Module 9 : Activity 5_Reflect
A
said ‘if length of a rectangle is increased by 1 and breadth decreased by 1 the
area enclosed by the rectangle remains the same’. B said ‘No, A is wrong as the
new area will increase’. C said ‘No, A
and B both are wrong, the new area will decrease’. How will you handle this situation?
Take a moment to reflect and post your comment in the comment box.
First of all, I will explain a bit about what exactly a rectangle looks like and what is an area of a rectangle and what has it got to do with the increase/decrease with the sides of the rectangle with respect to its area.
ReplyDeleteThen I will ask them to analyze a bit on the simple mathematical calulation on their own.
The idea of this simple mathematical problem is to get their basic concept right and not directly jump into conclusions and assuming their answers.
After they solve it, while having their own respective answers, i will explain it to them thereafter in a detailed manner and point out the mistakes and make sure that their concept is clear so that in the near future they may solve such easy calculations without any confusion.
To handle this situation I will explain the concept of perimeter.
DeleteI agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students. Some interested student may be invited to solve the problem randomly from each corners of the classroom.The teacher may also divides the students in groups so that maximum good results may be achieved. After that the teacher will explain the topic again. Then home work assignment.
ReplyDeleteI agreed with the answer of c as both C and A&B are having wrong concept of the rectangle and perimeter of the rectangle should embedded in their mind.
ReplyDeleteI do agree with the answer of 'c' because A and B, they have no clear concept of areas of rectangle. As a teacher I have to teach students clear concept perimeter and area of a rectangle.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI will solve a similar question explaining in detail about the concept of the rectangle i.e perimeter of the rectangle, formula. Thereafter I will let them solve questions and than solve their mistake so that the concept remain clear and they don't face any problem in the future.
ReplyDeleteFirst of all doer should draw the diagrams respectively. To understand learner know the concept and question given. This complicated of rectangle needs basic concept.
ReplyDeleteThe answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
Both A and B given the wrong answer because both didn't understand the concept of perimeter of rectangle.The students must know about the shape of rectangle and it's perimeter also.Before going attempt any geometric equation the teacher must make the understand to students about figure and formula and equation..
ReplyDeleteBeing a teacher, firstly I teach the clear concept of the reactangle area.
ReplyDeleteAgreed with C, both A & B are wrong.
ReplyDeleteAnswer given by C is correct. Here C has clear concept of areas and perimeter of different shapes and sizes. Mathematical formulas are very important system in the subject.
ReplyDeleteThe rules of maths will be inform to all, as: ++ = +, - + = - and - - = +. A is right, what is added in length is deducted in breadth. Hence, the area of the rectangle remains the same.
ReplyDeleteFirst of all the students should be taught the clear concept of area and perimeter of a rectangle.
ReplyDeleteI agree with c, both a and b are wrong. Both a and b are not clear with the concept of area of the rectangle.
ReplyDeleteI agreed with the answer of c as both C and A&B are having wrong concept of the rectangle and perimeter of the rectangle should embedded in their mind.
ReplyDeleteFirst the all students should be taught the clear concept of area and perimeter of a rectangle, then the students can give the correct answer of question.
ReplyDeleteI will not be least surprised with this event of students building their basic concept and dealing with some special case. A, B and C are true depending on the values A, B and C take for l and b. The students may not know how to solve an equation in different manner. So by taking different values of l and b I would try to prove all of them correct. This way not only I will help them learn and not dampen their curiosity, but also will teach them not to be arrogant and to respect others' opinions as well.
ReplyDeleteFirst of all we should teach the students about the clear concept of the area of rectangle and perimeter of rectangle.
ReplyDeleteFirst of all I explain to student about concept of rectangle and their formula,how to fit and where to fit the formula of rectangle.Then I solved the equation with simple and easy examples,so that the student should able to understand and clear the concept of rectangle.
ReplyDeleteYes I do agree with the answer of C. As the length increases and breadth decreases the area of rectangle will always be decreased in comparison to previous area.
ReplyDeleteFirst of all I explain to students the concept of rectangle and their formula and solve similar equation with simple way, so that the students should able to understand and clear the concept of rectangle
ReplyDeleteThe answer of C was right as both A and B are having wrong concepts about rectangle and perimeter of rectangle.AS a teacher we have to teach students clear concepts of perimeter and Area of Rectangle.
ReplyDeleteFirst of all the teacher must clear the concept of length, breadth, perimeter and area of a rectangle. After that cyting an example i.e the area of rectangle of length 5 cm and breadth 3cm will be 5×3=15 sq.cm. if we increase its length by 1cm and decrease breadth by 1cm, the new area will be 6×2=12 sq.cm. so we can conclude that the new area will get decrease as compare to the original area. Therefore, student 'C' is correct.
ReplyDeleteThe role of the teacher is to impact clear knowledge about rectangle .The complicated of rectangle needs basic concept.
ReplyDeleteIn this situation, instead of telling the answer first I will explain all the three about the simple concept of rectangle. How to calculate it's area, perimeter and the relationship of it's length & breadth to area.
ReplyDeleteWhen all the concept are clear to them, they themselves will go for the correct answer. In addition to that I will explain the answer with suitable examples.
The answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
The case may vary , depending on the magnitude given . Applying the formula of area of rectangle , length x breadth and showing the students how different magnitudes can give different answers is how the teacher should handle this situation.
ReplyDeleteFirst of all, I shall illustrate the shape of a rectangle & then would let them to know the concept of rectangle formula. Then, let them to analyse the solution by themselves
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.Therefore, student 'C' is correct.
ReplyDeleteYes, I do agree with the answer of 'C' and both A and B were having confused and wrong concepts about the rectangle.
ReplyDeleteC is right. A and B should know the formula of rectangle.
ReplyDeleteIn this activity both the students A & B are wrong and this mistake has done by both the students due to their misconcepts about area of rectilinear figures. The students 'c' is correct as he/ she has perfect & clear concept about area of rectilinear figures.
