Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials
|
|
- Rodney Russell
- 7 years ago
- Views:
Transcription
1 Lesson 1 Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials Perimeter: The Line Club T1: Before class: Copy one set of student pages for each student in the class. Make the following 8 rectangles on the classroom floor using narrow masking tape. Spread them out around the room to allow students room to work in groups around each rectangle. Metric units can be used as well, but don t intermix the two types of units. A B C D E F G H 6ft x 5ft 3ft x 4ft 1ft x 6ft 4ft x 4ft 8 in x 5 in 10 in x 2 in 6 in x 6 in 7 in x 3 in Prepare class charts for Perimeter Tool, Rectangle A, and Rectangles A-H. (See teacher masters #1, 2, & 3) 1. With your partner, make a list of situations where a series of straight lines forms a boundary around a space or object. Example: a fence around a garden T2: Possible answers: fences, edges of a deck, molding around a room, ribbon around a package, picture frame, window frame, etc. Discussion questions: Are we measuring a line or the space between the lines? How do you know? 2. What kind of tools could be used to measure straight lines? How could you use the tools to find the amount of tape used to form the rectangle you are looking at on the floor? Record your ideas on the chart below. Tool How would you use the tool? Units? What Do Units Tell You About What Is Being Measured? Teacher Material Page 1 of 29
2 T3: Focus on the idea of a line without measurable width. Use of a string to trace the outline of the rectangle might help students see this. Additional appropriate tools can replace or be added to this list. When students are measuring with their foot, it is important they place their feet heel to toe to get accurate data. This is also true for the ruler and yardstick as they move it around the perimeter. After all data and units are compiled, ask students to compare advantages & disadvantages of each tool drawing upon their experience and the data results across the class. Students should notice a wide range of measurements using feet because of different sizes of feet. They should see more variability with a ruler than a yardstick because of having to move the ruler along the perimeter, but the answers should be closer among the groups. The yardstick requires less moves around the perimeter, but students may have difficulty with the partial measurements of a yard along some sides. The tape measure should give the most consistent measurements because it does not require them to move it along a side. Summary question: How can we all get the same measurements? (idea of standard units & tools) Hopefully students will see the value of using a standard unit of measure to get consistent results and also see the value of the longer extension of the tape measure. 3. Work with your group to measure the total distance around each rectangle (A H). Rectangle Length 1 Length 2 Width 1 Width 2 Total (with units) A 6ft 6ft 5ft 5ft 22ft B 3ft 3ft 4ft 4ft 14ft C 6ft 6ft 1ft 1ft 14ft D 4ft 4ft 4ft 4ft 16ft E 8in 8in 5in 5in 16in F 10in 10in 2in 2in 24in G 6in 6in 6in 6in 14in H 7in 7in 2in 2in 18in What Do Units Tell You About What Is Being Measured? Teacher Material Page 2 of 29
3 T4: Provide tape measures during this work. All students are required to record data during this activity. Students work in groups of four and rotate around the room every four minutes to measure each of the eight rectangles. There are four jobs: Captain organizes the group and gives additional updates from the teacher during work time. Facilitator makes sure everyone is participating and encourages quiet members by asking about their opinions and idea. Resource person gathers needed materials for the group and asks for teacher help when needed. Recorder/Reporter writes down the official group data and reports out results during class summaries. As students work, monitor their understanding about the attribute they should be measuring and whether they are including the units of measure in their data. Ask them to explain why the tool they are using is appropriate for this attribute and how the tool helps them report unit. As you talk to groups, determine which group s ideas and discoveries you want to bring out in the summary and in what order they should present to maximize the essential questions of what perimeter is and how to measure and report it. Students needing more challenge: Ask them if their strategy would still work if the figure was not a rectangle? Why or why not? T5: Summarize group activity with students. What parts did you struggle with? What did you do that was successful? Let s compile your results on the class poster. How did you find the (perimeter) or total length of the rectangle s sides? Students should say they measured each side and added them together. Try to get them to generate the formula L + W + L + W = P What patterns do you notice? Students should see that opposite sides of a rectangle have the same measure. How could these patterns help you find the perimeter of the rectangle? Students should see they don t have to measure each side, but instead measure the length and the width. Try to get them to generate the formula 2 L + 2 W = P from their first formula. They may also say that they only need to find one side of a square and may generate the formula 4 L = P for a square s perimeter. Create a class poster of their generalizations to refer to in the future. What Do Units Tell You About What Is Being Measured? Teacher Material Page 3 of 29
