The unit will be for students in the fourth grade that are in varying academic levels. The unit covers calculating or finding the area of shapes more specifically the rectangle and triangle. The activity introduces the students to grid paper and a chart form of calculating the area of the shapes mentioned. The students are either work in groups or individually to complete different tasks in this unit. The students are then given the materials and the instructions on how to carry out the assignment. The students are to use the A4 grid paper as a measuring guide when they cut out colored pieces of shapes and place them on the grid and have to explain the method they are using to find the area of the shapes. The students are then given the …show more content…
A second objective from the same domain would state the learner would be able to demonstrate the necessary steps to find the area of rectangles, squares, triangles, and parallelograms. The final example of a terminal objective in the cognitive domain would be the learner would calculate the area of shapes using mental math while using the grip paper. The Bloom’s taxonomy level being implied in this lesson are level 2: identify which measure the learners comprehension skills, level 3: demonstrate which constitutes for the application of the learning given, and last level 4: calculate this where the learner can independently analyze the concept learned and work it …show more content…
The objective will simple be the learner would be able to discuss how he or she was able to compute and derive to an answer. The level for this domain is level 3, which is where the learner is displaying value to what knowledge he or she has gained. The cognitive terminal objective that will be used to write 2 enabling objectives to help the learner reach the terminal objectives is to identify the definition of area. The first enabler is to identify the shapes that are being used to find the area and the second one will be to be able to multiply single or double