ReplyDeleteFirst of all I will give the idea of area by using small squares of 1 sq.unit . For example if a rectangle consists of 12 small squares,then the area of rectangle will be 12 sq.units.After that I will give the ideas about how the areas of rectilinear figures are affected due to increase or decrease of its dimensions of the figures change accordingly.At last but not least,I would give the ideas of formula to find the area of rectilinear figures.
The answer given by C is correct.First of all I explain to students the concept of rectangle and their formula and solve similar equation with simple way, so that the students should able to understand and clear the concept of rectangle.
ReplyDeleteThe situation arises due to students' difficulties in analyzing word problems. They are either unable to translate, or translate incorrectly. It is important to teach students how to think in solving such problems and explain to them that they can develop a lot of skills by practice.
ReplyDeleteFor many students who struggle with maths word problem are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Indeed, as students move forward in their mathematical learning, they will need to apply problem solving processes to more and more complex situations so they become college and career ready. The first common core state standard ( CCSS) for Mathematical practice focuses specially on problem solving.
Problem solving not only one of the important components of the study of Maths, permeates all aspects of life.
Word problems tend to be complicated in part because of their descriptive language. Students often don't understand exactly they are being asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamentals of Maths and can not formulate a plan for solving or separate an equation"s step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to
their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
There are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
I agree with the answer of C, as both the answers of A and B are wrong. Both of them don't have the clear concepts of the rectangle and the formula. So, the teacher have to acknowledge them the basic knowledge of the rectangle shape and the formulas.
ReplyDeleteFirst of all the students should be taught the clear concept of area and perimeter of a rectangle.
ReplyDeleteI shall handle the situation by giving an example. That is let us consider a rectangle of length 7cm and breadth 4 cm. Then its area will be l×b=7×4=28sq.cm. if we increase its length by 1 unit it becomes 8cm and decrease its breadth by 1 unit it becomes 3cm, then new area will be 8×3=24 sq.cm. Therefore we can say that student C is correct.
ReplyDeleteFirst of all,the teacher must clear the concept of length,breadth and area of a rectangle.After that,teacher can explain that if the length of rectangle is 5 cm and breadth 3 cm,then the area will be 5×3=15 sq.cm.And if we increase a length by 1cm and decrease breadth by 1cm, then the area will be 6×2=12sq.cm.so we can conclude that the new area will get decrease as compared to original area.Therefore,student C is correct.
ReplyDeleteThe teacher must clear the concept of length,breadth and area of a rectangle.After that,teacher can explain that if the length of rectangle is 5cm and breadth 3cm,then the area of rectangle will be 5×3=15sq.cm.And if we increase the length by 1cm and decrease breadth by 1cm,then the area will be 6×2=12sq.cm.then we can conclude that the new area will get decrease as compared to original area Therefore,student C is correct.
ReplyDeleteI agreed with the answer C as both A and B are wrong. According to my view the teacher should clear the concept of length,breath and area of rectangle.So, the teacher have to acknowledge them the basic knowledge of the rectangle shape and the formulas.
ReplyDeleteStudents should have clear concepts before solving the question. So the teachers should give and teach the clear concepts of rectangle. Students should also try to clear the concept by asking questions to teachers. The teachers should give correct formula to students i.e Area of rectangle= Length X Breadth.
ReplyDeleteAsk questions like For e.g - Find the area of rectangle, Length= 5cm, Breadth= 4cm.
Find the Breadth of the rectangle, Area= 24cmsquare, Length= 6cm.
In a situation like this when different opinion regarding a certain problem arises,the role of a teacher as a guide and mentor is crucial.It is to be taken into consideration on the mind of every teacher that learning capacity of all students are not same.
ReplyDeleteIn this case,Both A and B are wrong and C is right.
In such situation, we should tactfully use variables with different operations to generalise the given situation like perimeter and area of rectangular objects in the surroundings like floor of the classroom,surface of geometry chalkbox etc,so that all misconception of A and B be cleared.
First of all, I shall illustrate the shape of a rectangle & then would let them to know the concept of rectangle formula. Then, let them to analyse the solution by themselves
ReplyDeleteFirstly, I will teach the students about the shape of a rectangle, its formula(L x B), area and perimeter and make sure that they have conceived what I have taught. Only then, they can solve the question correctly.
ReplyDeleteIn this case i shall clear the concept of quadrilateral and rectangle practically by using graph paper in the class room.
ReplyDeleteIn this situation as a teacher we should make an ease effort to comprehend the concept of shapes and try to simplify the addition and subtraction of the problem.
ReplyDeleteBecause most of the time students get confused of words or sentence not the numbers.so we should try the simple words and make the environment maths ease.
I Agree with c, both a and bare wrong Both a and b are not clear with the concept of area of the rectangle.
ReplyDeleteI will solve a similar question explaining in detail about the concept of the rectangle i.e perimeter of the rectangle, formula. Thereafter I will let them solve questions and than solve their mistake so that the concept remain clear and they don't face any problem in the future.
ReplyDeleteC is having clear concept about the areas/dimensions of rectangle.I would simply ask the children to first take out the area of initial area of rectangle and take out the area of new rectangle formed. Hence I'd ask them to compare both the rectangles. We will notice that the new rectangle formed would be decreased
ReplyDeleteIn this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
ReplyDeleteThere are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
ReplyDeleteThere are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
In this situation, instead of telling the answer first I will explain all the three about the simple concept of rectangle. How to calculate it's area, perimeter and the relationship of it's length & breadth to area.
ReplyDeleteWhen all the concept are clear to them, they themselves will go for the correct answer. In addition to that I will explain the answer with suitable examples.
I'll handle the situation by showing them this calculation:-
ReplyDeleteLet's assume that the length of the rectangle is 8cm and breath is 5cm. Therefore the area of the rectangle = l × b
= (8×5) squares centimetre
=40 square centimetre
As in this case, both A and B are wrong and their mistake should be pointed out and a clear idea about the areas of quadrilaterals should be given. Whereas, C has an idea about the same.
