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9-1 Developing Formulas for Triangles and Quadrilaterals Objectives Develop and apply the formulas for the areas of triangles and special quadrilaterals. Solve problems involving perimeters and areas of triangles and special quadrilaterals. Students should analyze change in various contexts.

NCTM Standards

Misconceptions: 1) One misconception that I am anticipating is that students may not grasp the idea that height has to be perpendicular to the side of the shape that we are working with. The way that I am going to try to address this misconception is by first making a reminder of what it means when we are talking about height and provide a picture. Second, with our first example I will again stress that the height is not any old side length but the perpendicular length. 2) Another issue that I might run into is the units of the area. Even if the kids know why the unit is squared it is often forgotten about come test time. Warm-Up (Formative Assessment 1) : Students will hold up their white boards to display their answer Begin class with these problems in order to review with the class, skills that will be used in this lesson. The Pythagorean Theorem will be important to find heights so that area can be found. Give the class 5 minutes to get through these and then take another 5 problems to go over them. Call on students using the flash cards. Find the unknown side length in each right triangle with legs a and b and hypotenuse c. 1. 2. 3. , , , ~We used white boards for individual feedback. It was successful and students were on track. ~Next time~ spend less time on the warm-up. Im thinking of eliminating it and providing a better closing activity. Find a shape in the room and estimate the area. Check Homework At this time the Ready to go Exercises should be corrected and questions can be asked regarding these. ~Students had problems that they wanted to go over, mostly solving for unknowns; which tell me that their algebra is a little weak.

Activity: the goal is to do this on the SMART board. Also, handout pre-cut shapes that they can manipulate themselves at their desks. Start with the figure on the right and rearrange figures to make them rectangles.

If everything goes well with the smart board the students can volunteer to do this rearranging. Otherwise, I can control the smart board with the students telling me what steps to take but I would much rather see them attempt. This exercise should lead to the development of the formula for a parallelogram, which they should put on their FORMULA SHEET. Have students discuss in small groups and predict what the generalized formula might be.

Practice problem on the power points Next, we will look at triangles ~Students knew the formula, but they didnt know why it worked. I had them find the justification but had to help them. Next time, give them more freedom to try and find the justification.

By duplicating the triangle, a parallelogram is created. So, half of that area should be the area of a triangle. Area of a triangle; add to the FORMULA SHEET ~Emphasize that the height is perpendicular! Now, we will look at trapezoids

Following the same feel as the previous examples, the class will arrive at the formula for the area of a trapezoid and this should be added to the FORMULA SHEET

Practice problem found on power point The final areas we will be looking at are for rhombus and kites ~I ran out of time to do a practice problem for the kite. We will do one as the warm-up for tomorrow.

(Formative Assessment 2) : Ask students to rehearse together what the formulas are, Chorus Response. Extension The students will be asked to find the area of each of the colored pieces. This will show me their understanding of area and also it will push them to think about breaking up the area in order to find to the total area. ~I gave students time to think about this and even the quiet students participated! It wasnt difficult and I think that is why.

Homework:

Find the Area of the Shaded regions. Do on a separate piece of graph paper.

(Formative Assessment 3) : Exit slip, students white down the formula that they feel most comfortable using and the formula that they feel most unsure about applying. Make sure they include their name!! ~I liked that I captured the idea that the formulas are related. Also, we created the coin phrase, It works for every shape.

Evidence of Differentiation

Content o The concepts begin with a concrete example that can be manipulated, and then are generalized into an overall idea. o They are able to see the teacher manipulate the shape and they are able to manipulate the shape themselves. o The examples on the board are total group. The shapes given them can either be individual or pairs. Predictions about formulas are done in small groups. Process o There is a mixture of discovery learning and also note taking that happens throughout this whole lesson. There will be opportunities for the teacher to provide one-on-one assistance during the discussion times. Product o The product that I am seeking is different than most note taking/lecture based class periods. I am looking for collaboration and abstract thinking. They are provided with many different modes to express this to me; whether it is through explanation, shape manipulation or symbolically. The point is that the students have the choice to demonstrate their understanding.

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