Reflection: Backwards Planning Regular Polygons and their Areas - Section 1: Modeling and Guided Process


As I'm teaching this lesson, I'm aware of what students will need to know and know how to do in the next lesson. That makes me really intentional about what things I emphasize and model thoroughly in this lesson. One example is the idea that the acute angle formed between the apothem and radius of a regular polygon is 180/n. Another is how we divide a fraction, e.g., 2/a by a constant c for example to get 2/ac quickly rather than going through all of the gyrations. Similarly the process for solving an equation in which the variable is in the denominator can be streamlined significantly if one finds the regularity in the repeated reasoning of solving such equations. So I try to share these things with students up front in this lesson so they'll have an easier go at it when they get to the next lesson, which is tough enough without having to struggle with these things.

  Getting students ready to be independent
  Backwards Planning: Getting students ready to be independent
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Regular Polygons and their Areas

Unit 10: Areas of Plane Figures
Lesson 5 of 8

Objective: SWBAT express the area of a regular polygon in terms of the number of sides and side length.

Big Idea: In no uncertain terms, we're learning about FUNCTIONS in Geometry

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  55 minutes
regular polygon
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