Both A and B given the wrong answer because both didn't understand the concept of perimeter of rectangle.The students must know about the shape of rectangle and it's perimeter .I will solve a similar question explaining in detail about the concept of the rectangle i.e perimeter of the rectangle, formula.
ReplyDeleteKnowing that A and B did not fully understand the full concept about shapes and their areas i will initially revise the basic concept again and help them to understand and do it again on their own.
ReplyDeleteThe confusion of the students A &B can be clear with the help of grid square boxes or by the diagrammatic analysis.
ReplyDeleteAs in geometry, the longer side is considered the length and the shorter side breadth, C is correct ; the area will decrease. In this situation, I will give some activities to the students and tell them to find out the solutions and verify it by themselves using the formula
ReplyDeleteA = l× b by grid method.
For eg- find the area of a rectangle l = 8 cm, b= 5 cm.
Then increase the length by 1 cm and decrease breadth by 1 cm and find out area of the new rectangle and compare the two.
The answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
As a teacher I would teach the students the concept of perimeter and area of rectangle. Then I would solve a similar question so that they can compare their solutions and decide whose answer is correct. And eventually they would know that both A and B are wrong and C is right.
ReplyDeleteIn a situation like this, a teacher should explicitly explain to the children about the concept of perimeter of a rectangle.
ReplyDeleteFirstly, i will make them understand the concept of rectangle and its formula.
ReplyDeleteWhere/why/how all such questions will be asked to students, to know how much they have learnt about the rectangle.
By demonstrating the rectangle students will learn fast and will be easier to do it again and again.
For many students who struggle with maths word problem are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Indeed, as students move forward in their mathematical learning, they will need to apply problem solving processes to more and more complex situations so they become college and career ready
ReplyDeleteThe situation arises due to students' difficulties in analyzing word problems. They are either unable to translate, or translate incorrectly. It is important to teach students how to think in solving such problems and explain to them that they can develop a lot of skills by practice.
ReplyDeleteFor many students who struggle with maths word problem are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Indeed, as students move forward in their mathematical learning, they will need to apply problem solving processes to more and more complex situations so they become college and career ready. The first common core state standard ( CCSS) for Mathematical practice focuses specially on problem solving.
Problem solving not only one of the important components of the study of Maths, permeates all aspects of life.
Word problems tend to be complicated in part because of their descriptive language. Students often don't understand exactly they are being asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamentals of Maths and can not formulate a plan for solving or separate an equation"s step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to
their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
There are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
I would agree with C as they need to understand that area of a rectangle is l×b .Length is the longer side and breadth is shorter, so when 1 is added to to length and 1 is removed from breadth and then the area of rectangle will always decrease.
ReplyDeleteFirstly being a teacher I will explain the concepts of rectangle and it's formula.. I will explain the question correctly and solve similar question for them.
ReplyDeleteI do agree with the student C ,the area of rectangle will decrease. Both A and B doesn't have the clear conception on the area of the rectangle, which should be cleared and taught the formulas for perimeter on the area of 2D objects such as square, rectangle, circle etc. It can be taught using graph grid or using formula in front of them.
ReplyDeleteAs a teacher I would teach the students the concept of perimeter and area of rectangle. Then I would solve a similar question so that they can compare their solutions and decide whose answer is correct. And eventually they would know that both A and B are wrong and C is right.
ReplyDeleteHere the student have difficulty to understand the word problem , for students like them word problem are just a jumble of words and numbers.However, you can help students make sense of these problems by teaching them problem solving processes.Following strategies can be used to help students -
ReplyDelete1) Use a process of chart, which can guide students as they tackle a new problem.It helps to focus on how each step of the process supports students as they work to access the problem.
2)Teacher-student interaction will help to differentiate instruction.
3)Online resources can help to a great extent.
4)Review the lessons goal .
5)Introduce the lesson, explaining that students will create their own multiplication and division word problem.
6)Review the problem -solving process by using a multiplication problem.
7)Review the problem solving process again .
8)Consider students strengths,weaknesses,and learning styles .
The answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
In this activity A and B are wrong, while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done the mistake due to their misconception about area but they struggling with Word problem. On the other hand C has clear concept of area and have no difficulty to deal with the words problems.
ReplyDeleteArea will decrease.So C is correct.
ReplyDeleteIt may explained to students taking several particular examples.
By inductive method.
ReplyDeleteFirst of all, I shall illustrate the shape of a rectangle & then would let them to know the concept of rectangle formula. Then, let them to analyse the solution by themselves
I do agree with the answer of C, because A and B having no clear concept of area and rectangle. As a teacher I have to teach a clear concept about perimeter and area of a rectangle.
ReplyDeleteAs a teacher the Concept of length, breadth and formula of rectangle should be made clear.
ReplyDeleteI agreed with the answer of c, because a and b has no clear concepts of area of rectangle .Area of rectangle is(lxb)where length(l) is the longer side and the breath(b) is the shortest side. Being a teacher ,firstly i will teach the clear concept of the are of rectangle . So,that students should able to understand.
ReplyDeleteStudents should taught the clear concepts of rectangle and their formula.After that by giving simple example solve the problem
ReplyDeleteThe answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase
The answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase
Students should be taught the formula to calculate the area of rectangle showing some examples and giving them tasks to make clear the concepts.
ReplyDeleteC is right, area of rectangle will decrease because basic formula to find area of rectangle is A= L(length)×B(breadth)
ReplyDeletee.g if rectangle L=5 & B=5 area will be 25 and if 1 will be increase in L & decreased by 1 in breadth then area for the same will be 6× 4= 24.
Therefore C is right.
This comment has been removed by the author.
ReplyDeleteFirst I will explain about a rectangle and I will teach them that the area of the rectangle is l × b.
ReplyDeleteSuppose the length of the rectangle is 7 cm and its breadth 5 cm.
