Group+6+SUM13

=Finding Areas of Real Life Shapes= (Christian Wu and Nick Hein)

=For Students:=

Worksheet 1 - Pentagon Worksheet 2 - Stop Sign Worksheet 3 - Bullseye Sign Worksheet 4 (optional) - Your pick [For example, you can choose the shape to incorporate shapes that mean something to your students or to bring awareness to your students i.e. equal symbol for equality)


 * Teacher's Notes**

=High School Geometry=

Grade 8th or 9th (adapt the shape for something your students can grasp/relate to).
=Objectives:=
 * By the end of the class, students will be able to find the area of real life shapes by separating the shapes into recognizable shapes that the students know how to find the areas of.
 * Students will be able to compare their computations with other groups' answers to examine the importance of exact measurements and how small errors create larger computational errors.

=Background:=

=
 * students should know the basic geometric shapes
 * students should know the areas of rectangles, squares, triangles, circles, and trapezoids

=Materials:= =
 * pencil
 * paper of print outs
 * rulers
 * calculators

=Overview of the Lesson:= =
 * 1) Warm Up
 * 2) What are the areas of each shapes covered in this past week?
 * 3) Direct students to get into groups of 2-3 students by teacher assignments
 * 4) Place students into 6 different stations
 * 5) the first station and fourth station are the Pentagon worksheet
 * 6) the second and fifth station are the Stop Sign worksheet
 * 7) the third and sixth station are the Bullseye worksheet
 * 8) Give the students a ruler, calculator, and the worksheets
 * 9) Designate a group leader (this will be the person measuring)
 * 10) Designate a recorder (records the measurements and areas on a paper to turn in)
 * 11) Designate a calculator user
 * 12) Each group will have ten minutes per station and will alternate to another station (different from the one they were at originally)
 * 13) Group at station 1 will go to station 2
 * 14) Group at station 2 will go to station 3
 * 15) Group at station 3 will go to station 1
 * 16) (4 to 5)
 * 17) (5 to 6)
 * 18) (6 to 4)
 * 19) If students finish the activity early, ask their groups to use a different method to find the areas and ask them to compare their answers to the original.
 * 20) Repeat until each group is finished with each worksheet

=Discussion:= =
 * Direct students to get into their group stations that they started off at
 * Ask each group to give their answers
 * if the groups had finished early, they will have two answers for each worksheet
 * Write the answers on the board anonymous on the board before going over the teacher's answer
 * the teacher should have the answer in both inches and centimeters
 * discuss after each worksheet why the numbers are different
 * the answers will be different due to measurement mistakes
 * explain to the students that small errors can grow big if they are not caught early
 * relate the mistakes to basic arithmetic operations that need correct calculations at each step to arrive at the answers

=Assessment:=
 * Teacher will go around to each group to monitor their learning by posing a question
 * Will there be a difference if you used centimeters and inches?
 * Why did you separate or partition the shapes the way you did?
 * Is this the only way to separate?
 * Will another separation give you a different answer?
 * Make sure students are using the correct area formulas for each shape
 * if they are not, correct it right away!
 * if many students are using incorrect area formulas, write them on the board for them