for the fence." |
| Develop (main) | (35 min) 1. Students draw a plan on grid paper. 2. Calculate area and perimeter of each section. 3. Add a bar graph of favourite equipment. 4. Present to class. |
| Plenary (close) | (10 min) Gallery walk; peer feedback. |
| Assessment | Project: correct calculations and creativity. |
| Teacher notes | Fun integration. |