Lesson Plan | Socioemotional Learning | Area: Rectangle and Parallelogram

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear and structured understanding of the mathematical concepts that will be addressed, while developing socioemotional skills that are essential for collaborative learning and problem-solving. This initial stage serves to align expectations and create a focused and welcoming learning environment.

Main Goals

1. Understand the formula for the area of a rectangle and a parallelogram (A = b x h) and its application in practical problems.

2. Develop the skill to calculate the areas of rectangles and parallelograms using the provided formula.

3. Recognize practical situations where area calculation is necessary, such as in calculating the area of land.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Mindfulness Moment: Focus on Now

The emotional warm-up activity will be a Mindfulness session aimed at promoting the focus, presence, and concentration of students. Mindfulness is a technique that involves paying full attention to the present moment, helping to reduce stress and anxiety, as well as improving students' concentration capacity and emotional resilience. This exercise will be brief and easy to follow, providing a great start to the lesson.

1. Instruct students to sit comfortably in their chairs, with their feet on the floor and their hands resting on their thighs.

2. Ask students to gently close their eyes or direct their gaze to a fixed point on the floor.

3. Start the session by asking students to breathe deeply, inhaling through their nose and exhaling through their mouth, three times.

4. Guide students in a brief observation of their body, asking them to notice the feeling of their feet touching the floor, their hands on their thighs, and their posture in the chair.

5. Instruct students to direct their attention to their breathing, observing the movement of air entering and leaving their body. Ask them to maintain their attention on their breathing for a few minutes.

6. If the mind wanders, ask them to gently bring their attention back to their breathing, without judgment.

7. Conclude the session by asking students to take three more deep breaths and slowly open their eyes or lift their gaze.

Content Contextualization

Mathematics is present in many everyday situations, and understanding how to calculate the area of geometric shapes like rectangles and parallelograms is a practical and useful skill. For example, thinking about the area of a plot of land can help one understand better the available space to build a house, garden, or any other structure. Additionally, calculating areas is essential for various professions such as architecture, engineering, and interior design. By learning to calculate area, students not only develop mathematical skills but also practice their problem-solving and responsible decision-making abilities.

In the socioemotional context, today's lesson will help students develop self-awareness and self-control when facing mathematical challenges. Learning how to cope with frustrations, persist in the face of difficulties, and collaborate with peers are skills that go beyond mathematics and are fundamental for personal and social growth.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Definition of Rectangle and Parallelogram: Explain that a rectangle is a parallelogram with all right angles (90 degrees). Emphasize that its properties are essential for calculating the area.

2. Area Formula: Introduce the area formula for both, rectangle and parallelogram, which is A = b x h, where 'b' represents the base and 'h' the height.

3. Practical Example: Demonstrate how to calculate the area of a rectangle with a base of 5 cm and a height of 8 cm. Calculate: A = 5 x 8 = 40 cm². Show how the same formula applies to a parallelogram with the same dimensions.

4. Analogies: Use analogies to facilitate understanding, such as comparing the base and height of a rectangle/parallelogram with the dimensions of a rug, where the formula A = b x h helps determine the size of the rug needed to cover a specific area.

5. Importance in Real Life: Highlight everyday situations where this formula is useful, such as calculating the area of land for construction or for purchasing materials like flooring and tiles. Connect these examples with professions that use these calculations, such as architecture and engineering.

Socioemotional Feedback Activity

Duration: 35 to 40 minutes

Calculating Areas in Real Situations

Students will apply the concepts learned about the calculation of areas of rectangles and parallelograms to practical problems. The activity involves solving problems that simulate real situations, such as calculating the area of plots of land of different shapes.

1. Divide students into groups of 3 to 4 members.

2. Distribute sheets of paper with practical problems involving the calculation of the area of rectangles and parallelograms.

3. Instruct groups to solve the problems using the formula A = b x h.

4. Ask students to write down their answers and prepare a brief explanation of their resolution process.

5. After the resolution, each group should present their results to the class.

6. During the presentations, encourage students to ask questions and provide constructive comments on their peers' work.

Group Discussion

After the presentations, lead a group discussion using the RULER method:

*易 Recognize: Ask students how they felt during the problem-solving and presenting their answers. Encourage them to recognize their emotions and those of their peers, highlighting moments of frustration, overcoming, and collaboration.

* Understand: Discuss the causes of these emotions. For example, what caused anxiety or satisfaction during the activity? How did group collaboration influence these emotions? Encourage students to reflect on how these emotions affected their performance and learning.

*️ Name: Help students correctly name their emotions. Use terms like 'anxious', 'confident', 'frustrated', or 'satisfied'. This facilitates clear expression of feelings and communication among peers.

*️ Express: Encourage students to express their emotions appropriately, either verbally or in writing. Promote a safe environment where everyone feels comfortable sharing their experiences.

* Regulate: Discuss strategies to regulate difficult emotions during challenging tasks. Examples include breathing techniques, asking for help from classmates or teachers, and breaking tasks into smaller steps to make the work more manageable.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Conduct a reflection either in groups or individually about the challenges faced in the lesson and how emotions were managed. Ask students to write a brief paragraph or discuss in pairs about the moments when they felt frustrated, anxious, or satisfied, and how they dealt with those emotions. Encourage them to share strategies that worked well to maintain focus and calm during the resolution of mathematical problems.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students to identify effective strategies to deal with challenging situations. This promotes self-awareness and the development of emotional regulation skills that are crucial not only for academic success but also for personal growth.

Closure and A Look Into The Future

During the closing, encourage students to set personal and academic goals related to the lesson's content. Explain how the skill of calculating areas can be applied in different contexts and ask students to establish a practical goal, such as calculating the area of a space at home or helping a relative with a project that involves these measurements.

Possible Goal Ideas:

1. Calculate the area of a space at home for a personal project.

2. Help a relative or friend calculate the area of a plot of land or floor.

3. Practice more area calculation exercises to improve speed and accuracy.

4. Participate in collaborative activities to solve complex mathematical problems. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students can see the relevance of what they have learned and how to apply it practically in their lives, promoting continuous and meaningful learning.