How to convert ares to square meters. How many square meters are there

Routing lesson

Thing:mathematics
Class: 2
Name of the educational and methodical kit (EMC): “ promising elementary School»

Lesson topic:"Permutation of factors"

Lesson type: discovery of new knowledge

The place of the lesson in the system of lessons 1

Target:

introduce students to the commutative property of multiplication; to form the ability to apply it in practice; reinforce the meaning of multiplication;

Tasks:Educational:
Developing:
Educational:

to form the ability to apply it in practice; reinforce the meaning of multiplication;

develop computational skills, mental operations of comparison, classification;

education of interest in the study of the subject, the ability to work in groups.

Subject UUD:

Regulatory UUD:

Communicative UUD:

Cognitive UUD:


Personal UUD:

the ability to determine and formulate the objectives of the lesson with the help of a teacher; pronounce the sequence in the lesson; work according to a collective plan; evaluate the correctness of the performance of an action at the level of an adequate assessment;

plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; make one's guess

skill listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them

ability to navigate in your knowledge system: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using a textbook, your life experience and information learned in class.

Planned results:

Subject Results:

Subject Results in ICT:

Metasubject results:

Personal results:

understand what the “commutative property of multiplication” is. Fix the meaning of multiplication . Be able to solve word problems. To be able to solve combinatorial problems to establish the number of pairs made up of elements of two sets. Finding the whole or parts, read mathematical expressions, inequalities, equalities.

be able to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the performance of an action at the level of an adequate assessment; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; make one's guess Regulatory UUD); be able to formulate your thoughts orally; listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them ( Communicative UUD); be able to navigate in your knowledge system: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using a textbook, your life experience and information received in the lesson (Cognitive UUD).

be able to self-assess based on success criteria learning activities.

Basic concepts:

Concepts:

Introduction to the commutative property of multiplication

Interdisciplinary connections:

Mathematics

Resources:

    main

additional

EMC "Perspective Primary School" "Mathematics" Grade 2 A.L. Chekin, interactive environment PeroLogo, dzor, handout.

Didactic
structure
lesson

(lesson stages)

Planned results

Tasks for students, the implementation of which will lead to the achievement of planned results

Activity
students

Activity
teachers

Stage 1. Organizing time.

Target: student activation

Creating conditions for inclusion in educational activities (motivation)

Stage 1. Organizing time.

Be able to jointly agree on the rules of conduct for communication at school and follow them. (Communicative UUD)

Be able to verbally express your thoughts. (Communicative UUD)

To be able to find the difference between the new and the already known with the help of a teacher .(Cognitive UUD)

Be able to listen and understand the speech of others. (Communicative UUD)

Has the bell rung already? (Yes)

Are we having a math lesson? (Yes)

Are you ready for the lesson? (Yes)

Will you listen carefully to the lesson? (Yes)

Do you want to know something new? (Yes)

So everyone can sit down!

Let's start our lesson. Let's remember the rules of conduct in the classroom.

Why these rules must be followed by each of us.

We have mathematics

So with new topic meet the whole class.

Today we will open without a doubt.

A very important property of multiplication for us.

Everyone, be careful, active and diligent.

Do you want to know a new topic?

Formulate and argue rules of conduct in the classroom.

Listen and watch.

Conducts instruction, prepares students for work. Creates conditions of the internal need for inclusion in educational activities.

Motivates

2.Updating knowledge.

Target: organize the actualization of the skills of finding the whole or parts;

Organize trial activities for students; arrange by students.individual difficulty.

2.Updating knowledge

(Communicative UUD)

.(Regulatory UUD)

Be able to verbally formulate your thoughts. (Communicative UUD)

Be able to pronounce the sequence of actions in the lesson to express your assumption . (Regulatory UUD)

(Personal UUD)

Front work

1. Write down today's date.

What can you say about the number 12? (natural, two-digit, odd, consists of 1 dec. and 2 units, neighbors 11 and 13)

How to get the number 12 using two single-valued terms?

Can you replace addition with multiplication? Why7

Read the expression different ways.

1. What does each factor in the number entry mean?

2. Read the words: term, multiplier, product value, sum value, term, multiplier.

What two groups can these words be divided into? (Group 1 - components of the addition action, group 2 - components of the multiplication action)

3. Let's count orally.

The kitten has 4 paws. How many paws does 2 kittens have? (eight)

How many ears do 4 dogs have?(8)

How many times does 5 go into 15? (3)

What term must be taken 3 times to get the number to get the number 12? (4)

The goose has 2 wings. How many wings does 7 geese have?

4. Review the notes. How can you name them? (sums)

12+12+12+12+12 22+22+22

Is it possible to replace the operation of addition with multiplication? Why? (Yes, in expressions all terms are the same)

Individual work.

Replace addition with multiplication and calculate the result.

Work with information

Participate in discussion problematic issues.

personal opinion.

Work on one's own

Organizes frontal work, offers tasks for practicing oral calculations

Includes students to discuss problematic issues.

Organize and provide control over the execution of the task.

Organizes individual work

Stage 3. Formulation of the problem. Target- make the initial assumption that the value of the product does not depend on the permutation of factors.

Stage 3. Formulation of the problem.

Be able to verbally formulate your thoughts. (Communicative UUD)

Be able to navigate your system of knowledge: to distinguish the new from the already known. (Cognitive UUD)

Cognitive UUD

Regulatory UUD

Cognitive UUD

Regulatory UUD

Open the textbook and read the topic of the lesson. ("Permutation of factors")

What is the goal of the lesson? (To get acquainted with the permutation property of the factor)

1. Learn the property of multiplication

2. Be able to apply the commutative law of multiplication

3. Practice math

What will help us achieve our goal of the lesson.

