Reflection: Developing a Conceptual Understanding Floor Plan Areas (Day 2 of 2) - Section 3: Exploration

 

The focus of this lesson is on the relationships between the areas of rectangles and triangles not on the formulas. My students came in with a very procedural knowledge of area formulas. They didn't really understand what area referred to or was used for. A lot of their mistakes, mixing area up with perimeter, multiplying the wrong dimensions, multiplying too many dimensions, etc. came from a focus on procedures. Using the floorplans helps them think about the definition of area. By actively partitioning the open floorplan my students were focused on the shapes of each section and how they related to each other. When they tried to multiply the length and width for the triangular room many of them reported that it didn't 'feel right' or 'seem right'. At first I was dissappointed that they had difficulty articulating why they 'felt' that way, but then I realized this meant they were developing an internal sense for the concept.

  Use what you know
  Developing a Conceptual Understanding: Use what you know
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Floor Plan Areas (Day 2 of 2)

Unit 10: Exploring Area & Perimeter
Lesson 16 of 16

Objective: SWBAT solve real world problems involving areas of irregular shapes composed of rectangles and triangles.

Big Idea: The formula for the area of a triangle is derived from its relationship to the area of a rectangle.

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1 teacher likes this lesson
Subject(s):
Math, Geometry, areas, perimeter (Determining Measurements), area of triangle, real world
  54 minutes
floorplan 2
 
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