4 4. The total measurement of the straight lines enclosing a figure is called the. (perimeter) 5. How do you measure the perimeter? ( length + length + width + width = perimeter) 6. What kind of units are used? Why?_(length units of inches or feet because they measure a line and perimeter is a series of connecting lines enclosing an area) T6: Students could work in pairs on the following problems. Struggling students: Suggest they trace the perimeter of each rectangle with their pencil as they calculate the perimeter. Students needing additional challenge: Change the numbers to include decimal or fractional parts. Change the shape of the figure to a triangle or other polygon. Would their procedure still work? Why or why not? Would they have to change anything to make it work? Why or why not? Create additional perimeter story problems to be used as entry warm-ups or extra practice items for students needing additional help. Students love to see their work identified by name. Find the perimeter for the following rectangles. Include appropriate units. 10 feet inches 4 feet 4 ft 6 inches 10 ft. 2 in. Perimeter = Perimeter = (28 feet) (16 inches) What Do Units Tell You About What Is Being Measured? Teacher Material Page 4 of 29
5 9. 15 inches inches 5 feet 5 feet Perimeter = Perimeter = (36 inches) (20feet) 11. Pleasant Valley Middle School is painting tetherball courts on their playground. Each tetherball court forms a rectangle with a length of 12 feet and a width of 10 feet. What is the perimeter of each tetherball court? Include appropriate units. Show your work using words, numbers and/or diagrams. The perimeter of the tetherball court will be. (44 feet) What Do Units Tell You About What Is Being Measured? Teacher Material Page 5 of 29
6 T7: Use this exit ticket to assess individual student understanding of the attribute of perimeter, determining its value and assigning appropriate units. Use this assessment to determine if reteaching is required. Exit Ticket Lesson 1 Name: Stacy and Eddie want to put a rectangular fence around their pool to make it safer for small children in the neighborhood. They want the fence to be 30 feet long and 25 feet wide. What will be the total length of the new fence? Show your work using words, numbers and/or pictures. The total length of the new fence will be. (110 feet) What Do Units Tell You About What Is Being Measured? Teacher Material Page 6 of 29
7 Name: Lesson 2 Area: The Square Club T1: Before class: Copy student set of pages for each student in the class. Make class poster of master #5 Tools for Area. Make four sets of 30 1ft x 1ft squares for rectangles A D. Make four sets of 40 1in x 1in squares for rectangles E H or use 1in tiles. Make class poster of master #6 Areas of Rectangles A H. T2: Students generate a summary of yesterday s learning about perimeters. Use the charts created with the class. Create the definition for perimeter with the students and add it to the master #4 chart from yesterday. T3: Ask students to think about the area or space inside the perimeter of a rectangle and generate a list of places in real life they might see such an area. Some possible ideas: garden, picture, carpet, football field, door, etc 1. With your partner, make a list of situations where the space or area inside the perimeter of a rectangle is used. Example: a garden T4: Give them the following questions to think about with their partner. H ow would they measure these kinds of areas? Some possible ideas: lines placed side by side across the inside of the perimeter, line from corner to corner, winding string back and forth across the space, flat piece of paper cut to size, strips of paper, squares of paper, triangles, etc There could be many polygons that would cover the area, but help students realize that squares are probably the easiest because of their attributes (90 angles, parallel sides, etc.) Ask them if this area can be covered by a line or does it require something different? Remind them to think about what they learned yesterday about perimeters. Perimeters are lines, so a line measures a line not an area. Could they use the same procedures and tools? Why or why not? What Do Units Tell You About What Is Being Measured? Teacher Material Page 7 of 29
8 2. With your partner, generate some ideas about how you could measure this area. T5: Give students a few minutes to turn and talk with their partners about the following questions and then generate a chart with their ideas as a class. In this case, define tools as something used with which to measure a flat surface. Help them think about tools that would cover the surface of the rectangles. Examples students might develop would be strips of tape or string with units of inches or feet, but help them see these would not cover the surface very well. Another example might be circles of paper with each circle being 1 unit, but there would be gaps between the circles. Students should realize squares would work since they fit together without gaps and cover the surface completely. Help them to see the unit for a square is 1 unit on each side called a square unit. Ask students if their idea covers the entire space completely? Are their ideas efficient? What kind of units would be used for each idea? 3. What kind of tools could be used to measure this area? How could you use the tools to find the amount of area? Tool How would you use the tool? Units 4. Which tool would work best to cover the area inside the perimeter of a rectangle? Explain why? What Do Units Tell You About What Is Being Measured? Teacher Material Page 8 of 29
