Word Problems- Decimals and Percents

AREA AND PERIMETER OF QUADRILATERALS Annah Kuriakose 7th Grade Math 1st Period June 30, 2009

Approximate Time: 97 minutes

OBJECTIVE: TSW will learn how to find the area and perimeter of squares, rectangles, parallelograms, and rhombi. (DOK 2, 4b)

MATERIALS: paper, pencil, dry erase markers, LCD projector, guided notes handout, worksheets

WARM UP: (3 min) Draw a square. Draw a rectangle. Draw a rhombus. Draw a parallelogram.

Guess: What does quadrilateral mean?

SET: (5 min) How many of you have pets? Can anyone guess what kind of pet I have? [wait for guesses] I’ll give you a hint. I have red-eared sliders. Anyone know what red-eared sliders are? [wait for guesses] They’re turtles! [show picture] I have three turtles at home. Here’s a picture of them in their tank. Now, when they were little, they were very small, very cute, and very friendly. Now that they’re older, they’ve gotten bigger, meaner, and rougher. And now they need a lot more room. For a while we thought about building a turtle pond that looks something like this in our backyard. Now, if I knew how long I wanted my pond to be, and I knew how wide I wanted it to be, could I figure out how much space I should make for it in the backyard? [wait for responses] And, I should also tell you, I need to build a fence around that pond, because guess what? Those turtles can climb! See those claws? Once they climbed out of their tank, onto the floor, and dropped onto the first floor off of the balcony. So I need to make sure they can’t get out by building a large fence. Now how much material would I need to build a fence around the pond? I can figure all these things out using simple measurements. So far we’ve been talking about numbers, and variables, and functions. Now, we’re going to do some geometry, which is really all about sizes and shapes. Let’s turn first to our notes.

PROCEDURES: A. Notes (10 min) Begin with vocabulary. Ask students what quadrilateral means and guide them through definitions of parallelogram, rhombus, rectangle, and square. See if they can make connections between different types of quadrilaterals.

B. Perimeter with rectangles/squares (5 min) Begin with definition of perimeter and how to find it. Model example with quadrilaterals. Make sure students understand that perimeter is the distance AROUND any shape. C. Guided Practice (5 min) The teacher will work through two examples with students, calling on them to explain rationale for adding lengths and widths.

E. Independent Practice (15) Students will work independently on practice worksheet.

F. Break (5 min)

G. Area with rectangles/squares (5 min) Begin with definition of area and how to find it. Stress that units are squared and show what that means. Make sure students understand that area is the amount of space covered. Also make sure students understand definitions of base and height.

H. Guided Practice (5 min) The teacher will work through two examples with students, calling on them to explain rationale for multiplying base and height.

I. Area with parallelograms/rhombi (5 min) There’s one more thing we have to learn before we find the area of the other quadrilaterals. Height is always perpendicular to the base! Have students practice finding height.

J. Independent Practice (15 min) Students will work independently on practice worksheet.

K. Game. (15 min) Have students pair into groups and use a deck of cards to draw two cards randomly. First they will be used as length and width, then as base and height. The students are to find the area and perimeter of a quadrilateral with those dimensions. The group with the most correct answers at the end of 15 minutes gets a star on the star chart.

CLOSURE: (4 min) Who can tell me what we learned today? Two things: area and perimeter for quadrilaterals. What are the quadrilaterals we talked about? How do we find perimeter for any of them? How do we find area for squares and rectangles? How about area for parallelograms and rhombi?

Objective: TSW will learn how to find the area and perimeter of squares, rectangles, parallelograms, and rhombi. (DOK 2, 4b) Assessment: Informal: The students will be asked to explain their answers to questions in guided practice (M) and will be observed during independent practice (M). Formal: Independent practice (C) will be graded for accuracy and entered into grade book (D). The students will be tested on their knowledge of solving equations (C) on an exam on Friday (D).