I can tell you;

Or will you work in pairs and bring out yourself? (themselves)

Let's compare and find the result of two tasks?

    Well, a physical education lesson, the boys lined up in two lines of 4 people each. How many boys lined up in two lines?

2. The girls lined up for a tennis lesson in 2 columns of 4 people each. How many girls lined up?

Do you think these tasks are different or the same? Can we answer the question of the problem?

What will help us answer the question?

(It will help us to create an illustration for the problem.) Where can we create an illustration? (In the program Pervologo) What should we remember? (Remember the rules of working with a computer.)

Rules for working with a computer

1) Start work strictly,

With the permission of the teacher,

And remember: you are the answer,

For order in the office.

2) If it sparkles somewhere,

Or something smokes.

Don't waste time -

You need to call the teacher.

3) The mouse loves to be

Hands are clean and dry.

It's better not to drink here, not to eat,

So as not to disturb the order.

4) Do not enter in wet clothes,

Don't get your hands wet either.

5) Cords, sockets, wires

You should never touch.

6) Keep your back straight

At a distance of 60 cm

From the screen you sit.

7) You sit at the computer,

You are watching the display.

No extra items

It can't be on the table.

8) Worked, read,

Everything you need is written down.

You turn off your computer

Take everything off the table.

Turn on your computer.

Find the Pervologo folder on your desktop .

Open it.

1.Select the drawing tool in the tools.

2. Then select backgrounds.

3. Select the Newborn Turtle from the toolbox and place it on the sheet.

4. Select the turtle costume tab from the command tabs:

5. Click on the desired suit. (we need boys and girls) The turtle on the sheet will turn into a boy, then into a girl

6. Copy as many items as you need to solve these problems. while choosing the stamp command

7. Select the new text in the tools (letter A)

8. Write down the desired expression.

9.Italicize the expression and select the desired font (20)

10.Select the desired color (blue)

11.Click on the letter A in the lower right corner.

12.Check the work.

And now independently depict in the upper left corner first the boys who stand in two lines of 4 people each, and in the upper right corner depict the girls.

Work in pairs.

Compare illustrations.

Write down the result by multiplying. 2*4=8(m) and 4*2=8(d)

What conclusion can be drawn? (permutation of the factors does not change the value of the product)

Participate in research and practical work

Fulfill work according to the algorithm proposed by the teacher

Work in pairs

Implement and provide mutual control in cooperation, the necessary mutual assistance

Organize research work

Conducts student instruction.

Teach work in the program Pervologo

Estimate the correctness of the task

Stage 4.Fizkultminutka.

Communicative UUD

Let's leave the desks. Watch and repeat the movements (music sounds)

Perform movements, mobilize strength and energy

Organizes physical education minute.

Stage 5 Discovery of new knowledge Purpose: carry out their assumptions that the product does not depend on the order of the factors.

Regulatory UUD

Cognitive UUD

Regulatory UUD

Be able to pronounce the sequence of actions in the lesson. (Regulatory UUD)

Working with the textbook on p.108

Open the textbook on p.108.

Read the dialogue between Masha and Misha.

- How did Misha build the soldiers?

What did Masha say?

- Which of them is right, prove it.

On the board: 5 2 2 5

Can it be argued that the values ​​of these products are equal? Why?

Open your notebooks and write down the corresponding equality of the two expressions.

5 2 = 2 5

Check the validity of this equality by calculating the value of each of the products using addition.

5 2 = 5 + 5 = 10

2 5 = 2 + 2 + 2 + 2 + 2 = 10

Who is right: Masha or Misha? Why? (both are right. The values ​​of the product are equal)

What conclusion did you draw?

(The value of the product does not change from the rearrangement of factors)

Work with information presented in the form of a drawing.

Realize mutual control

Render in cooperation mutual assistance

Formulate and justify personal opinion

Organizes individual presentation, exchange of opinions

Stage 5 Primary fastening.

Find the value of expressions, first based on the formulated property, and then calculations (replacing products with sums)

Develop math skills and logical thinking, building chains of inference

Be able to formulate your thoughts orally and in writing: listen and understand the speech of others ( Communicative UUD), (Regulatory UUD)

Let's once again be convinced of our assumptions (discoveries).

#2, p109 in writing (we make 2-3 columns).

Calculate the values ​​of the products in the column.

1 row-2 column

2 row-3 column

What conclusion can be drawn?

- Let's check our assumptions with the rule in the textbook on p.109.

Were our discoveries confirmed?

Fulfill tasks

Organizes students learning a new mode of action

Stage 7. Systematization and repetition of previously studied.

Ability for self-assessment based on the criterion of success of educational activities (Personal UUD)

Working with a computer (TB)

task 2.

Group work (3 people)()

Fulfill tasks

Independent application information. Perform self-test

Recall group work rules

Organizes doing self-work, self-checking

Stage 8. Reflection of activity

Target: fix the new content of the lesson; Summarize the work done in class.

Be able to pronounce the sequence of actions in the lesson (Regulatory UUD)

Ability for self-assessment based on the criterion of success of educational activities (Personal UUD)

What new did you learn in the lesson?

Have you completed all the tasks?

Where will we use the new property of multiplication?

Thank you for the lesson.

Formulate end result of your work

Organizes reflection

Project training session mathematics

Subject and teaching materials: mathematics grade 1, teaching materials "Perspective elementary school".