9 T6: Introduce square units after students generate the idea of squares fitting neatly next to one another to cover the area inside the perimeter. Give each student a square and have them place it side by side inside the perimeter of rectangle A until the entire area is covered. Why does this choice measure the space well? (it covers the entire space.) Why is it easy to use and count? (The square covers a piece of the interior of the rectangle and it is easy to keep adding squares until the whole interior of the rectangle is covered.) How can we measure these squares? (1 foot on each side makes a square a foot from top to bottom and a foot from side to side.) Linear units, such as a foot, measures what? (A line) Are we measuring lines? (no) How could we show these units are not lines, but squares covering one foot from top to bottom and one foot from side to side? (Square foot ( 1 ft² )) Students may suggest marking the square with one foot on each side or four feet of perimeter. Focus them on the fact that the perimeter measures lines and we are measuring an area one foot in each direction. Students are not expected to use exponents on the 6 th grade WASL. They are allowed to use the term square units or square feet. When we cover the area inside the perimeter with square units it creates rows and columns of squares. How many rows and how many columns? 6 rows and 5 columns How this is related to the total number of squares it takes to fill the entire area? (5 x 6 = 30 square units) T7: As students work together, circulate and record their ideas and strategies to find the area of the rectangles. Decide which strategies you want to discuss as a whole class and in which order you want them to appear in the discussion to build the concept of what the attribute of area represents, how to measure it and what kind of units are necessary. Struggling students: Some students may be hesitant to continue to use the physical square units if the group begins to move to a more conceptual understanding. Encourage struggling students to continue physically using the square units to fill the area and to physically count the total number of square units. Take this into consideration when making groups for this activity if you foresee a group of students needing this accommodation. Placing a couple of similar students together in a group may help them find support for this problem solving strategy.. Students needing more challenge: Ask if they think the same strategies would work with rectangles where the length of one side is 4 ½? 3 ¾? Why or why not? What would you have to do to prove your idea? What Do Units Tell You About What Is Being Measured? Teacher Material Page 9 of 29
10 3. Work with your group of 4 students to measure the total area inside rectangles (A H). Rectangle Count total # squares # of # of Area of rows columns rectangle Units A Square feet B Square feet C Square feet D Square feet E Square inches F Square inches G Square inches H Square inches T8: Use the class chart from master #8 to summarize group data. Have students turn and talk with partners about patterns they see in the data. How are these patterns related to the number of squares it takes to cover the inside of the perimeter? (number of rows multiplied by the number of columns is equal to the total number of squares needed to cover the entire area inside the perimeter of any rectangle). 4. The total number of squares contained within the perimeter of a rectangle is called the. (area) T9: Generate discussion about how to measure area. Students may say they need to count every square needed. Ask them if they will always have squares with them to use? (No) Students may say they need to count the number of rows of squares and the number of columns of squares to get the total number of squares needed. Ask them how they could find that out without putting squares along the perimeter? Notice the number of rows of squares is the same as the length of one side of the perimeter and the number of columns of squares is the same as the width of one side of the perimeter. What Do Units Tell You About What Is Being Measured? Teacher Material Page 10 of 29
11 Have students draw pictures or use Rectangle A on the floor to demonstrate this idea. What Do Units Tell You About What Is Being Measured? Teacher Material Page 11 of 29
12 5. How do you measure the total area of a rectangle? (# of rows x # of columns) 6. What kind of units are used? Why? (square units because they cover the area) T10: Have students work in pairs to find the area of these rectangles. Struggling students: May still need to use the 1 foot and the 1 inch squares to solve these problems. Another strategy for students still struggling with visualizing the covering of the area with square units is to have students create a grid across each rectangle to help them find the area. Grid paper could be used for all these problems if you think all your students will require this adaptation. Students needing more challenge: Change the numbers to include decimal or fractional parts. You could also change the shape of the figure to a triangle or other polygon. Would their procedure still work? Why or why not? Would they have to change anything to make it work? Why or why not? Also ask them to create additional area story problems to be used as entry warmups or extra practice items for students needing additional help. Students love to see their work identified by name. What Do Units Tell You About What Is Being Measured? Teacher Material Page 12 of 29
13 Find the area for the following rectangles. Include appropriate units feet 2 inches 8. 4 feet 4 feet 6 inches 6 inches 10 feet 2 inches Area = Area = (40 square feet) (12 square inches) inches inches 5 feet 5 feet Area = Area = (45 square inches) (25 square feet²) What Do Units Tell You About What Is Being Measured? Teacher Material Page 13 of 29
