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Lesson Planning Sheet Title: Irregular Areas Learning Objectives: By the end of the lesson: All students should be able to measure an irregular area involving non rectilinear polygons. Most students should be able to measure an irregular area of shapes with curved edges. Some students should be able to measure a irregular areas of compound shapes. Key words: Irregular area, unit squared, cm2, total, curved, perimeter Learning Activities Starter/Introduction Two rectilinear shapes are presented to the class for the students to decide which is largest. Encourage students to consider different ways in which to compare the shapes, i.e., area and perimeter. Students could work in pairs to allow for discussion of alternative approaches. Once completed emphasise the measurement of area since this is central to the remainder of the lesson. Development Students will need the worksheet from which to work otherwise they will simply have to watch the teacher. Explain that to determine the area the whole squares are either individually counted or grouped into rectangles and counted depending on the ability of the class. Encourage the students to discuss in pairs or small groups how to include the remaining parts of squares into the total area. By drawing on their worksheets students could share approaches for grouping the remaining squares. Work through the examples from the second slide. Students should be able to attempt the problems on the third slide independently. Again, encourage them to share answers and strategies and later decide on a suitable range of accuracy. A nice task for making a poster is to have students measure the area of their hands through using cm2 paper. Plenary The plenary is intended to review each differentiated learning objective considering the three different types of shapes. Encourage students to demonstrate how they reached their solutions to their peers for peer assessment. Discuss how an area can be a unit 2 rather than cm2. Differentiation More able: Students could created shapes with curved edges to have particular areas rather than measuring the are from a shape. Less Able Students may need count whole individual squares rather than grouping them into rectangles. Resources: Worksheet Mini-whiteboards with grids. cm2 paper Pencils