Shaded Rectangle 6G1 Task Teacher notes: After several class periods studying the area of various rectangles

and triangles, most students needed a block or a block and a half to complete this task. Therefore, it is suggested that students complete their reflections after they complete each Phase. This allows the teacher the opportunity to stop the class for a brief discussion where students can share their strategies under the document camera. There are a variety of correct strategies. Some, but not all, include: base of 4 and a height of 3 (using increments of 1 for both base and height) base of 8 and a height of 6 (using increments of 2 for both base and height) base of 8 (increments of 2) and a height of 15 (increments of 5)

A lot of time was spent constructing the rectangle. Many students did not think to create a sketch to visually represent what was being asked. In fact, most attempted to solve the task without first sketching it. Those students should receive Resource Card #1. The first step in Phase 2 may need to be checked by the teacher before the students proceed with drawing diagonals. A few students either selected the wrong point, or did not read the directions completely. If the students draw the diagonals correctly, they should recognize that every triangle shares the same vertex. A few students needed help determining the height of a triangle, particularly the obtuse angle. Those students should receive Resource Card #2. If students forget the formula for the area of triangle, Resource Card #3 is available. Students who complete the task and reflections can work on Extension 1 (answer is 1/6) and Extension 2 (answer is 7/12).

Shaded Rectangle 6G1 Task Put your geometry and reasoning skills to the test by completing the task below.

Phase 1
1.

Draw a rectangle based on the following information. Divide the height into 3 congruent line segments by placing points on the line segment. Divide the base into 4 congruent line segments by placing points on the base.

Group accountability: Each group must determine a strategy for creating the rectangle described above. Individual accountability: Individuals will be held accountable by completing the Phase 1 reflection sheet (attached). Each group member must describe in detail their groups strategy for creating the rectangle while providing sound mathematical rationale.

Phase 2
1. From the point just below the top-left corner, draw a line segment to each point on the rectangle. 2. Shade the triangle at the upper-left corner and then shade every other triangular region. 3. What is the total area of the shaded region? Group accountability: Each group must develop a strategy for determining the total area of the shaded regions. Individual accountability: Individuals will be held accountable by completing the Phase 2 reflection sheet (attached). Each group member must describe how the group determined the total area of the shaded region.

Shaded rectangle Individual Reflection Name ________________________________ date _____________ period _________ Phase 1: Describe in detail your groups strategy for creating the rectangle. Please provide sound mathematical reasoning.

Phase 2: Describe in detail your groups strategy for determining the area of the shaded region. Include any patterns you may have recognized that allowed you to work more efficiently.

Draw your rectangle below

Resource Card #1 Creating the Rectangle Make a rough sketch of the rectangle. Estimate the locations of the points. You will determine a more accurate location for each point after trying these suggestions. If you have to divide the base into 4 congruent (same) segments, what numbers are divisible by 4? If you have to divide the height into 3 congruent (same) segments, what numbers are divisible by 3? After dividing, what do the quotients represent? How can the quotients help you create accurate line segments?

Resource Card # 2 Determining the Height of a Triangle

Resource Card # 3 Area of a Triangle Cut the rectangle in half along the diagonal. What is the area of one of the triangles?

2 ft.

4 ft.

Extension #1 Before cutting, this rectangle had a base 8cm and a height of 15cm. Determine the area of this right triangle as a fraction(as it relates to the entire rectangle).

Extension #2 What fractions of the entire rectangle are shaded?

Name _______________________________Date _____________________ Period ________ Shaded Rectangle Exit Slip 1. In your opinion what was the most important part of this task?

Determine the base and height to find the area of the triangles below. Measure to the nearest centimeter.
A.

B.

C.