Topic of the lesson: Addition with the number 10.

Place of the lesson in the topic: 1 lesson

Type of lesson: discovery of new knowledge.

Purpose and expected result: Discover a new addition technique and use it in assignments different kind.

Lesson objectives (teacher activities):

1. Create problem situation to discover new knowledge.

2. Contribute to the discovery of students of a new method of addition.

3. Promote the conscious assimilation and application of new knowledge when adding to the number 10.

4. Organize self-assessment of the work of students in the lesson.

Equipment for the lesson: mathematics textbook grade 1 (A.L. Chekin), workbook"Mathematics in questions and assignments" No. 2 (O.A. Zakharova, E.P. Yudina), cards

Stages of the lesson, tasks and activities of students

Teacher activity

Student activities

    Study of

problematic situation.

Learn to see the problem and find ways out of it.

Expressions are written on the board.

Guys, Misha got confused in solving expressions, he was able to solve only one expression. Which?

And with what expressions he could not cope.

Let's help him.

How are these expressions similar?

How are they different?

Find an extra expression? Why do you think it's redundant?

Close with a card the expression that you think is superfluous.

He had already solved such expressions with Masha.

Children answer:

they are similar in that all expressions involve addition.

They differ in that not all expressions have the same second term.

The second expression is superfluous because the first term single digit.

Communicative

(children's statements)

2. Goal setting.

Determine the topic of the lesson, set a goal, learning objectives.

The teacher removes this expression and a note remains on the board:

Open the textbook and read the topic of the lesson. (the topic is posted on the board)

What should be done to find the meaning of these expressions?

I propose to discuss the following course of action in the lesson:

(the plan is posted on the board)

Tasks: 1) 10+2

Fizminutka.

Children read the topic of the lesson.

Addition with the number 10.

Discover a new method of addition and learn how to write down its result.

Open the addition trick with the number 10.

Learn how to correctly write the result of addition with the number 10

Practice solving these examples.

Rate your work.

Search and extraction of information)

Regulatory (goal acceptance and lesson setting)

Regulatory (action planning)

3. Discovery of new knowledge

Learn how to add single digit numbers with the number 10.

Develop the ability to generalize observations, draw conclusions.

What is the first task of the lesson?

Working with the tutorial on page 32

The teacher reads the task:

One day Misha said: “Masha, I noticed that if you add the number 10 to the single-digit number 2, you get the number 12, in which there is 1 ten and 2 more units.”

Can you tell me how to solve this example using the model?

What can be said?

How many tens and how many units in the number 1

Who wants to run the second model and tell how the expression 10 + 5 is solved

What did you notice as a result of the addition action?

How are these examples similar and different, and why?

Compare your rule with what is in the textbook.

Write down the rest of the addition steps in your notebook.

Can you complete the new scheme by adding any one-digit number to the number 10?

Finish the output:

When adding the number 10 to any one-digit number, a two-digit number is obtained, which has ...

Check our conclusion with the conclusion in the textbook.

Let's summarize the work. Read 1 problem.

Are we up to the task? (put v opposite the completed task)

Well done boys.

Open the addition trick with the number 10.

Children lay out mugs on the board and in notebooks. (10 green and 2 red)

1 term - 10 denote in green, the second term - 2 is denoted in red

There are 12 circles in total.

In the number 12 = 1 ten and 2 units.

Children perform similar work.

The result is two-digit numbers.

They are similar in that in the answer the number 1 is in the place of tens, but they differ in that in the place of units in the first example there is the number 2, and in the second -5, because in the first example they added a single-digit number 2, and in the second example they added 5.

in the tens place is the number 1, and in the units place is the digit of this single-digit number.

Children read:

When adding the number 10 to a single-digit number, a two-digit number is obtained, in which the digit 1 is in the tens place, and the digit of this single-digit number is in the ones place.

Regulatory (holding the goal of the lesson)

Communicative ( monologues children)

cognitive

(logical observations, comparisons, inferences)

Cognitive (informational)

cognitive

(modeling)

Cognitive (informational)

4. Shaping

primary skills based on self-control

Learn how to add 10.

Learn to do difficult tasks.

Let's move on to lesson 2.

Task number 2.

Work in pairs.

Read the assignment.

Take the chips and close the correct amounts.

Write down the amounts in your notebook. What task still needs to be completed?

Have you solved all the addition examples with the number 10?

Run the simulation.

Make a conclusion.

Read lesson 2.

Did we get it right on task 2? (put v opposite the completed task)

Tell us why you value yourself so much?

What task have we not completed yet?

Task number 2 in the notebook on page 31

Read the assignment.

1 option-1 column (1-4 examples)

Option 2 1 column (5-8 examples)

We do the task ourselves.

Look carefully at the examples of the second column. What needs to be done to make the records correct?

Tell us how to control yourself when writing missing terms?

Option 1 - 2 columns (1-4 examples)

Option 2 - 2 column (5-8 examples)

Can we say that we coped with the 3rd task.

(put v opposite the completed task)

Examples are written on a hidden blackboard. After finishing the work, the children independently check their work.

1 criterion: I know the output when adding to the number 10

Criterion 2: I can write missing terms

Who will tell you how you value yourself?

Write down in a notebook all the sums in which the first term is -10, and the second is a single-digit number.

Children discuss and complete the task in pairs.

Find the value of the sum.

10+1=11, 10+7=17, 10+9=19, 10+4=14

No, there are 2 examples left:

Children draw 2 red circles and 10 green ones.

Children conclude that with this addition, the same result is obtained.

