Lesson 9 Framed tiles
Lesson plan
Piagetian Level | Learners Thinking and abstract of the activity | ||
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3A Early Formal |
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Realisation that perimeter can be great if width is narrow | 'the longest ribbon is always the one that is one tile deep' | Expression in terms of generalised number 'P = 2L + 2S' ![]() |
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2B* Concrete Generalisation |
‘area is one thing; perimeter is another’ ‘can't tell between B, C and D, need to measure somehow’ |
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'twice the long side plus twice the short one gives the perimeter' |
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'get near a square shape to use less ribbon' | ||
2B Mature concrete |
![]() ,br>‘D looks the biggest’ |
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'I think A would have most ribbon because it has the longest sides’ | |||
Mid concrete |
Episode 1 Biggest picture: two meanings |
Episode 2 Working it out with numbers |
Episode 3 General rule and formulae |