# WHAT IS AREA? CFE 3319V

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1 WHAT IS AREA? CFE 3319V OPEN CAPTIONED ALLIED VIDEO CORPORATION 1992 Grade Levels: minutes

2 DESCRIPTION What is area? Lesson One defines and clarifies what area means and also teaches the concept of square units. Lessons Two, Three, and Four develop formulas for the area of a rectangle, parallelogram, and triangle. Working sample problems helps clarify the formulas. Each animated lesson concludes with practice problems. INSTRUCTIONAL GOALS To relate visually the concept of area to twodimensional shapes. To demonstrate methodically the areas of a rectangle, a parallelogram, and a triangle. To practice measuring area given a specific problem. To present working formulas to calculate areas. BEFORE SHOWING 1. Read the CAPTION SCRIPT to determine unfamiliar vocabulary and language concepts. 2. Discuss reasons it is necessary to calculate the area of a shape. 3. Prepare to work simultaneously with the video by having paper, pencil, and ruler available. 4. Define formulas and give simple examples. 5. Mention that calculating area always involves multiplying. DURING SHOWING 1. View the video more than once, with one showing uninterrupted. 2. Pause after each lesson to discuss concepts and to practice additional problems. 3. Pause to sign correct terminology after formulas are given. 1

3 AFTER SHOWING Discussion Items and Questions 1. Discuss the importance of estimation. Remember the man in the video who overbought because he didn't estimate. 2. Generate reasons the following activities require using area: a. Wrapping gifts and decorating for holidays b. Making a hopscotch board or lining off a baseball field c. Finding a suitable table for a specified size of a jigsaw puzzle 3. Discuss why understanding multiplication is critical for computing area. 4. Contrast the terms height and length. Determine why height is associated with triangles and length with rectangles. 5. Contrast the terms base and width. Determine why base is associated with triangles and width with rectangles. 6. Consider some occupations that regularly incorporate measuring area. Examples are carpenters, tailors, painters, or graphic designers. 7. Imagine that units are not equal inside an area. Discuss why it would be difficult to calculate area. 8. Why is every triangle exactly half of a square? 9. How is perimeter related to area? How is it different? What is the formula for perimeter? 10. Explain why the formula for the area of a rectangle or a triangle will not work for that of a circle. Applications and Activities 1. Using graph paper, create measurement problems for a rectangular area. 2. Calculate the area of classroom items in the shapes of rectangles, parallelograms, or triangles. 3. Using a paper square, compute its area. 2

4 a. Mentally compute the area of a triangle from opposite corners of the square. Check answers by cutting and calculating. b. Cut the square to make a parallelogram as shown in the video. Compare the area of the parallelogram to the square. 4. Determine the length of the sides of a rectangle when A=15, a triangle when A=8, and a parallelogram when A= Create a variety of rectangular shapes that all have an area of 40. a. Chart the information under the headings Side 1, Side 2, and Perimeter and Area. Compare perimeter and area results. b. Repeat the procedure with triangles having an area of Using flat, plastic manipulatives, create irregular shapes using combinations of rectangles, triangles, and parallelograms. a. Calculate the areas of the irregular shapes. Explain in writing why it is sometimes necessary to find the area in pieces and then add. b. Find two irregular shapes having the same area. 7. Find the area of a shape with sides measuring to the half or quarter inch. Use a calculator, if necessary. 8. Create a design for a bedroom or school wall using rectangles, triangles, and parallelograms. a. Write a letter to the painter requesting specific colors and spacing of shapes. b. Include sketches, labeling distances and sizes of shapes exactly. 9. Estimate the area in square inches of the bottom of one s foot. a. On 1-inch graph paper, trace the foot and count all full squares. b. Count all partially full squares as half. Total and compare to the estimate. Determine why this method is not exact. 3

5 10. Design a bulletin board display clearly explaining the concept of area. Include formulas for each shape learned. a. Create a scene depicting the use of area, such as a dog in a fenced yard or the frame of a house. b. Display the best worksheets from related lessons. WEBSITE Explore the Internet to discover sites related to this topic. Check the CFV website for related information ( 4