14 11. Pleasant Valley Middle School is painting tetherball courts on their playground. Each tetherball court forms a rectangle with a length of 12 feet and a width of 10 feet. What is the total area of each tetherball court? Include appropriate units in your answer. Show your work using words, numbers and/or pictures. The total area of the new court will be. (120 square feet) What Do Units Tell You About What Is Being Measured? Teacher Material Page 14 of 29
15 T11 Use this exit ticket to assess individual student understanding of the attribute of area, their ability to determine its value and assign appropriate units. Use this assessment to determine if reteaching is required. Exit Ticket Lesson 2 Na me : Sta cy and Eddie want to put a rectangular fence around their pool to make it safer for small c hildren in the neighborhood. They want the fence to be 30 feet long and 25 feet wide. What will be the total area inside the fence? Include appropriate units in your answer. Show your work using words, numbers and/or pictures. The total area inside the fence will be. (750 square feet) What Do Units Tell You About What Is Being Measured? Teacher Material Page 15 of 29
16 Name: Lesson 3 Volume: The Cubic Club T1: Before class: Copy student set of pages for each student in the class. Make class poster of master #7 Tools for Volume. Make or find a 2ft X 3ft X 2ft box for rectangular prism A Make twelve 1ft cubes for rectangular prism A. Use master #9. Make one set of prisms (B-H) for each pair of students leaving one end open for filling. Use master # 9. Students could also be given the nets to create the prisms. Gather a set of 50 on- inch cubes for each pair of students. Centimeter cubes could also be used if metric measurements have been introduced to students. Make class poster of master #8 Volumes of Rectangular Prisms A H. T2: Summarize the area lesson Which tool would work best to cover the area inside the perimeter of a rectangle? (Squares) What is the total number of squares contained within the perimeter of a rectangle called? (area) How do you measure the total area of a rectangle? ( count the squares) What formula could be used to find the area? (L x W = A) What kind of units are used? (square units) Why? (cover the area) T3 : Possible examples of space inside a rectangular prism: (box of candy, swimming pool, storage unit, a planter box, etc.) 1. With your partner, make a list of examples where the space inside a rectangular prism (box) might need to be found. T4: Students may generate the following ideas: Pieces of paper the size of the bottom stacked up, squares covering the bottom stacked up, filling the box with Styrofoam peanuts, filling with blocks, etc. Measuring the all edges of the box and adding them up Measuring the all edges of the box and multiplying them Show the 2ft x 3ft x 2ft box as an example. What Do Units Tell You About What Is Being Measured? Teacher Material Page 16 of 29
17 2. With your partner, generate some ideas about how you could measure this space. 3. What kind of tools could be used to measure this space? How could you use the tools to find the amount of space? Tool How would you use the tool? Units T5: Ask the following questions to summarize their ideas: Would the lines we used for perimeter work to measure the space inside the box? (N o, only measur es length.) Would the squares we used for area work to measure the space inside the box? (No, only measures area which has a length and a width.) What would work? (cubes) Why? (Stack side by side and on top without spaces between) How is this related to the previous units we used for perimeter and area? (Area is 2- D with length and width. Volume is 3-D with length, width and height.) Show a cube and label the length, width and height. Have 12 students each place one cube into the 2ft x 3ft x 2ft box. Count as each cube is placed in. Which tool would work best to measure the space inside the rectangular prism (box)? Explain why? What Do Units Tell You About What Is Being Measured? Teacher Material Page 17 of 29
18 3. Work with your prisms (A H). group of 4 students to measure the volume inside the rectangular Rectangle # of # of # of Total # Units Prism rows of columns layers of of cubes on of cubes cubes cubes the on the high is bottom bottom Volume A cubic feet (ft³) B cubic inches (in³) C cubic inches (in³) D cubic inches (in³) E cubic inches (in³) F cubic inches (in³) G cubic inches (in³) H cubic inches (in³) T6: Summarize student data from the above chart. What patterns do you see from your data? (# rows on the bottom multiplied by the # or columns on the bottom is the same as the area of the rectangle making the bottom of the box. The area (L x W) x H is equal to the number of cubes to fill the rectangular prism.) What s the unit used to measure volume? (Cubes and in these cases cubic feet and cubic inches) Point out if students don t generate the idea that there are 3 measurements L x W x H so ft³ or in³. 5 th and 6 th grade students are not required to use exponents on the WASL, but point out the exponent represents 3 measurements (length, width & height) Point out again the idea of a line measuring length only thus feet (ft) for perimeter A square measures length and width thus square feet (ft²) for area A cube measures length, width and height thus cubic feet (ft³) for volume. 4. The total number of cubes contained within the rectangular prism is called the. What Do Units Tell You About What Is Being Measured? Teacher Material Page 18 of 29
