Reflection: Developing a Conceptual Understanding Finding the Area of a Parallelogram - Section 1: Do NOW

 

In keeping with the Geometry domain in the common core, students need to compose figures into rectangles and this task helps them develop this understanding.  Students were given centimeter square tiles and grid paper to help them act out this NCTM task.  They would not have been able to complete this problem without using these. 

 

I had them work in pairs and gave them time to struggle.  Students wanted to stop working once they found one way of arranging tables.  I had to keep encouraging them to try to find more.  

 

In the end, they were all able to tell me that the amount of students sitting around the table represented the perimeter and the amount of tables used represented the area.

 

This was a great way to use MP 2 by decontextualizing the problem by creating the table arrangements and then putting it back in context by attaching it to perimeter and area. 

 

 Video of students working and the final product

 https://www.wevideo.com/hub/#media/ci/159327558

  Using manipulatives to understand our task
  Developing a Conceptual Understanding: Using manipulatives to understand our task
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Finding the Area of a Parallelogram

Unit 8: Geometry
Lesson 2 of 17

Objective: SWBAT find the area of parallelograms by using square units and the area formula.

Big Idea: Finding the area of shapes is a life skill and prepares students for high school Geometry and Algebra.

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