Yes. (Children hold hands)

Several children talk about their work results.

Practice solving these examples.

Fill in the blanks so that the entries are correct.

Mutual check

Write either the first term or the second.

Based on the value of the sum, based on the rule, determine which term is the number 10, and which term is a single-valued term.

Children evaluate themselves according to criteria.

Communicative (statements of children)

Communicative (communication)

cognitive

(modeling)

Regulatory (control)

Cognitive (sign-symbolic and literal)

Regulatory (control)

5. Reflection

Learn to evaluate your work in class.

What was our goal at the beginning of the lesson?

Did they cope with all the tasks (clearly visible)

1. I can teach another student a new addition technique.

2. I know and can add with the number 10.

3. I know, but I doubt the solution of these examples.

Children are talking.

Self-assessment of students with the help of statements.

Regulatory

(target hold)

Personal

(ability for self-assessment based on the criterion of success in educational activities)

What is weaving, ar, hectare, square kilometer? How many hectares, square meters and kilometers in one are (hundred) of land? How many square meters, kilometers and acres are in one hectare of land? How many acres, hectares and square meters in one square kilometer?

How many square meters in 1, 10, 100, 1000 acres: table

What is an acre of land? Weave of land is a unit of measurement of the size of the site, weaving is equal to one hundred square meters.

The following units are used to measure areas: square millimeter (mm 2), square centimeter(cm 2), square decimeter (dm 2), square meter (m 2) and square kilometer (km 2).
For example, a square meter is the area of ​​a square with a side of 1 m, and a square millimeter is the area of ​​a square with a side of 1 mm.

You can also say that in one weave of 100 square meters. meters and it will be correct if we say in hectares that one weave is one hundredth of a hectare.

  • Weaving is a unit of measurement for the size of a plot, which is often used in a summer cottage or agriculture. In science, it is customary to use an analogue of weaving - ar. Ar (weaving) - the area of ​​​​a square with a side of 10 m.
  • Based on the name of this measure, one can already guess that we are talking about hundreds of meters.
  • Indeed, one weave is equal to 100 m 2.
  • In other words, one weave will be equal to the area of ​​​​a square with sides of 10 m.
  • Accordingly, in ten acres there will be 1000 m 2.
  • 100 acres contain 10,000 m 2, and 1000 acres contain 100,000 m 2.
  • In other words, to calculate how many square meters are in a given number of acres, you need to multiply the acres by 100.

Area units

1 weave = 100 square meters = 0.01 hectare = 0.02471 acre

  • 1 cm 2 \u003d 100 mm 2 \u003d 0.01 dm 2
  • 1 dm 2 \u003d 100 cm 2 \u003d 10000 mm 2 \u003d 0.01 m 2
  • 1 m 2 \u003d 100 dm 2 \u003d 10000 cm 2
  • 1 ar (weave) \u003d 100 m 2
  • 1 ha (hectare) \u003d 10000 m 2

How many acres in 1, 10, 100 square meters: table

Area units conversion table

Area units 1 sq. km. 1 hectare 1 acre 1 weave 1 sq.m.
1 sq. km. 1 100 247.1 10.000 1.000.000
1 hectare 0.01 1 2.47 100 10.000
1 acre 0.004 0.405 1 40.47 4046.9
1 weave 0.0001 0.01 0.025 1 100
1 sq.m. 0.000001 0.0001 0.00025 0.01 1

The system adopted in Russia for measuring land areas

  • 1 weave = 10 meters x 10 meters = 100 sq.m
  • 1 hectare \u003d 1 ha \u003d 100 meters x 100 meters \u003d 10,000 square meters \u003d 100 acres
  • 1 square kilometer = 1 sq. km = 1000 meters x 1000 meters = 1 million sq. m = 100 hectares = 10,000 acres

Inverse units

  • 1 sq. m = 0.01 acres = 0.0001 ha = 0.000001 sq. km
  • 1 weave \u003d 0.01 ha \u003d 0.0001 sq. km
  • To calculate how many acres are in square meters, you need to divide the given number of square meters by 100.
  • Thus, in 1 m 2 there are 0.01 weave, in 10 m 2 - 0.1 weave, and in 100 m 2 - 1 weave.

What is a hectare of land?

Hectare- a unit of area in the metric system of measures used to measure land. Field areas are measured in hectares (ha). A hectare is the area of ​​a square with a side of 100 m. So, 1 ha is equal to 100,100 square meters, that is, 1 ha = 10,000 m 2.

Abbreviated designation: Russian ha, international ha. The name "hectares" is formed by adding the prefix "hecto..." to the name of the area unit "ar"

1 ha \u003d 100 ar \u003d 100 m x 100 m \u003d 10,000 m 2

  • A hectare is a unit for measuring the size of a plot, which is equal to the area of ​​​​a square with sides of 100 m. A hectare, like a weave, is mainly used as measuring units only in agriculture and summer cottages.
  • The designation of a hectare looks like "ha".
  • One hectare is equal to 10,000 m 2 or 100 acres.

How many square meters in 1, 10, 100, 1000 hectares: table

  • In order to calculate how many square meters in a given number of hectares, you need to multiply the number of hectares by 10,000.
  • Thus, there are 10,000 m 2 in 1 ha, 100,000 m 2 in 10 ha, 1,000,000 m 2 in 100 ha, and 1,000,000 m 2 in 1000 ha.

Thus, one hectare corresponds to 10,000 m2. It can easily fit a football field (0.714 hectares) or more than 16 summer cottages (the area of ​​​​each is 6 acres). Well, Red Square will be twice as large as one hectare, its area is 24,750 m 2.