19 (volume) 5. How do you measure the volume of a rectangular prism? (# of rows x # of columns to form the base x # of layers) (LxWxH) 6. What kind of units are used? Why? (cubes because they fill the prism) T7: Students can work in pairs to find the volume of the following prisms. Watch for students using incorrect notation like 30²ft instead of 30ft² if they chose to use exponents in their answers. Remind students to label each of their measurements with units in their work. Struggling students: May still need to use the 1 inch cubes to solve these problems. You may want to change the measurements for each prism to inches to help with this need. An example of using squares on the bottom of the box might help students see the connection to area an d help them see that flat squares won t fill the box like cubes. The cubes could even be placed directly over the squares to visualize the connection. Students needing more challenge: Change the numbers to include decimal or fractional parts. You could also change the shape of the figure to a triangle or other polygon. Would their procedure still work? Why or why not? Would they have to change anything to make it work? Why or why not? Also ask them to create additional volume story problems to be used as entry warm-ups or extra practice items for students needing additional help. Students love to see their work identified by name. What Do Units Tell You About What Is Being Measured? Teacher Material Page 19 of 29
20 Find the volume of the following rectangular prisms. Include appropriate units in your answer feet 6 inches 3 feet 2 inches 10 feet 2 inches Volume = Volume = (120 cubic feet) (24 cubic inches) inches 5 feet 3 inches 5 feet 2 inches 5 feet Area = Area = (90 cubic inches) (125 cubic feet) What Do Units Tell You About What Is Being Measured? Teacher Material Page 20 of 29
21 11. Pleasant Valley Middle School is constructing tetherball courts on their playground. Each tetherball pole will be set in a concrete prism 18 inches long, 15 inches wide and 12 inches high. What is the volume of concrete needed to make each prism for the tetherball poles? Include appropriate units in your answer. Show your work using words, numbers and/or pictures. The volume of concrete needed for each prism will be. (3240 cubic inches) What Do Units Tell You About What Is Being Measured? Teacher Material Page 21 of 29
22 T8: Use this exit ticket to assess individual student understanding of the attribute of volume, their ability to determine its value and assign appropriate units. Use this assessment to determine if reteaching is required. Exit Ticket Lesson 3 Name: Miguel is mailing a package to his uncle for his birthday. He has two boxes he can use and he wants to send the box with the largest volume. The first box is 24 inches long, 10 inches wide and 12 inches high. The second box is 20 inches long, 15 inches wide and 11 inches high. Explain which box you think he should use and why. Include appropriate units in your answer. Show your work using words, numbers and/or pictures. Box #1 Box #2 ( Miguel should us e box #2 because it has a volume of 3300 cubic inches. Box #1 only has an area of 2880 cubic inches. The volume of box #2 is 420 cubic inches larger than the volume of box #1.) What Do Units Tell You About What Is Being Measured? Teacher Material Page 22 of 29
23 Vocabulary Prior vocabulary Vocabulary in lesson Future vocabulary centimeter area estimate foot column exponent height inch length linear units perimeter ruler rectangle square width cubic units edge face hypothesis row rectangular prism side square units volume surface area What Do Units Tell You About What Is Being Measured? Teacher Material Page 23 of 29
24 Ma terials Manipulatives Copies Tools Supplies inch tiles or cm tiles student lessons rulers/yardsticks empty box (60 per group of 4) (one per student (one per student) 2ft x 3ft x 2ft or 160 inch squares for each lesson) tape measures for class demonstration cut from paper (one per group) inch cubes or cm net patterns on calculators poster paper cubes tag board (one (one per student) for class charts (60 per group of 4) set per student) foot cubes (12) gold tickets (2 per class) felt pens (various colors per group of 4) one foot squares cut from paper (120) classroom charts (one per class for each teacher master) vocabulary (one per student) exit tickets (one per student for each lesson) unit assessment (one per student) inch grid paper or cm grid paper several sheets per student) ball of string small white boards (two per group) dry erase pens (one per student) kleenex (one per student for erasing) scotch tape (roll per table) masking tape narrow width scissors (one per student) snack size candy bars (one per student) transparencies if overhead is used What Do Units Tell You About What Is Being Measured? Teacher Material Page 24 of 29
25 Name: Perimeter, Area & Volume Pre-Test 1. Sandra wants to build a fence around her vegetable garden. Which of the following will she need to determine in ord er to know how long her fence needs to be? a. area b. perimeter c. volume d. surface area 2. Alejandro is buying new carpet for his bedroom. Which of the following will he need to determine in order to buy the correct amount of carpet? a. perimeter b. volume c. height of the room d. area 3. How many faces does a rectangular prism (box) have? a. 6 b. 5 c. 8 d Wh ich of the following can be used to find the perimeter of a rectangle? a. L x W b. L + W + H c. L x W x H d. L + L + W + W 5. Which of the following can be used to find the area of a rectangle? a. L x W b. L + W + H c. L x W x H d. L + L + W + W 6. Which of the following can be used to find the volume of a rectangular prism? a. L x W b. L + W + H c. L x W x H d. L + L + W + W What Do Units Tell You About What Is Being Measured? Teacher Material Page 25 of 29