Then the area of the rectangle = l × b = 7 × 5 = 35 sq. cm.
If we increase the length by 1 cm, and decrease the breadth by 1 cm, then the area will be = 8 × 4 = 32 sq. cm.
Therefore both A and B are wrong and C is correct because the area for the rectangle decreased. Likewise, we can take several other examples to make them understand the concept of rectangles.
I agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students. Some interested student may be invited to solve the problem randomly from each corners of the classroom.The teacher may also divides the students in groups so that maximum good results may be achieved. After that the teacher will explain the topic again. Then home work assignment.
ReplyDeleteI agree with the answer C, both A and B are wrong answer because both didn't understand the concept of perimeter of a rectangle.Students should be given the concept of rectangle and it's perimeter.
ReplyDeleteThe answer given by C is correct.The solution for the question can be solve as follows: for e.g the area of a rectangle is length ×breadth.Suppose, length=6cm. and breadth=4cm will be 6cm ×4cm=24 sq.cm.If we increase its length by 1 cm. and decrease its breadth by 1cm.The new area will be 7cm×3cm=21sq.cm.So we conclude that the new area will get decreased.
ReplyDeleteBoth A and B given the wrong answer.Answer given by C is correct.As a teacher I handle this situation by draw the shape of rectangle on the black board and show them the increasing line and decreasing line of the rectangle.
ReplyDeleteFirst of all the students should be taught the clear concept of area and perimeter of a rectangle.
ReplyDeleteIn this activity A and B are wrong and C is correct because A and B do not uses the unitary method in solving word problems.
ReplyDeleteStudents should taught the clear concepts of geometrical ideas with the help of examples in surrounding.
As a teacher I would like to made clear concept how to find area of a rectangle.
ReplyDeleteThis shows that there is a confusion regarding this topic so I would first teach the students what a rectangle is and its factors than I would go the concept of area which would help the students to solve the problem.
ReplyDeleteClearing doubt by showing some example and explaining the formula,as well letting students to rectify the answer by themselves after having clear concept.
ReplyDeleteFirst off all, I shall illustrate the shape of a rectangle and then would let them to know the concept of rectangle from formula. Then let them to analyse the solution by themselves.
ReplyDeleteBoth A and B are wrong C is right. According the situation as a teacher we must teach them the basic concept of length,breadth and perimetre of rectangle ...
ReplyDeleteThe answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
First of all, teacher should clear the concept of rectangle; how to calculate an area and a perimeter of a rectangle using formulas. Then, let the children calculate areas of both the rectangles and then compare it.
ReplyDeleteIn this activity A and B are wrong and C is correct because A and B do not uses the unitary method in solving word problems.
ReplyDeleteStudents should taught the clear concepts of geometrical ideas with the help of examples in surrounding.
As a teacher I would like to made a clear concept of rectangle how to find area and perimeter of rectangle.
ReplyDeleteThe teaching-learning activities should involves the participation of all the students. At first , I will demonstrated the shape of rectangle and clear the concept of rectangle. Then I will explain the concept of area . After that I ask the students one by one to solve the question and ask for justification.
ReplyDeleteTHANK YOU
First of all, I will explain thoroughly about what is rectangle and what is an area of a rectangle.Then I will solve a similar question explaining in detail.Thereafter I will let them solve questions on their own under my guidance.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteFirst of all, teacher should clear the concept of rectangle; how to calculate an area and a perimeter of a rectangle using formulas. Then, let the children calculate areas of both the rectangles and then compare them
ReplyDeleteThis type of problem may not be happen.The main problem facing by the students namely A and B are because they have not attended the class before while delivering the topic by their subject teacher.So to get a good Learning Outcome from the learners the concerned subject teacher teacher should repeatedly teach the students about the topic how to find the area of a rectangular .This type of practice can be done repeatedly till all the slow learners are in the position to solve this type of problem.
ReplyDeleteFirst of all, teacher should clear the concept of rectangle; how to calculate an area and a perimeter of a rectangle using formulas. Then, let the children calculate areas of both the rectangles and then compare them.
ReplyDeleteFirst of all doer should draw the diagrams respectively. To understand learner know the concept and question given. This complicated of rectangle needs basic concept.
ReplyDeleteI agree with the answer of 'c' because A and B,both have no clear concept of areas of rectangle.Being a teacher i have to teach students clear concept of perimeter and area of a rectangle.
ReplyDelete
ReplyDeleteProblem solving not only one of the important components of the study of Maths, permeates all aspects of life.
Word problems tend to be complicated in part because of their descriptive language. Students often don't understand exactly they are being asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamentals of Maths and can not formulate a plan for solving or separate an equation"s step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to
their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
There are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom.
I agreed with the answer of C as both C and A and B are having wrong concept of the rectangle .As a teacher I have to teach students clear concept perimeter and area of a rectangle .
ReplyDeleteThe students should be taught clear concept of area and perimeter of a rectangle through activities , such as an area of a classroom, floors, boundary of a school ect.
ReplyDeleteI agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students. Some interested student may be invited to solve the problem randomly from each corners of the classroom.The teacher may also divides the students in groups so that maximum good results may be achieved. After that the teacher will explain the topic again. Then home work assignment.
ReplyDeleteI will solve a similar question explaining in detail about the concept of the rectangle i.e perimeter of the rectangle, snd its formula. Thereafter I will let them solve questions and than solve their mistake so that the concept remain clear and they don't face any problem in the future.
ReplyDeleteLeaders should be taught the formula to calculate the area and perimeter of rectangle.
ReplyDeleteFirstly being a teacher I will explain the concepts of rectangle and its formula
ReplyDeleteIn this activity A and B are wrong and C is correct because A and B do not uses the unitary method in solving word problems.
ReplyDeleteStudents should taught the clear concepts of geometrical ideas with the help of examples in surroundin
I would not directly say that "A you are wrong" or "B, C you are wrong" since it will decrease their ability to give answers with confidence. Instead I will help them know the concepts of rectangle and make them help each other in learning better and more.