1 square kilometer is 100 times larger than 1 hectare. Similarly, we determine: 1 ha - how many acres are in the composition. One weave covers an area of ​​100 square meters. Therefore, in comparison with a hectare, weaving is 100 times less than a hectare.

  • 1 weave\u003d 10 x 10 meters \u003d 100 m 2 \u003d 0.01 ha
  • 1 hectare (1 ha)\u003d 100 x 100 meters or 10,000 m 2 or 100 acres
  • 1 square kilometer (1 km2)\u003d 1000 x 1000 meters or 1 million m 2 or 100 hectares or 10,000 acres
  • 1 square meter (1 m 2)= 0.01 acres = 0.0001 ha

How many acres in 1, 10, 100, 1000 ha: table

Units 1 km 2 1 ha 1 acre 1 weave 1 m 2
1 km 2 1 100 247.1 10000 1000000
1 ha 0.01 1 2.47 100 10000
1 acre 0.004 0.405 1 40.47 4046.9
1 weave 0.0001 0.01 0.025 1 100
1 m 2 0.000001 0.000001 0.00025 0.01 1
  • To calculate how many acres corresponds to a given number of hectares, you need to multiply the number of hectares by 100.
  • So, in 1 hectare there are 100 acres, in 10 hectares - 1000 acres, in 100 hectares - 10,000 acres, and in 1000 hectares - 100,000 acres.

How many hectares in 1, 10, 100, 1000, 10,000 acres, square meters: table

ha ar m 2 cm 2
1 km 2 100 ha 10 000 are 1,000,000 m2 1,000,000,000 cm2
1 ha 1 ha 100 are 10 000 m2 100,000,000 cm2
1 are 0.01 ha 1ar 100 m2 1,000,000 cm2
1 m 2 0.0001 ha 0.01 are 1 m 2 10,000 cm2
  • To calculate how many hectares are contained in a given number of acres, you need to divide the number of acres by 100.
  • And in order to carry out such calculations with square meters, it is necessary to divide their number by 10,000.
  • So, in 1 acres there are 0.01 ha, in 10 acres - 0.1 ha, in 100 acres - 1 ha, in 1000 acres - 10 hectares, in 10,000 acres - 100 hectares.
  • In turn, in 1 m 2 there are 0.0001 ha, in 10 m 2 - 0.001 ha, in 100 m 2 - 0.01 ha, in 1000 m 2 - 0.1 ha, and in 10000 m 2 - 1 ha.

How many square kilometers are in 1 hectare?

1 ha \u003d 10,000 m 2

1 km 2 \u003d 100 ha

  • A square kilometer is a unit of measure for the area of ​​land. equal to the area a square with sides of 1000 meters.
  • There are 100 hectares in one square kilometer.
  • Thus, to calculate the number of square kilometers in a hectare, it is necessary to divide its given number by 100.
  • So, in 1 ha there are 0.01 km 2

What is 1 are equal to?

Ar a unit of area in the metric system of measures, equal to the area of ​​​​a square with a side of 10 m

  • 1 ar \u003d 10 m x 10 m \u003d 100 m 2 .
  • 1 tithe = 1.09254 ha.
  • Arom is a unit of measure for the size of a plot, equal to the area of ​​a square with sides of 10 m.
  • In other words, ar is equal to a hundredth.
  • In 1 are there are 100 m 2, 1 weave, 0.01 ha, 0.0001 km 2.

How many ares are in one hectare?

  • There are 100 ares in one hectare, just like acres.

What is 1 acre equal to?

Acre land measure used in a number of countries using the English system of measures (Great Britain, USA, Canada, Australia, etc.).

1 acre \u003d 4840 sq. yards \u003d 4046.86 m 2

Old Russian units of area measurement

  • 1 sq. verst = 250,000 sq. fathoms = 1.1381 km²
  • 1 tithe = 2400 sq. fathoms = 10,925.4 m² = 1.0925 ha
  • 1 quarter = 1/2 tithe = 1200 sq. fathoms = 5462.7 m² = 0.54627 ha
  • 1 octopus \u003d 1/8 tithe \u003d 300 square sazhens \u003d 1365.675 m² ≈ 0.137 ha.
Javascript is disabled in your browser.
ActiveX controls must be enabled in order to make calculations!

In addition, the prescription for the mandatory use of units SI set out in the current interstate standard in Russia GOST 8.417-2002, which lists the units physical quantities permitted for use, their international and Russian designations are given and the rules for their use are established.

International system of units SI - most used system of units in the world Everyday life as well as in science and technology. Currently SI adopted as the main system of units by most countries of the world and is almost always used in the field of technology, even in those countries in which traditional units are used in everyday life.

SI defines 7 basic units of physical quantities and derived units (abbreviated units SI or units), as well as a set of prefixes.

SI also establishes standard abbreviations for units and rules for writing derived units.

Basic SI units

  • kilogram (kg, kg) - unit of mass
  • meter (m, m) - unit of length
  • second (s, s) - unit of time
  • ampere (A, A) - unit of electric current strength
  • mole (mol, mol) - unit of the amount of a substance
  • candela (cd, cd) - unit of luminous intensity
  • kelvin (K, K) is 1/273.16 of the thermodynamic temperature of the triple point of water:
    1. degree Celsius (°C) is a common unit of temperature used in the SI along with the kelvin

Conversion to degrees Celsius:

As part of SI the base units are considered to have independent dimensionality, that is, none of them can be derived from the others.