6 CAPTION SCRIPT Following are the captions as they appear on the video. Teachers are encouraged to read the script prior to viewing the video for pertinent vocabulary, to discover language patterns within the captions, or to determine content for introduction or review. Enlarged copies may be given to students as a language exercise. Welcome to your Assistant Professor's lesson on area. This lesson helps you to understand what area is and how to use it in your life. You can make this Assistant Professor repeat itself-- it won't mind. Area is a way of measuring a surface. Here are some examples of surfaces that you may need to measure. Here is a table top, the floor of a room, or the wall of a house. Let's meet a local handy man named Norm. Norm thinks he doesn't need to know about area to do his job. Norm has been hired to paint the wall and lay some carpet in the room we just saw. 5 He is going to the paint store now. I'd like to buy some paint please. How much area you tryin' to cover? It's a pretty big wall-- just give me a lot of paint. You got it! We'll deliver it this afternoon. How much do I owe you? A lot. While Norm wonders why the man asked him how much area he needed to paint, and what he will do with all that extra paint, let's see how we find the area of a rectangle. Let's start by looking closely at the table top. The surface of the top is a rectangle.

7 A rectangle has only two dimensions. We won't know how long or how wide it is until we actually measure it. For now, we will call the length L and the width W, so our lessons will be easier to explain. Imagine that we can lift the surface from the table, and rotate it. Notice you cannot see the surface from its edge. That is because the surface has no third dimension; in other words, it has no thickness. So a surface can only be measured in two dimensions. Remember, we are using length and width to describe those two dimensions. We will be using abbreviations L for length, and W for width. Now that we know that a flat or plane surface has only two dimensions, let's measure the table top. We can measure the two dimensions 6 with a measuring tape. The length of the table is three feet. The width of the table is two feet. Now we could say the area of the table top is three feet long by two feet wide or said another way: Three feet by two feet, or two feet by three feet. Although it seems easy to describe the area of a table top by saying it is two feet wide by three feet long, this method doesn't work very well when describing larger or more complex surfaces. So surfaces are usually square units of measure; such as square centimeters, square inches, square miles, square feet, and so on. Let's describe the surface area of the table top in units of square feet. Measure the table top with a ruler. This time, we will mark off the edges in one foot units.

8 There are three one foot units along the length, There are two one foot units along the width. We will divide the surface into these one foot units along its length and width. The surface is now divided into parts that are all units of one foot in length and one foot in width, or said another way, units of square feet. So the table top has an area of 1, 2, 3, 4, 5, 6 square feet. Let's review what we have learned about area. Area is a means of describing or measuring a surface. The area of a surface is usually measured in square units. Let's look at the rectangle formed by the table top again. As you can see, the rectangle is divided into three rows of two square feet. So the total number of square feet, or the Area, is the length (three feet) multiplied by the width (two feet), or the area is six square feet; using the abbreviations A for area, L for length, and W for width. Of course, not all rectangles measure two feet by three feet. So in place of three feet, we can use L and in place of two feet, we can use W. We have created a formula for the area of any rectangle: A = L multiplied by W. Let's see what Norm's up to now. He's going to the carpet store. I hope he at least measured the room. I need some carpet-- But not too much!!-- It's a little room. 7

9 You'll only be needing a small carpet, right? That's right. Oh no!!! What's that formula again? With this formula, we can determine the area of any rectangle or square. Let's try some examples. Take Norm's floor, it's a rectangle that is 9 feet wide and 8 feet long. The width is: 9. The length is : 8. Let's use our formula for area: A= L x W. We know the width is nine feet. We can substitute 9 feet for the W in our formula. Our formula now reads: A = L times 9 feet. The length is 8 feet. We can substitute 8 feet for the L in our formula, so that the formula now reads: A = 8 ft. x 9 ft. The area is 9 feet multiplied by 8 feet, or, 72 square feet. Now use a pencil and paper 8 to try these two example problems on your own. What is the area of a rectangle with a length of 6 cm and width of 4 cm? The answer is 24 square cm. What is the area of a rectangle with a length of 12 cm. and a width of 5 cm.? The answer is 60 square cm. If your answers are correct we will go on to the next section. If not, reverse the tape to view this section again. Now that we have learned how to calculate the area of rectangles, let's look at another important shape: the parallelogram. A parallelogram is a four sided figure whose opposite sides are always equal in length and the same distance apart, but whose corners may not be square, or 90-degree corners. The width, which in a parallelogram is called the base, is measured as the distance between its two sides.