ReplyDeleteThe concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year.
ReplyDeleteREPL
Rather ,I will explain this with the help of the formula to find out the area of a rectangle. Area of rectangle=length×breadth.Say, the given length=5cm;breadth=4cm.Therefore ,area= 5cm×4cm =20sq.cm.Again, modified length=6cm(increase by1cm),modified breadth=3cm(decrease by 1cm).Therefore, area of modified rectangle =6cm×3cm=18sq.cm .Here,it is proof that A and B are in correct and C is correct.
ReplyDeleteI will first ask each student to explain as to how they have concluded their respective answers. This will in a way make us clear about what exact concept led them to calculate the values . As the answer given by C is correct,
ReplyDeletei will point out A and B's mistake and point out the exact step where the mistake is. Finally i will teach them about what a rectangle is, how to calculate its area with simple numerical examples.
I will explain this problem through activities how student C is correct it.
ReplyDeleteFirst of all,l will explain about the basic of rectangle such as its shape,perimeter,area etc.and then explain statements' of each i,e A,B,C through examples and proof whether wrong or right.
ReplyDeleteFirst of all,I will explain about the basic of rectangle such as its shape, perimeter,area etc.and then explain statements of each i,e A,B,C through examples and proof whether wrong or right.
ReplyDeleteThere are many students having many types of confusion regarding mainly in mathematical problems .It might be because of the reason that one and many might of zero knowledge in actually understanding the concept and lack of daily practicing.Beside this,in this activities A ans B are wrong while c is correct as because A and B lesser knowledge about how to find out the the area of rectangle.But on the other hand C having the clear concept hasn't made any mistake and the deal the problems easily.
ReplyDeleteThere are many proven steps or the methods for solving the problems in this subject and applying the same the teacher can deal with the situation.
I do agree with C.. Both A and B do not have the knowledge about the area of rectangle. In those cases I will clear the concepts of area and perimeter of rectangle.
ReplyDeleteIn this situation teacher should guide the students how to find out the area of rectangle by giving them different size and shape of rectangle and inculcate them the application of rectangle and made them clear concept of it.
ReplyDeleteFirst of all i would make the students understand about the concept of mathematical figures and their areas.
ReplyDeleteThen i will take some students and make them form a rectangle by holding each others hands. Thereafter, i would call more students and add them in the rectangle formed by the students.Then, i would ask them to notice if the area increased or decreased.In this way their concept can be made clear.
As per the statement given A and B are wrong and the statement given by C is right. A and B should learn about the basic concept of rectangle.
ReplyDeleteIn this situation, instead of telling the answer first I will explain all the three about the simple concept of rectangle. How to calculate it's area, perimeter and the relationship of it's length & breadth to area.
ReplyDeleteWhen all the concept are clear to them, they themselves will go for the correct answer. In addition to that I will explain the answer with suitable examples.
I do agree with the answer of C because A and B, they have no clear concept of areas of rectangle. As a teacher I have to teach students clear concept of perimeter and area of a rectangle.
ReplyDeleteThe situation arises due to students' difficulties in analyzing word problems. They are either unable to translate, or translate incorrectly. It is important to teach students how to think in solving such problems and explain to them that they can develop a lot of skills by practice.
ReplyDeleteFor many students who struggle with maths word problem are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Indeed, as students move forward in their mathematical learning, they will need to apply problem solving processes to more and more complex situations so they become college and career ready. The first common core state standard ( CCSS) for Mathematical practice focuses specially on problem solving.
Problem solving not only one of the important components of the study of Maths, permeates all aspects of life.
Word problems tend to be complicated in part because of their descriptive language. Students often don't understand exactly they are being asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamentals of Maths and can not formulate a plan for solving or separate an equation"s step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to
their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
There are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
Answered given by C is correct,and both A and B given the wrong answer. In this situation I handle by draw the shape of rectangle on the blackboard and show the students about the increasing line and decreasing line of the rectangle with suitable examples. I also taught them the clarified concept about area and perimeter of a rectangle.
ReplyDeleteIn the given situation both A and B seems to have failed to understand the concept of rectangle. Howerever as a teacher I would make them realise their mistake and understand the concept by involving them in activities and teaching them by citing examples from their surroundings.
ReplyDeleteI agree with the answers of 'C' as both C and A&B are having wrong cocepco of rectangle and perimeters of the rectangle shouos embedded in their minds
ReplyDeleteTo solve their doubt and settled their argument over different solutions,I'll explain them about rectangle and it's properties.I'll show them how area and perimeter of a rectangle are found.and solve a similar questions thoroughly on which they were arguing to make them understand.
ReplyDeleteAt first the teacher must clear the concept of length,breadth,perimeter and area of a rectangle.After that giving some example i.e, the area of a rectangle of length 4cm and breadth 3cm will be 4×3=12 sq.cm.If we increased its length by 1cm and decreased by 1cm,the new area will be 5×2=10 sq.cm.So we can conclude that the new area will get decrease as compared to the previous area. Therefore student c is correct.
ReplyDeleteFirst of all, I will explain about the area of a rectangle and how does a rectangle looks like. After that I will explain that area of a rectangle decreases with increase in length and decrease in breadth and also make their concept very clear so that they can solve these types of questions very easily without any difficulties.
ReplyDeleteThe concept of rectangle and its area should be made clear and than show them through diagram and an example. This way situation will be in control and A, B and C will understand what is correct.
ReplyDeleteLike these C is correct both A and B can be explain their mistakes with the help of a square grid.Area of a rectangle of L×B where L is the longer side and B is the grid we can show that if L is increased by 1 then we actually add. B. No of increased by 1 then we add L. No.of squares to the area,since L is more than B we get a larger area, if we increase B rather then increase L.