Derived units are obtained from base units using algebraic operations such as multiplication and division. Some of the derived units in SI assigned their own names, for example, the unit radian.

CI prefixes must be used before unit names. They mean that the unit must be multiplied or divided by a certain integer, which is a power of 10, the number of times.

Decimal prefixes serve to reduce the number of zeros in the numerical values ​​of physical quantities.

For instance:

  • the prefix "kilo" means multiplying the original unit meter per 1000 (kilometer = 1000 meters)
  • the prefix "milli" means multiplying the original unit meter by 10 -3 (millimeter = 0.001 meters)
  • the prefix "deci" means multiplication of the original unit meter by 10 -1 (decimeter = 0.1 meters)

Area units

Concerning area units that are derived from the basic unit of length meter, the list looks like this:

  • length
    1. unit of measure - meter
    2. designation (Russian) - m
    3. designation (international) - m
  • square
    1. unit of measurement - square meter
    2. designation (Russian) - m 2
    3. designation (international) - m 2

Explanation

Meter - the length of the path traveled by light in a vacuum in a time interval
1/299792458 seconds (XVII General Conference on Weights and Measures (CGPM), 1983, Resolution 1).

XXV CGPM, held in 2014, decided to continue work on the preparation of a new revision of the SI, including a redefinition of the meter, and tentatively scheduled to complete this work by 2018 in order to replace the existing SI with an updated version at XXVI CGPM in the same year.

A common system in Russia for measuring land areas (off-system in relation to SI)

  • 1 weave \u003d 10 m x 10 m \u003d 10 m x 10 m \u003d 100 m 2
  • 1 hectare \u003d 1 ha \u003d 100 m x 100 m \u003d 10,000 m 2 \u003d 100 acres
  • 1 square kilometer = 1 km 2 = 1000 m x 1000 m = 1 million km 2 = 100 ha = 10,000 acres

Inverse units

  • 1 m 2 \u003d 0.01 acres \u003d 0.0001 ha \u003d 0.000001 km 2
  • 1 weave \u003d 0.01 ha \u003d 0.0001 km 2

Area units conversion table

Area units 1 sq. km. 1 hectare 1 acre 1 weave 1 sq.m.
1 km 2 1 100 247.1 10.000 1.000.000
1 hectare 0.01 1 2.47 100 10.000
1 acre 0.004 0.405 1 40.47 4046.9
1 weave 0.0001 0.01 0.025 1 100
1 m 2 0.000001 0.0001 0.00025 0.01 1
  • Hectare

a unit of area in the metric system of measures used to measure land.

Abbreviated designation:

  • Russian - ha
  • international - ha

1 ha equal to area square with a side of 100 m

The name "hectare" is formed by adding the prefix "hecto ..." to the name of the area unit " ar»:

1 ha \u003d 100 ar \u003d 100 m x 100 m \u003d 10,000 m 2

  • Ar - a unit of area in the metric system of measures, equal to the area of ​​​​a square with a side of 10 m:
    1. 1 ar \u003d 10 m x 10 m \u003d 100 m 2
    2. 1 tithe = 1.09254 ha
  • Acre

land measure used in a number of countries using the English system of measures (Great Britain, USA, Canada, Australia, etc.).

1 acre = 4840 square yards = 4046.86 m 2

The most commonly used land measure in practice is hectare - the abbreviation ha:

1 ha = 100 are = 10,000 m 2

In Russia, a hectare is the main unit for measuring land area, especially agricultural land.

On the territory of Russia, the unit "hectare" was put into practice after October revolution, instead of a tithe.

Old Russian units of area measurement

  • 1 sq. verst = 250,000 sq. fathoms \u003d 1.1381 km 2
  • 1 tithe = 2400 sq. fathoms \u003d 10,925.4 m 2 \u003d 1.0925 ha
  • 1 quarter = 1/2 tithe = 1200 sq. fathoms = 5462.7 m² = 0.54627 ha
  • 1 octopus \u003d 1/8 tithe \u003d 300 square sazhens \u003d 1365.675 m 2 ≈ 0.137 ha

The area of ​​land plots for individual housing construction, private household plots is usually indicated in acres

One hundred- this is the area of ​​\u200b\u200ba plot measuring 10 x 10 meters, which is 100 square meters, and therefore is called a weave.

Here are a few characteristic examples sizes that a land plot of 15 acres can have:

In the future, if you suddenly forget how to find the area of ​​a rectangular plot of land, remember a very old joke. “Grandfather asks a fifth grader: “How to find Lenin Square?” And he replies: “You need to multiply the width of Lenin by the length of Lenin” :)))

It is useful to know this

  • What can be built on plots for the implementation of a peasant (farm) economy (KFH) - read
  • With the scales of topographic maps used in Russia, you can.
  • You can learn about the new VRI Classifier - 2019
  • From January 1, 2018, the exact boundaries of the site must be recorded in the cadastral passport, since it will simply be impossible to buy, sell, mortgage or donate land without an accurate description of the boundaries. This is regulated by amendments to the Land Code. A total revision of the borders at the initiative of the municipalities began on June 1, 2015.
  • On March 1, 2015, a new the federal law“On Amendments to the Land Code of the Russian Federation and Certain Legislative Acts of the Russian Federation” (N 171-FZ of June 23, 2014), in accordance with which, in particular, the procedure for buying land plots from municipalities was simplified.You can get acquainted with the main provisions of the law.
  • With regard to the registration of houses, baths, garages and other buildings on land plots owned by citizens, the situation will be improved by a new dacha amnesty