10 The height is the distance between the top and the base. The base always remains the same and the height always remains the same. Now we know how to measure the base and height of a parrallelogram. The formula for the area of a parallelogram is basically the same as for a rectangle. The area of a rectangle is calculated by multiplying its length by its width. The area of a parallelogram is calculated by multiplying its base by its height: A = B x H Let's see why this is so. Here is an example of a parallelogram. Remember, the base is B, and the height is H. Let's construct a line from point A to point B, to form a triangle from the end of this parallelogram. Now let's separate the triangle from the parrallelogram, and move it around 9 to fit onto the other side. By separating this triangle and moving it to the other side, we have changed the parallelogram into a rectangle. This rearrangement will always result in a rectangle. When we separated the triangle from the rest of the parrallelogram, and placed it on the other end, we did not make the parts smaller or larger. When we put them back together as a rectangle, the area of that rectangle is the same as the area of the original parrallelogram. The formula for the area of a rectangle is: A = L x W. Let's substitute height for width and base for length. Now our formula reads: Area is equal to base multiplied by height. We have created a formula for the area of a parallelogram. the area of a parralellogram

11 is its height multiplied by its base, or A = B x H. Now let's use our formula to find the area of some sample parallelograms. What is the area of a parallelogram with a base of 10 cm. and a height of 4 cm? The answer is: 40 sq. cm. What is the area of a parallelogram with a base of 8 cm. and a height of 3 cm.? The answer is: 24 sq. cm. Let's see how we can use this way of finding the area of a parallelogram to measure and calculate the area of a triangle. Here is a sample triangle It can be any triangle of any size. First, let's create a triangle identical to this one. We have two triangles that are exactly the same size. Because they are identical, we know they have the same area. but we do know that it is the same in both triangles, because they are identical. We can fit these two triangles together in many ways to form several shapes. However, we can always form a parallelogram by rotating one of the triangles, like this. We made a parralleogram by putting together two identical triangles. Because these two triangles have the same area, the area of the parallelogram is twice that of the triangle, and the area of the triangle is one half the area of the parallelogram. Let's measure the height of the parallelogram. The height of the parallelogram is the same as the height of the triangle. And if we measure the base of the parallelogram, we find that it is the same as the base of the triangle. The area of the triangle is 1/2 of the area of the parallelogram. We don't know what the area is, 10

12 Remember that the area of the parrallelogram is A = B x H. And remembering that the area of any triangle is 1/2 of the area of a parralellogram made from that triangle and another one identical to it, we may say that the area of a triangle is equal to 1/2 of its base multiplied by its height. Or, the area of a triangle is 1/2 B x H. Let's use this formula to find the area of a sample triangle. The height of this triangle is 5 cm. Its base measures 8 cm. Remember that our formula for the area of a triangle is: A = 1/2 x B x H Using our formula, we substitute 8 cm. for the base, and 5cm. for the height. Now our formula reads: Area = 1/2 of 8 cm. times 5 cm. or 1/2 of 40 square cm., or the area of the triangle is 20 square cm. 11 Now use the formula we've made to find the area of these sample triangles. What is the area of a triangle with a base of 4 ft. and a height of 6 ft.? The answer is: A = 12 sq. ft. What is the area of a triangle with a base of 9 cm. and a height of 6 cm.? The answer is : A = 27 sq. cm. Now let's review the formulas we have learned. The formula for the area of a rectangle is A = L x W The formula for the area of a parallelogram is A = B x H the formula for the area of a triangle is A = 1/2 (B X H) Try some problems on your own. You can find many items around your home that you can measure and find the area of using these formulas. There are many example problems in your math book. Practice at problem solving is the key

13 to a solid understanding of math. And if you don't understand the first time, you can make this assistant professor repeat itself as many times as you like. Good luck! Funding for purchase and captioning of this video was provided by the U.S. Department of Education: PH: (V). 12

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