Grade: 6 Lesson Title: Finding Area of a Triangle Date: March 23 Strand / Curriculum Expectations We will determine, through investigation and the use of a variety of tools, the relationship between the area of rectangles and triangles. What do students need to know and be able to do? (consider prior knowledge based in curriculum) Area of rectangle (concept and formula – l x w) Area of a parallelogram (concept and formula – b x h) Multiplicative relationship between length and width (b, h) to area Height is determined by creating a perpendicular to the base Learning Goals Content: Use knowledge of area of a rectangle to discover how to determine area of a triangle Process: Connecting Oral Communication: Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize) -tried different manipulatves and determined that square tiles would represent area better than linking cubes (appear more 2-D ish) -count squares within each triangle -use Area formula for rectangle and divide it in half for a triangle -square easier to use than rectangle that has different sized sides Lesson Components Anticipated Student Responses and Teacher Prompts / Questions During / Action / Working On It
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Grade: 6 Lesson Title: Finding Area of a Triangle Date: March 23
Strand / Curriculum Expectations We will determine, through investigation and the use of a variety of tools, the relationship between the area of rectangles and triangles.
What do students need to know and be able to do? (consider prior knowledge based in curriculum) Area of rectangle (concept and formula – l x w) Area of a parallelogram (concept and formula – b x h) Multiplicative relationship between length and width (b, h) to area Height is determined by creating a perpendicular to the base
Learning GoalsContent:Use knowledge of area of a rectangle to discover how to determine area of a triangle
Process:Connecting
Oral Communication:
Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)
-tried different manipulatves and determined that square tiles would represent area better than linking cubes (appear more 2-D ish)
-count squares within each triangle-use Area formula for rectangle and divide it in half for a triangle
-square easier to use than rectangle that has different sized sides
Lesson Components Anticipated Student Responses and Teacher
Prompts / QuestionsDuring / Action / Working On It
Students work in small groups as determined by teacher (2-4).Tools include: Geoboards, gridpaper, square tiles and paper and scissors.Choice of tools given to students.
1. Create a rectangle2. Create 2 congruent triangles using
the entire space within the rectangle.
3. Find the area of one of the triangles. Explain your thinking.
4. Follow steps 1-3 again using another rectangle. What do you notice?
For students struggling with rectangle, prompt to use a square.
Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?What do you notice?
If students notice relationship right away, ask “How do you know?”“Is it always true?”
Before / Minds-on / Getting StartedChoice of tools: Geoboards, chart paper, paper and scissors, ruler, square tiles.
Create a rectangle.
Find the area.
Share your thinking.
Scaffolding Questions:
How can you use the tool to help with measuring?
Lesson Components Anticipated Student Responses and Teacher Prompts / Questions
After / Consolidation / Reflecting and ConnectingWhat work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?
1. Using the counting squares strategy to determine area of rectangle and triangle
2. Using multiplication, (b x h, l x w) to find area
3. Build on the concept that using a diagonal line creates 2 congruent triangles (they are each half of the rectangle)
Co-teacher to create list of math ideas: Diagonal Count squares Base and height require a 90◦
angle Multiply to find area of rectatngle
and then divide by two
Note tools they use and strategy they use. Are they confusing area with surface area? Perimeter?
Scaffolding Questions:How is this solution similar or different from this one?
What have you learned today?
Consolidation Exit Card/ReflectionHow will we know who really learned this?
Exit Card1. Create a rectangle.2. Create 2 congruent triangles using the entire rectangle.3. Find the area of one triangle. Explain your thinking.
Teacher to use DI strategies for 2 groups identified on the right.
Most of class is ready to build a similar understanding between area of parallelogram and a triangle. They will need to determine the height of the
Try working on similar activity without using grid paper to see if they are able to use multiplication instead of counting squares.Another group to explore some of the measurement vocabulary in a
triangle, creating a perpendicular line to the base. more kinaesthetic/tactile way (on learning carpet, in gym walk the perimeter, lie on floor trying to cover area, walls and floor to cover surface area)
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