Length and Distance Converter Mass Converter Bulk Solids and Food Volume Converter Area Converter Volume and Units Converter in recipes Temperature Converter Pressure, Stress, Young's Modulus Converter Energy and Work Converter Power Converter Force Converter Time Converter Linear Velocity Converter Flat Angle Thermal Efficiency and Fuel Economy Converter Numerical Number Converter Converter for Units of Measurement of Information Quantity Exchange Rates Dimensions women's clothing and footwear Sizes of men's clothing and footwear Converter angular velocity and speed Acceleration converter Converter angular acceleration Density Converter Specific Volume Converter Moment of Inertia Converter Moment of Force Converter Torque Converter Specific Heat of Combustion (by Mass) Converter Energy Density and Specific Calorific value of Fuel (by Volume) Converter Temperature Difference Converter Thermal Expansion Coefficient Converter Thermal Resistance Converter Thermal Conductivity Converter Specific Heat Capacity Converter Energy Exposure and Thermal Radiation Power Converter Heat Flux Density Converter Heat Transfer Coefficient Converter Converter volume flow Mass Flow Converter Molar Flow Converter Mass Flux Density Converter Molar Concentration Converter Solution Mass Concentration Converter Dynamic (Absolute) Viscosity Converter Kinematic Viscosity Converter Converter surface tension Vapor Permeability Converter Water Vapor Flux Density Converter Sound Level Converter Microphone Sensitivity Converter Sound Pressure Level (SPL) Converter Sound Pressure Level Converter with Selectable Reference Pressure Brightness Converter Luminous Intensity Converter Illuminance Converter Computer Graphics Resolution Converter Frequency and Wavelength Converter optical power in diopters and focal length Power in diopters and lens magnification (×) Converter electric charge Linear Charge Density Converter Surface Charge Density Converter Volumetric Charge Density Converter Electric Current Converter Linear Current Density Converter Surface Current Density Converter Tension Converter electric field Electrostatic Potential and Voltage Converter Electrical Resistance Converter Electrical Resistivity Converter Electrical Conductivity Converter Electrical Conductivity Converter Capacitance Inductance Converter American Wire Gauge Converter Levels in dBm (dBm or dBmW), dBV (dBV), Watts, etc. tension magnetic field Converter magnetic flux Magnetic Induction Converter Radiation. Absorbed Dose Rate Converter ionizing radiation Radioactivity. Radioactive Decay Converter Radiation. Exposure Dose Converter Radiation. Absorbed dose converter Periodic system chemical elements D. I. Mendeleev

1 ar [a] = 100 square meter [m²]

Initial value

Converted value

square meter square kilometer square hectometer square decameter square decimeter square centimeter square millimeter square micrometer square nanometer hectare ar barn square mile sq. mile (US survey) square yard square foot² sq. ft (US, survey) square inch circular inch township section acre acre (US, survey) ore square chain square rod² (US, survey) square perch square rod sq. thousandth circular mil homestead sabine arpan cuerda square castilian cubit varas conuqueras cuad electron cross-section tithe (official) household tithe round square verst square arshin square foot square sazhen square inch (Russian) square line Plank area

More about the area

General information

Area is the size geometric figure in two-dimensional space. It is used in mathematics, medicine, engineering, and other sciences, such as calculating the cross section of cells, atoms, or pipes such as blood vessels or water pipes. In geography, area is used to compare the sizes of cities, lakes, countries, and other geographical objects. Area is also used in population density calculations. Population density is defined as the number of people per unit area.

Units

Square meters

Area is measured in SI units in square meters. One square meter is the area of ​​a square with a side of one meter.

unit square

A unit square is a square with sides of one unit. The area of ​​a unit square is also equal to unity. In a rectangular coordinate system, this square is at coordinates (0,0), (0,1), (1,0) and (1,1). On the complex plane, the coordinates are 0, 1, i and i+1, where i is an imaginary number.

Ar

Ar or sotka, as a measure of area, is used in the CIS countries, Indonesia and some other European countries, to measure small urban objects such as parks, when a hectare is too large. One are is equal to 100 square meters. In some countries, this unit is called differently.

Hectare

Real estate is measured in hectares, especially land plots. One hectare is equal to 10,000 square meters. It has been used since French Revolution, and is applicable in the European Union and some other regions. As well as ar, in some countries the hectare is called differently.

Acre

In North America and Burma, area is measured in acres. Hectares are not used there. One acre is equal to 4046.86 square meters. Initially, an acre was defined as the area that a peasant with a team of two oxen could plow in one day.

barn

Bars are used in nuclear physics to measure the cross section of atoms. One barn equals 10⁻²⁸ square meters. Barn is not a unit in the SI system, but is accepted for use in this system. One barn is approximately equal to the cross-sectional area of ​​the uranium nucleus, which physicists jokingly called "huge as a barn." Barn in English "barn" (pronounced barn) and from a joke of physicists, this word became the name of a unit of area. This unit originated during World War II, and was liked by scientists because its name could be used as a code in correspondence and telephone conversations within the Manhattan Project.

Area calculation

The area of ​​the simplest geometric figures is found by comparing them with a square. famous area. This is convenient because the area of ​​a square is easy to calculate. Some formulas for calculating the area of ​​​​geometric shapes below are obtained in this way. Also, to calculate the area, especially a polygon, the figure is divided into triangles, the area of ​​\u200b\u200beach triangle is calculated using the formula, and then added. The area of ​​more complex figures is calculated using mathematical analysis.