ReplyDeleteThis kind of situation may frequently occurs in children due to the lack of clear understandings of the concept of a particular lesson,chapter or topic.The students will not be able to solve any aspect of problems until and unless they have not acquired vivid comprehending of concepts.We will be able to handle this situation by familarise them about the concepts and formulae of finding the area of rectangle by adding suitable examples.And also providing opportunity to find out the area of a rectangle to each and every student in the classrooms.In this way the learners will learn the best method of learnings of their own in future.
ReplyDeleteFirst concept of quadrilateral, rectangle and it's area have to be made clear among students this will automatically bring the situation under control and with one with one example all the students shall understand and get their answer.
ReplyDeleteFirst of all being a teacher we should make it clear the concept of area of the rectangle to the students. Both A and B given the wrong answer because they didn't understand the concepts of perimeter of rectangle, before going through we should make them clear about the concepts of Geometry.
ReplyDeleteR.Tsering.
I do agree with the answer of C as both C and A&B are having wrong concept of the rectangle.I have to teach students clear concept parimeter and area of a rectangle
ReplyDeleteIn this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
ReplyDeleteThere are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
ReplyDeleteThere are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
I see that the C is correct with the concept of rectangle. The teacher must make the students clear about the concept of perimeter and area of a rectangle.
ReplyDeleteI agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students. Some interested student may be invited to solve the problem randomly from each corners of the classroom.The teacher may also divides the students in groups so that maximum good results may be achieved. After that the teacher will explain the topic again. Then home work assignment.
ReplyDeleteFirst of all I will demostrated shape of rectangle clear the concept of rectangle and then i will explain concept of area and then after i will give ine chance to each Student to justify his answer through this method student will able to understand concept of rectangle area.
ReplyDeleteThe answer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L.
Being a teacher,I will explain the clear concept of a rectangle,its length and breadth, perimeter and area.How to find out the perimeter and area of a rectangle using formulas by giving examples.Once the students got the clear concept,then let them solve the given problem themselves.
ReplyDeleteThis way , students will become more confident in problem solving.
.
I think C is the correct answer As, A and B doesn't have proper and basic concept of rectangle, length,breadth and area.
ReplyDeleteAt first the teacher must clear the concept of length,breadth,perimeter and area of a rectangle.After that giving some example i.e, the area of a rectangle of length 4cm and breadth 3cm will be 4×3=12 sq.cm.If we increased its length by 1cm and decreased by 1cm,the new area will be 5×2=10 sq.cm.So we can conclude that the new area will get decrease as compared to the previous area. Therefore student c is correct.
ReplyDeleteThe students must have the prerequisite knowledge of the place value system and its use in the additional procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDeleteFirst of all i will demonstrate shape of rectangle and then i will explain concepts of area and then after i will give chance to students to justify his answer through this method students will able to understand concept of rectangle area
ReplyDeleteIn this situation,instead of telling the answer first I will explain all the three about the simple concept of rectangle. How to calculate it's area,perimeter and the relationship of its length and breadth to area. When all the concept are clear to them,they themselves will go for the correct answer. In addition to that I will explain the answer with suitable examples.
ReplyDeleteI being the teacher would again explain the concept of rectangle and would clear the doubt by explaining the procedure of finding area of rectangle angain and again and explain what would be the area of rectangle if one increases or decreases its length and breadth
ReplyDeleteThe students should be taught in detail about the rectangle. The shape, what is the length and the breadth and which sides of the reactangle are considered the respectives. Then it can be proceeded to the teaching of the formula of area of rectangle so that they can understand in future on how to solve more questions. Same should be done with the other geometric shapes, distinguish among them and clearly be taught about their respective area and perimeter formulas and how to implement them.
ReplyDeleteBoth the students AB are wrong both of them don't have clear concepts of the rectangle.As a teacher we should teach the concepts of the area of rectangle.
ReplyDeleteIn this activities A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done the mistake due to their misconception about area but the struggling with word problem. On the other hand C have clear concept of area and have no difficulty to deal with the words problem .And students should taught the clear concept of rectangle and their formula. After that by giving simple example to solve the problem.
ReplyDeleteFirst I will correct the students, that is mark the correct answer from which they gave.Then I will explain the process with the help of formula to make them clear.
ReplyDeleteFirst of all I explain to the student about the concept of rectangle and their formula,how to fit and where to fit the formula of rectangle.Then I solved the equation with simple and easy example,so that the student should able to understand and clear the concept of rectangle.
ReplyDeleteBoth students A and B are wrong both of them don't have clear concepts of the rectangle. As a teacher we should teach the concepts of the area of rectangle.So in this situation at first the teacher must clear the concept of length, breath, perimeter and area of rectangle.
ReplyDeleteFirst of all the concept of the geometrical figure and it's calculative formula must be made clear to the students... They should be told that each geometrical figure has a different formula to find out it's area, perimeter etc. Then with the help of different examples we can help them understand better..
ReplyDeleteBoth A and B are wrong. C is correct. I will explain this concept with diagram drawn in blackboard and explain that the longer side is length and the shorter side is breadth. Let length,l = 6cm and breadth,b=3cm,
ReplyDeleteThen area = 6 x 3 = 18 sq cm
If l + 1= 6+1=7cm and b-1= 3-1=2.cm
Then New area = 7x2= 14.Sq cm.
In this way a student would understand rhe concept better.
Also we can make use of blocks and let the students try to solve it by themselves.
The situation occurred due to students difficulties in analizing word problems. For many students who struggle with mathematics word problems are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Mathematics practice focuses specially on problem solving is not only one of the important components of the study of Maths, but permittes all aspects of life.
ReplyDeleteWord problems tend to be complicated because of their descriptive language. Students often don't understand exactly they are asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamental of Mathematics and cannot formulate a plan for solving a separate equation's step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done mistake due to their misconceptions about area because they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem. There are a proven step- by- step methods for solving word problem, and by applying them a teacher can deal with a situation in his or her classroom. Here are a few strategies we use to help students to solve word problem.
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and level it.
3. Think, " What do I need to find ?" i.e. determine goal of the problem.
4. List what are given.
5. Find the key words.
6. Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works done.