26 7. Which of the following measurements could be used to describe the area of a rectangle? a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 8. Which of the following measurements could be used to describe the perimeter of a rectangle? a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 9. Which of the following measurements could be used prism? to describe the volume of a a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 10. Yessica is painting her family room floor and putting molding around the edge of the floor. What is the area of the floor she needs to paint How much molding will she need to buy? 14 feet 10 feet The area of the floor is Yessica needs to buy of molding. 11. Tyler has built a sandbox for his younger brother for Christmas. The sandbox is 5 feet long, 2 feet high, and 6 feet wide. What is the volume of sand he will need to buy to completely fill the sandbox? Tyler needs to buy of sand. What Do Units Tell You About What Is Being Measured? Teacher Material Page 26 of 29
27 Name: Perimeter, Area & Volume Pre-Test Rubric 1. Sandra wants to build a fence around her vegetable garden. Which of the following will she need to determine in ord er to know how long her fence needs to be? a. area b. perimeter c. volume d. surface area 2. Alejandro is buying new carpet for his bedroom. Which of the following will he need to determine in order to buy the correct amount of carpet? a. perimeter b. volume c. height of the room d. area 3. How many faces does a rectangular prism (box) have? a. 6 b. 5 c. 8 d Which of the following can be used to find the perimeter of a rectangle? a. L x W b. L + W + H c. L x W x H d. L + L + W + W 5. Which of the following can be used to find the area of a rectangle? a. L x W b. L + W + H c. L x W x H d. L + L + W + W 6. Which of the following can be used to find the volume of a rectangular prism? a. L x W b. L + W + H c. L x W x H d. L + L + W + W What Do Units Tell You About What Is Being Measured? Teacher Material Page 27 of 29
28 7. Which of the following measurements could be used to describe the area of a rectangle? a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 8. Which of the following measurements could be used to describe the perimeter of a rectangle? a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 9. Which of the following measurements could be used to describe the volume of a prism? a. 10 inches b. 10 square inches c. 10 cubic inches d. 10 quadruple inches 10. Yessica is painting her family room floor and putting molding around the edge of the floor. What is the area of the floor she needs to paint and how much molding will she need to buy? 14 feet 10 feet The area of the floor is _( 140 square feet)_ Yessica needs to buy (48 feet) of molding. 11. Tyler has built a sandbox for his younger brother for Christmas. The sandbox is 5 feet long, 2 feet high, and 6 feet wide. What is the volume of sand he will need to buy to completely fill the sandbox? Tyler needs to buy (60 cubic feet) of sand. What Do Units Tell You About What Is Being Measured? Teacher Material Page 28 of 29
29 What Do Units Tell You About What Is Being Measured? Teacher Material Page 29 of 29
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
More information1. Kyle stacks 30 sheets of paper as shown to the right. Each sheet weighs about 5 g. How can you find the weight of the whole stack?
Prisms and Cylinders Answer Key Vocabulary: cylinder, height (of a cylinder or prism), prism, volume Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is
More informationLesson 13: The Formulas for Volume
Student Outcomes Students develop, understand, and apply formulas for finding the volume of right rectangular prisms and cubes. Lesson Notes This lesson is a continuation of Lessons 11, 12, and Module
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationLinear, Square and Cubic Units Grade Five
Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate
More informationMD5-26 Stacking Blocks Pages 115 116
MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.
More informationGeometry Notes PERIMETER AND AREA
Perimeter and Area Page 1 of 57 PERIMETER AND AREA Objectives: After completing this section, you should be able to do the following: Calculate the area of given geometric figures. Calculate the perimeter
More informationGeometry Notes VOLUME AND SURFACE AREA
Volume and Surface Area Page 1 of 19 VOLUME AND SURFACE AREA Objectives: After completing this section, you should be able to do the following: Calculate the volume of given geometric figures. Calculate
More informationVOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region.
Math 6 NOTES 7.5 Name VOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region. **The formula for the volume of a rectangular prism is:** l = length w = width h = height Study Tip:
More informationSolving Geometric Applications
1.8 Solving Geometric Applications 1.8 OBJECTIVES 1. Find a perimeter 2. Solve applications that involve perimeter 3. Find the area of a rectangular figure 4. Apply area formulas 5. Apply volume formulas
More informationMathematics as Reasoning Students will use reasoning skills to determine the best method for maximizing area.
Title: A Pen for Penny Brief Overview: This unit is a reinforcement of the concepts of area and perimeter of rectangles. Methods for maximizing area while perimeter remains the same are also included.
More informationArea of Parallelograms, Triangles, and Trapezoids (pages 314 318)
Area of Parallelograms, Triangles, and Trapezoids (pages 34 38) Any side of a parallelogram or triangle can be used as a base. The altitude of a parallelogram is a line segment perpendicular to the base
More informationArea of Circles. 2. Use a ruler to measure the diameter and the radius to the nearest half centimeter and record in the blanks above.