Area formulas

  • Square: square side.
  • Rectangle: product of the parties.
  • Triangle (side and height are known): the product of a side and the height (the distance from that side to the edge) divided in half. Formula: A = ½ah, where A- square, a- side, and h- height.
  • Triangle (two sides and the angle between them are known): the product of the sides and the sine of the angle between them, divided in half. Formula: A = ½ab sin(α), where A- square, a and b are the sides, and α is the angle between them.
  • Equilateral triangle: side, squared, divided by 4 times Square root out of three.
  • Parallelogram: the product of a side and the height measured from that side to the opposite side.
  • Trapeze: the sum of two parallel sides multiplied by the height, divided by two. Height is measured between these two sides.
  • A circle: the product of the square of the radius and π.
  • Ellipse: product of semiaxes and π.

Surface area calculation

Find the surface area of ​​simple volumetric figures, such as prisms, is possible by unfolding this figure on a plane. It is impossible to obtain a ball scan in this way. The surface area of ​​a sphere is found using the formula by multiplying the square of the radius by 4π. From this formula it follows that the area of ​​a circle is four times less than the surface area of ​​a ball with the same radius.

Surface areas of some astronomical objects: Sun - 6.088 x 10¹² square kilometers; Earth - 5.1 x 10⁸; thus, the surface area of ​​the Earth is about 12 times smaller than the surface area of ​​the Sun. The surface area of ​​the Moon is approximately 3.793 x 10⁷ square kilometers, which is about 13 times smaller than the surface area of ​​the Earth.

planimeter

The area can also be calculated using a special device - a planimeter. There are several types of this device, for example, polar and linear. Also, planimeters are analog and digital. In addition to other features, digital planimeters can be scaled to make it easier to measure features on a map. The planimeter measures the distance traveled along the perimeter of the measured object, as well as the direction. The distance traveled by the planimeter parallel to its axis is not measured. These devices are used in medicine, biology, engineering, and agriculture.

Area properties theorem

According to the isoperimetric theorem, of all figures with the same perimeter, the circle has the largest area. If, on the contrary, we compare figures with the same area, then the circle has the smallest perimeter. The perimeter is the sum of the lengths of the sides of a geometric figure, or a line that marks the boundaries of this figure.

Geographic features with the largest area

Country: Russia, 17,098,242 square kilometers, including land and water. The second and third largest countries are Canada and China.

City: New York is a city with the most large area in 8683 square kilometers. The second largest city is Tokyo, covering 6,993 square kilometers. The third is Chicago, with an area of ​​5498 square kilometers.

City Square: The largest area, covering 1 square kilometer, is located in the capital of Indonesia, Jakarta. This is Medan Merdeka Square. Second largest area at 0.57 square kilometer- Praça douz Giraçois in Palmas, Brazil. The third largest is Tiananmen Square in China, 0.44 square kilometers.

Lake: Geographers debate whether the Caspian Sea is a lake, but if it is, then it is the largest lake in the world with an area of ​​371,000 square kilometers. The second largest lake is Lake Superior in North America. It is one of the lakes of the Great Lakes system; its area is 82,414 square kilometers. The third largest is Lake Victoria in Africa. It covers an area of ​​69,485 square kilometers.

Once upon a time, different measures of measurement were used to measure areas in different countries, which was a certain inconvenience. At one time, the National Assembly of France proposed and approved a new measurement system. It officially happened in 1975. In accordance with this system, length began to be measured in meters, weight began to be measured in kilograms, and the area of ​​\u200b\u200bland - in ares, from French word are, which means area. A with new system measurements, new questions began to arise, such as: 1 are how many square meters?

If such units as square meters are understandable and familiar to the vast majority of people, then ar, as a unit of measurement, is rarely found in everyday life. It is more common for us to measure land in acres or hectares.

For those who don't know how many square meters are there, it is necessary to determine what is ar.

1 ar is a square whose side is 10 meters. Accordingly, the area of ​​one ara is equal to:

1 ar \u003d 10 x 10, that is, 100 square meters.

And now, let's remember the definition of a hundredth. After all, one weave is also a square, with a side of 10 meters and an area of ​​100 square meters. It turns out that the same size area will be equal to the same values, calculated in acres and in ares. Now to the question how many square meters in 1 are, you can answer that as much as in one hundred square meters. Well, as for specific figures, then in one are 100 square meters.

But sometimes they can ask a question in a different way: “ How many ares in a square meter? To answer this question, immediately imagine a square with a side of 1 meter. You will get a square with an area of ​​​​1 square meter. And how many ares does it contain? In such a square meter there will be 0.01 ara.

Igor Voropaev

Expert comment

Igor Voropaev - leading lawyer of "Prosper-Consulting"
PropertyExperts Portal Consultant

For many people whose main activity is not related to calculations, over the years it has become increasingly difficult to determine how to make a metric conversion (for example, convert kilometers to centimeters). This is a well-known outcome - the human brain begins to call this information extra-systemic and designate it as superfluous.

This is a very subtle art, subject only to our brain, and its purpose is to erase some of the information and make room for a new one. And when it comes to calculating land plots, sometimes you completely stop understanding what is happening and getting the value becomes even more difficult. But in our age, there are many convenient calculators that are familiar with all the names (hecto, deco, lata: decimeter, millimeter) and can easily calculate any values ​​\u200b\u200bbetween units, which have become easier to measure than playing a prefix.

However, if there is no such device on hand, the forum and the page with the table can be of great help, as they were many years ago. Thus, expressing 1 ha in relation to any other unit will be very simple.