8. Practice word problem often.
The situation occurred due to students difficult in analyzing word problems. For many students who struggle with maths word problem are just a jumble of words and numbers.
ReplyDeleteHowever , we can help students make sense of these problems by teaching them problem sloving process. Mathematical practice focuses specially on problem sloving. Problem sloving is not only one of the important components of the study of maths,Permitted all aspects of life.
Word problems tend to be complicated because of their descriptive language. Students often don't understand exactly they are asked , especially when the problems include abstract concepts.Othet issues arises when students lack the fundamentals of maths and can not formulate a plan for sloving a separate on equation's step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to the area of rectangle but they have done mistake due to their misconception about area because they are struggling with word problem.On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problems. There are a proven step by step methods for sloving word problem, and by applying them a learner can deal with the situation in his or her classroom. Here are a few strategies we use to help students to slove word problem.
Read the entire problem and try to translate and then try to understand the meaning of the problem.
2_Draw a simple picture of the situation that the problem present and level it
3_think "What do it need to find?" I.e determine goal of the problem.
4_ List what are given.
5_ Find the key words.
6_ Establish a strategy or write an equation to represent the picture and then slove the equation.
7_ Check your works when Dane.
8_Practice word problem often.
I agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students. Some interested student may be invited to solve the problem randomly from each corners of the classroom.The teacher may also divides the students in groups so that maximum good results may be achieved. After that the teacher will explain the topic again. Then home work assignment.
ReplyDeleteAgreed with C, both A & B are wrong.
ReplyDeleteBeing a teacher,I will explain the clear concept of a rectangle,its length and breadth, perimeter and area.How to find out the perimeter and area of a rectangle using formulas by giving examples.
To handle the situation,I will try to know whether they understand the concept of finding the area of rectangle.
ReplyDeleteThen I will try to clear the concept by giving an example.
Say, Length=5,Breadth =4
Then,Area=L×B=5×4=20sq
If L=5+1=6,B=4-1=3
Then,Area=6×3=18sq
From the above,we can say that'C'is correct but A & B are wrong.
First l explain the students about the clear concept of the area of rectangle. After that the students should able to understand and clear the concept of rectangle.
ReplyDeleteI will teach the students about the concept of area, perimeter and their formula. Then I solve the problem by giving examples. That is, the area of a rectangle of length 6cm and breadth 5cm will be 6x5=30cm. If the length is increased by 1and the breadth decreased by 1, then the area will be 7x4=28cm. By this example, students should able to understand C is correct.
ReplyDeleteTo handle this type of situation, we can show them by demonstrating with a piece rectangular paper. For eg. length and breadth of a rectangle are 4cm and 3cm, when we increase the length by 1cm the length become 5cm and area of rectangle is increased by 3 sq.cm and when we decrease the breadth by 1cm the breadth become 2cm and the area of the rectangle decrease by 5 sq. cm . So, the area of the rectangle are decrease by 2 sq.cm.
ReplyDeleteFirst of all we should teach the students about the clear concepts of the area of rectangle and perimeter of rectangle.
ReplyDeleteIn this situation, instead of telling the answer first I will explain all the three about the simple concept of rectangle. How to calculate it's area, perimeter and the relationship of it's length & breadth to area.
ReplyDeleteWhen all the concept are clear to them, they themselves will go for the correct answer. In addition to that I will explain the answer with suitable examples.
I agree with the answer of C as both A&B are having wrong concepts about rectangle. The role of the teacher is to impart clear knowledge about rectangle. The formulas of rectangle and perimeter of the rectangle should be embedded in their mind. The teachings learning activities should involves the participation of all the Students.
To understand the clear concept of rectangle the student must know the shape and size of rectangle. Before going to attemps any geometry equation the teacher must make the understand to student about the figures and equation formula. To handle or clear the given situation of A B and C. The teacher must teach to student by doing pratical calculation. Suppose length 3cm and breadth 2cm. The area of rectangle is 3*2=6cm. According to A situation length increase by 1 ie 3+1=4cm and breadth decrease by 1cm ie.2-1=1cm. The area of rectangle is 4*1=4cm. The new area of rectangle is decrease by 2cm not remain same. According to B idea also wrong because breadth decrease by 1cm the area also decrease not increase C is correct the new area will decease.
ReplyDeleteFirst of all introduce the concept of rectangle to students very clearly and its area , perimeter , length breadth and their relations . Students will be able to give right answer only after this.
ReplyDeletelearners should be taught the concept and meaning and area of rectangle.The perimeter and the relation between length,breadth,area should also be beautifully illustrated .After that the learners will be able to give correct answer.
ReplyDeleteThe role of the teacher is to impart clear knowledge about rectangle to the students. The formulas of perimeter of the rectangle should be embedded in their mind.
ReplyDeleteI agree with C because both A and B don't have knowledge about rectangle. So, being a teacher, firstly I will teach a clear concept of area of rectangle.
ReplyDeleteC is right.. and I will handle this situation by solving similar type questions and clear their doubt by teching the concept of area, rectangle etc with simple examples
ReplyDeleteI agree with the 'C' because in my opinion 'A' and 'B' are having a wrong concept. So it is our duty teach a right way to understand a clear concept of the rectangle and perimeter.
ReplyDeleteFirstly, I would like to support all three students confidence level for their statements. Then after I will label the shape and size of rectangle. By teaching all students regarding the increased/decreased by 1 , I will conclude the right answer is of C.
ReplyDeleteFirst I explain to the students about the clear concept of rectangle and after that the students should be able to understand the clear concept of the rectangle.
ReplyDeleteA simpler way to solve this is to actually work out a question of that kind on the board.After working the question out,it will be made clear that C was correct.
ReplyDeleteFirst of all students should have clear concept of rectangle, how to calculate it's area, perimeter and the relationship of its length and breadth to area.After that they will do it without any difficulty.