Name: Area of Circles Label: Length: Label: Length: A Part 1 1. Label the diameter and radius of Circle A. 2. Use a ruler to measure the diameter and the radius to the nearest half centimeter and recd
More informationMATH STUDENT BOOK. 6th Grade Unit 8
MATH STUDENT BOOK 6th Grade Unit 8 Unit 8 Geometry and Measurement MATH 608 Geometry and Measurement INTRODUCTION 3 1. PLANE FIGURES 5 PERIMETER 5 AREA OF PARALLELOGRAMS 11 AREA OF TRIANGLES 17 AREA OF
More informationSTATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable
C 1 Measurement H OW MUCH SPACE DO YOU N EED? STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy Statement of Purpose:
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationLesson 11: Volume with Fractional Edge Lengths and Unit Cubes
Lesson : Volume with Fractional Edge Lengths and Unit Cubes Student Outcomes Students extend their understanding of the volume of a right rectangular prism with integer side lengths to right rectangular
More informationArea and Perimeter. Name: Class: Date: Short Answer
Name: Class: Date: ID: A Area and Perimeter Short Answer 1. The squares on this grid are 1 centimeter long and 1 centimeter wide. Outline two different figures with an area of 12 square centimeters and
More informationStudent Outcomes. Lesson Notes. Classwork. Exercises 1 3 (4 minutes)
Student Outcomes Students give an informal derivation of the relationship between the circumference and area of a circle. Students know the formula for the area of a circle and use it to solve problems.
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationMeasurement. Volume It All Stacks Up. Activity:
Measurement Activity: TEKS: Overview: Materials: Grouping: Time: Volume It All Stacks Up (7.9) Measurement. The student solves application problems involving estimation and measurement. The student is
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationShow that when a circle is inscribed inside a square the diameter of the circle is the same length as the side of the square.
Week & Day Week 6 Day 1 Concept/Skill Perimeter of a square when given the radius of an inscribed circle Standard 7.MG:2.1 Use formulas routinely for finding the perimeter and area of basic twodimensional
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationArea of Parallelograms (pages 546 549)
A Area of Parallelograms (pages 546 549) A parallelogram is a quadrilateral with two pairs of parallel sides. The base is any one of the sides and the height is the shortest distance (the length of a perpendicular
More informationPIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY
PIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY The Student Handout is page 11. Give this page to students as a separate sheet. Area of Circles and Squares Circumference and Perimeters Volume of Cylinders
More informationChapter 4: The Concept of Area
Chapter 4: The Concept of Area Defining Area The area of a shape or object can be defined in everyday words as the amount of stuff needed to cover the shape. Common uses of the concept of area are finding
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationArea and Perimeter: The Mysterious Connection TEACHER EDITION
Area and Perimeter: The Mysterious Connection TEACHER EDITION (TC-0) In these problems you will be working on understanding the relationship between area and perimeter. Pay special attention to any patterns
More informationCalculating Perimeter
Calculating Perimeter and Area Formulas are equations used to make specific calculations. Common formulas (equations) include: P = 2l + 2w perimeter of a rectangle A = l + w area of a square or rectangle
More informationYOU MUST BE ABLE TO DO THE FOLLOWING PROBLEMS WITHOUT A CALCULATOR!
DETAILED SOLUTIONS AND CONCEPTS - SIMPLE GEOMETRIC FIGURES Prepared by Ingrid Stewart, Ph.D., College of Southern Nevada Please Send Questions and Comments to ingrid.stewart@csn.edu. Thank you! YOU MUST
More informationImperial Length Measurements
Unit I Measuring Length 1 Section 2.1 Imperial Length Measurements Goals Reading Fractions Reading Halves on a Measuring Tape Reading Quarters on a Measuring Tape Reading Eights on a Measuring Tape Reading
More informationThe GED math test gives you a page of math formulas that
Math Smart 643 The GED Math Formulas The GED math test gives you a page of math formulas that you can use on the test, but just seeing the formulas doesn t do you any good. The important thing is understanding
More information43 Perimeter and Area
43 Perimeter and Area Perimeters of figures are encountered in real life situations. For example, one might want to know what length of fence will enclose a rectangular field. In this section we will study
More informationArea, Perimeter, Volume and Pythagorean Theorem Assessment
Area, Perimeter, Volume and Pythagorean Theorem Assessment Name: 1. Find the perimeter of a right triangle with legs measuring 10 inches and 24 inches a. 34 inches b. 60 inches c. 120 inches d. 240 inches
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
More informationArea is a measure of how much space is occupied by a figure. 1cm 1cm
Area Area is a measure of how much space is occupied by a figure. Area is measured in square units. For example, one square centimeter (cm ) is 1cm wide and 1cm tall. 1cm 1cm A figure s area is the number
More informationPizza! Pizza! Assessment
