Lesson 9 Framed tiles

Episode 3

Reasoning Resources: Worksheet 3
Whole class preparation
Learned procedures and formula can be related to real experiences with rectangles. Worksheet 3 asks for a general rule and formula for the number of tiles (area) and the length of the border ribbon (perimeter) for any rectangle, initially focusing on a square.
Individual and small group work
Generalising in words and symbols. Pupils work in pairs then small groups to develop their ideas for the square area formulae. A short whole class feedback after this first part of the worksheet will help progress in the rectangle case, which might be done as a whole class discussion before the general case is considered.
Whole class sharing and discussion
Thinking about learning processes and the value of actions on objects as opposed to memorising formulae or facts. Collect ideas for the rectangle of any length and width. Accept formulations in words and part-words/part-symbols, e.g.‘twice the long side plus twice the short one’ and ‘add the sides then double them’ as well as in algebra. opposed to memorising formulae or facts.
End of Lesson Reflection
Ask the pupils what aspect of the lesson was most useful to them. Lead the discussion on to sort out any confusions, and to the difference between learning procedures and full understanding through doing things.


Thinking Mathematics Lessons Copyright © by Michael Shayer and Mundher Adhami. All Rights Reserved.

Share This Book