Parallelograms
Class: Math Ed 411 (7th Grade Math)
Date:
Topic: Area of a parallelogram
Period: N/A
Estimated Time: 50 Minutes
I.
Standards:
CC.2.3.7.A.1 Solve real‐world and mathematical problems involving angle measure, area,
surface area, circumference, and volume
Goal:
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Students will explore parallelograms and determine the area of the parallelograms
II. Objectives:
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III.
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Students will explain ( in words) the definition of a parallelogram
Students will be able to construct parallelograms using Geometer’s sketchpad to
determine area
Students will be able to solve for the area of a parallelogram using the formula: A=b*h
Students will show relationships of a changing parallelogram using Geometer’s
Sketchpad
Materials/Equipment:
Do now
Notes worksheet
Pencil
Computer
Geometers sketchpad worksheet
Ticket to Go
IV. Procedures:
A. Engagement Activity/Anticipatory Set:
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The teacher will ask the students to complete the do now independently
After the students have finished the do now the class will discuss their answers
Then the teacher will discuss with the class what a parallelogram is and ask
students what their initial ideas are
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Once the students have an idea of what a parallelogram the teacher will ask the
students to break up and discuss using the idea of a rectangle to try and determine
what the formula for area of a parallelogram is. The class will discuss after 5
minutes
After the class goes over some examples the teacher will prompt the students to
grab their assigned computers and start up Geometer’s Sketchpad
The students will work on geometers sketchpad to complete their worksheet
Students will learn what a parallelogram is, how to solve for the area, and what
happens to the area when the parallelogram is enlarged or shrunk
B. Body/Instructional Plan:
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After the students have completed the do now and discussed their findings, the
teacher will then continue the lesson by asking students what a rectangle is, what
a parallelogram is, and what the relationship between the two shapes are. The
students will write their main ideas down on their worksheet and then the class
will discuss (notes included)
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The teacher will then define what a rectangle and parallelogram are and how to
solve for their areas. Do now used as an example.
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Then the teacher will turn the students loose to work with their shoulder partners
on the problems on the rest of the problems on the parallelogram notes worksheet.
Once the students have completed they will present their answers to the class.
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Once the students have had a chance to discuss the problems presented the
students will then grab their assigned computers. They will start up Geometer’s
Sketchpad as the teacher passes out the task they are to complete. They may work
with each other but must complete their own worksheet. The teacher will walk
around and answer questions when needed.
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After about 20 minutes the teacher will see how far the students progressed on
their worksheet. If the majority of the class has completed the worksheet there
will be a 5 minute warning to finish up any ideas. If the majority of the class is
still working the students who have completed their worksheets will talk to a
partner and compare their findings.
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After the students complete the worksheet the students will be asked to compare
their answers with their shoulder partner.
C. Closure and Extending Activities:
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After students have completed the worksheets the teacher will call on students to
present their findings to the class. When students are sharing their responses the
teacher will call on others to see if they had the exact same answers or if theirs
were different and why that can happen. The teacher will go over the questions
from the worksheet and discuss the students findings.
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If time allows the teacher will have students get out white boards to test the
students on the formula of area of a parallelogram. Students worked with the
computer to solve area, but now we need to test students’ knowledge on the
formula. If time does not allow for this, the ticket to go tests them on the formula.(
worksheet included)
The teacher will distribute to the students a ticket to go which will test the students
on the material they just learned. This will help me see if the students truly
understood what a parallelogram is and how to find the area.
V. Adaptations:
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Gifted students are encouraged to help other students when needed while working with
geometers sketchpad
VI. Evaluation of Students:
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Students will complete a do now at the beginning of class to test their prior knowledge
Students will work individually or with a shoulder partner to complete the geometers
sketchpad worksheet that will be collected
The teacher will formally assess by having students answer reflection questions during
their use with geometers sketchpad
The teacher will informally assess by having the students use the white boards to solve
problems about the area of a parallelogram
The teacher will collect the Ticket to go to see what students understand about the day’s
lesson.
VII. Reflection
References: http://faculty.kutztown.edu/schaeffe/GSP/Kerchner_GSP.pdf