Personal Learning Path

This week, we discussed the ideas of area and perimeter, as well as the distinctions and relationships between the two concepts. This week, my kids were overjoyed to get started on their area and perimeter city assignments for my bulletin board, which they completed this week. We began our lecture by reviewing the similarities and differences between area and perimeter. Because they are both quantitative shapes, they are very similar to one another. Models can be created to aid in issue solving and both are utilized on a regular basis. Although they are both related, area and perimeter are distinct in that area employs multiplication to discover the space within a shape, while perimeter uses addition to find the length around the shape. Following our conversation, we continued learning about area and perimeter as a group, utilizing live worksheets on the smartboard and graph paper to design our area and perimeter cities for the bulletin board, which was displayed outside of out classr

 In my class last week, I introduced the concept of perimeter, and it appears that they have been enjoying this topic as a result of the many inventive and interesting hands-on activities that are available within the theme of area and perimeter. To introduce the topic, I explained that perimeter is the distance around the outside of the shape. To calculate the perimeter of a shape all we have to do is add the length of each side of the sides. In this lesson, students will find the perimeter of figures using cheese crackers. Next, they'll design a floor plan for their cheese cracker dream house, to help them practice and retain the formula for finding perimeter.For example, if the object they measured is 3 crackers on one side, by 7 crackers on another side, the perimeter (total) would be 3 + 3 + 7 + 7, or 20 crackers. I Started showing them how to use unit squares to count the perimeter units of a figure. For example, find an object in the classroom, such as a book, to measure. Us

  I was determined to come up with new techniques to make this activity enjoyable and inventive as we continued to explore area. Counting squares can become tiresome early in this topic, so I was determined to come up with new methods to make this activity enjoyable and innovative. While doing some research, I came across a fantastic website with a variety of hands-on activities for the area. Students used the tile floor to figure out the area for this lesson. Throughout the lesson, students were divided into five groups of two. To fill in their allocated squares, each set of children was given tape, various sized blocks, and foam squares. After covering all of the squares, the students counted the blocks to determine the area. Because some students received various sized blocks, each group compared their measurements with other peers at the end of the lesson to see if they were the same or different. Links:  https://www.weareteachers.com/area-and-perimeter/                            

As part of this week's lesson, I taught my students about the area of rectangles and squares, which they found quite interesting. Students should be aware that the area of a square or a rectangle is measured in equal-sized squares and rectangles. They should also be able to determine how much space is contained within rectangles and squares in a timely manner. To begin the lesson, I explained to the class that the amount of space occupied by a flat shape or surface is measured in square feet. The surface area of a closed figure is equal to the number of unit squares that cover the surface of the figure when it is closed. Square units are used to measure area, such as square millimeters, square feet, and square inches, among other things. After that, we watched a film that introduced us to area. After that, I projected a board on the smartboard and asked the students how much area the board took up on the screen. After that, I explained that one method of determining the area of the

This memory game entail matching equivalent fractions in pictorial or number form. Equivalent fractions refer to fractions with different numerators and denominators yet are equal to the same value when simplified. For example 3/6 and 2/4 are equivalent fractions, since they are both equal the 1/2 in their simplest form.   Students can use cards or fraction strips as a visual aid to match the equivalents. The game can be practiced individually, with groups or with partners. This game can help learners' understanding of fractions. Learners learn basic skills surrounding recognition of common fraction, identification fractions of numbers of objects and finding equivalences. The game needs learners to work with a series of problems on equivalent fractions in which they utilize their conceptual understanding to identify pairs of equivalent fractions.  The game is appropriate for third grade students. The teacher must select level appropriate for each grade and academic needs of student