ReplyDeleteFirst I will explain about a rectangle and I will teach them that the area of the rectangle is l × b.
ReplyDeleteSuppose the length of the rectangle is 7 cm and its breadth 5 cm.
Then the area of the rectangle = l × b = 7 × 5 = 35 sq. cm.
If we increase the length by 1 cm, and decrease the breadth by 1 cm, then the area will be = 8 × 4 = 32 sq. cm.
Therefore both A and B are wrong and C is correct because the area for the rectangle decreased. Likewise, we can take several other examples to make them understand the concept of rectangles.
As a teacher it is very important to keep in mind that each child understands the concept and they might need very basic instructions for the concept to be clear.A very important idea is by creating shape blocks and patterns for them to understand better and practice the problems.
ReplyDeleteIn this situation it is very clear that C understood the concept of the problem well and is therefore able to give correct answer whereas and A and B lack understanding of the concept.so solving the problem for them and making them practice on their own will help them understand better.
I appreciate the inquisitive nature of A, B and C. I will demonstrate to them how to find the correct solution to the problem which is what C said, i.e. the area of the new rectangle will always be smaller than that of the original rectangle.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteC have a clear understanding of area of rectangle and multiplication . So his answer is correct. But for A and B the concept of rectangle, its,area and multiplication is not clear. They should be taught properly. So that they should realize their misconceptions As a rectangle is a plane figure with four straight sides and four right angles especially one with unequal adjacent sides where length is the longer side. Though length is increased and breadth decreases with 1 the area may not increase rather it will decrease. This may be taught with example such as
ReplyDeleteArea -
Length 7cm ×breadth 3cm= 21sqcm
If 1 increased in length and 1decreased in breadth
Than;- 8cm×2cm=16sqcm
I agree with the answer C, both A and B are wrong answer because both didn't understand the concept of perimeter of a rectangle. Students should be given the concept of rectangle and it's perimeter.
ReplyDeleteThe situation arises due to students' difficulties in analyzing word problems. They are either unable to translate, or translate incorrectly. It is important to teach students how to think in solving such problems and explain to them that they can develop a lot of skills by practice.
ReplyDeleteFor many students who struggle with maths word problem are just a jumble of words and numbers. However, we can help students make sense of these problems by teaching them problem solving processes. Indeed, as students move forward in their mathematical learning, they will need to apply problem solving processes to more and more complex situations so they become college and career ready. The first common core state standard ( CCSS) for Mathematical practice focuses specially on problem solving.
Problem solving not only one of the important components of the study of Maths, permeates all aspects of life.
Word problems tend to be complicated in part because of their descriptive language. Students often don't understand exactly they are being asked, especially when the problems include abstract concepts. Other issues arise when students lack the fundamentals of Maths and can not formulate a plan for solving or separate an equation"s step.
In this activity A and B are wrong while C is correct because both A and B have adequate knowledge about how to find the area of rectangle but they have done not done the mistake due to
their misconceptions about area but they are struggling with word problem. On the other hand C has complete and clear concept of area and having no difficulty to deal with the word problem.
There are a proven step -by -step methods /strategies for solving word problem and by applying them a teacher can deal with the situation in his or her classroom. Here are a few strategies we use to help students to solve word problem:-
1. Read the entire problem and try to translate and then try to understand the meaning of the problem.
2. Draw a simple picture of the situation that the problem presents and lebel it.
3. Think "what do I need to find"? i.e. determine goal of the problem.
4.List what are given.
5. Find the key words.
6.Establish a strategy or write an equation to represent the picture and then solve the equation.
7. Check your works when done.
8.practice word problem often.
If and when such situation arises, I will clear the above concept with examples to show that what 'student C' said is correct. This is because the increase in length by 1 unit is not enough to compensate the decrease in breadth (which actually is a reduction in number of times the length is added to itself by 1 count.)
ReplyDeleteExample: If the original dimension of a rectangle is 'length= 10 and breadth= 8' then repeated reduction in breadth and repeated addition in length by 1 unit each would give the following results for area of respective rectangles:
8×10=80
7×11=77
6×12=72
5×13=65
4×14=56
3×15=45
2×16=32
1×17=17
Here C is correct. In order to make A and B clear about the problem I will practically show them, demonstrating with examples and using the formula (area of rectangle).
ReplyDeleteI agreed with the answer of C, because AandB, They have no clear concept of area of rectangle. As a teacher I have to teach students clear concept perimeter and area of a rectangle.
ReplyDeleteI agreed with the answer of c'.The role of the teachers to impart clear knowledge about rectangle, perimeter, of the rectangle formula.Then the students can give right answer.
ReplyDeleteanswer given by C is correct. Both A and B can be explained their mistakes with the help of a square grid.
ReplyDeleteArea of a rectangle of LxB where L is the longer side and B is the shorter side. With the help of the grid we can show that if L is increased by 1 then we actually add "B" no. of squares to the area, whereas if B is increased by 1 then we add "L" no. of squares to the area. Since L is more than B so we get a larger area if we increase B rather than increase L
First of all the teacher must clear the concept of length, breadth, perimeter and area of a triangle. After that citing an example ie. the area of a rectangle of length 5cm and breadth 3cm will be 5×3=15 sq.cm.If we increase its length by 1cm and decrease breadth by 1cm, the new area will be 6x2= 12 sq.cm. So we can conclude that the new area will get decrease as compare to the original area.Therefore, student 'C' is correct.
ReplyDeleteTo settle this problem first I will demonstrate the shape of rectangle before the students and clear the concept of rectangle and it's area. After this I will give chance to each students to justify their statement.
ReplyDeleteIn this activity A and B are wrong and C is correct because A and B do not uses the unitary method in solving word problems.
ReplyDeleteStudents should taught the clear concepts of geometrical ideas with the help of examples in surrounding.
I do agree with the answer of 'C' because A and B, they have no clear concept of area of rectangle that is length x breadth. So, as a teacher i have to teach students to clear concept about perimeter and area of a rectangle.
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