Lesson 9 Framed tiles
Lesson plan
| Piagetian Level | Learners Thinking and abstract of the activity | ||
|---|---|---|---|
| 3A Early Formal |
|||
| 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'  |
|
| 2B* Concrete Generalisation |
‘area is one thing; perimeter is another’ ‘can't tell between B, C and D, need to measure somehow’ |
 |
'twice the long side plus twice the short one gives the perimeter' |
 |
'get near a square shape to use less ribbon' | ||
| 2B Mature concrete |
 ,br>‘D looks the biggest’ |
||
| '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 |