Pizza! Pizza! Assessment 1. A local pizza restaurant sends pizzas to the high school twelve to a carton. If the pizzas are one inch thick, what is the volume of the cylindrical shipping carton for the
More information1 st Grade Math Do-Anytime Activities
1 st Grade Have your child help create a number line (0-15) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is
More informationLesson 21. Circles. Objectives
Student Name: Date: Contact Person Name: Phone Number: Lesson 1 Circles Objectives Understand the concepts of radius and diameter Determine the circumference of a circle, given the diameter or radius Determine
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationArea of a triangle: The area of a triangle can be found with the following formula: 1. 2. 3. 12in
Area Review Area of a triangle: The area of a triangle can be found with the following formula: 1 A 2 bh or A bh 2 Solve: Find the area of each triangle. 1. 2. 3. 5in4in 11in 12in 9in 21in 14in 19in 13in
More informationGrade 5 Work Sta on Perimeter, Area, Volume
Grade 5 Work Sta on Perimeter, Area, Volume #ThankATeacher #TeacherDay #TeacherApprecia onweek 6. 12. Folder tab label: RC 3 TEKS 5(4)(H) Perimeter, Area, and Volume Cover: Reporting Category 3 Geometry
More informationSURFACE AREA AND VOLUME
SURFACE AREA AND VOLUME In this unit, we will learn to find the surface area and volume of the following threedimensional solids:. Prisms. Pyramids 3. Cylinders 4. Cones It is assumed that the reader has
More informationPerimeter, Area, and Volume
Perimeter, Area, and Volume Perimeter of Common Geometric Figures The perimeter of a geometric figure is defined as the distance around the outside of the figure. Perimeter is calculated by adding all
More informationN Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
More informationQuick Reference ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed
More informationGAP CLOSING. 2D Measurement. Intermediate / Senior Student Book
GAP CLOSING 2D Measurement Intermediate / Senior Student Book 2-D Measurement Diagnostic...3 Areas of Parallelograms, Triangles, and Trapezoids...6 Areas of Composite Shapes...14 Circumferences and Areas
More informationTallahassee Community College PERIMETER
Tallahassee Community College 47 PERIMETER The perimeter of a plane figure is the distance around it. Perimeter is measured in linear units because we are finding the total of the lengths of the sides
More informationMathematics Second Practice Test 1 Levels 4-6 Calculator not allowed
Mathematics Second Practice Test 1 Levels 4-6 Calculator not allowed Please read this page, but do not open your booklet until your teacher tells you to start. Write your name and the name of your school
More informationCharacteristics of the Four Main Geometrical Figures
Math 40 9.7 & 9.8: The Big Four Square, Rectangle, Triangle, Circle Pre Algebra We will be focusing our attention on the formulas for the area and perimeter of a square, rectangle, triangle, and a circle.
More informationMATH 110 Landscape Horticulture Worksheet #4
MATH 110 Landscape Horticulture Worksheet #4 Ratios The math name for a fraction is ratio. It is just a comparison of one quantity with another quantity that is similar. As a Landscape Horticulturist,
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationGeorgia Department of Education Georgia Standards of Excellence Framework GSE Grade 6 Mathematics Unit 5
**Volume and Cubes Back to Task Table In this problem-based task, students will examine the mathematical relationship between the volume of a rectangular prism in cubic units and the number of unit cubes
More informationNS6-50 Dividing Whole Numbers by Unit Fractions Pages 16 17
NS6-0 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE
More informationLateral and Surface Area of Right Prisms
CHAPTER A Lateral and Surface Area of Right Prisms c GOAL Calculate lateral area and surface area of right prisms. You will need a ruler a calculator Learn about the Math A prism is a polyhedron (solid
More informationTEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM
7 th Grade Math TAKS-STAAR-STAAR-M Comparison Spacing has been deleted and graphics minimized to fit table. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in
More informationGrade 8 Mathematics Measurement: Lesson 6
Grade 8 Mathematics Measurement: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationLesson 18 Pythagorean Triples & Special Right Triangles
Student Name: Date: Contact Person Name: Phone Number: Teas Assessment of Knowledge and Skills Eit Level Math Review Lesson 18 Pythagorean Triples & Special Right Triangles TAKS Objective 6 Demonstrate
More informationGAP CLOSING. 2D Measurement GAP CLOSING. Intermeditate / Senior Facilitator s Guide. 2D Measurement
GAP CLOSING 2D Measurement GAP CLOSING 2D Measurement Intermeditate / Senior Facilitator s Guide 2-D Measurement Diagnostic...4 Administer the diagnostic...4 Using diagnostic results to personalize interventions...4
More informationI. ASSESSSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task Surface Area of Boxes I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In the Surface Area of Boxes activity, students will first discuss what surface area is and
More informationCalculating Area, Perimeter and Volume
Calculating Area, Perimeter and Volume You will be given a formula table to complete your math assessment; however, we strongly recommend that you memorize the following formulae which will be used regularly
More informationFinding Volume of Rectangular Prisms
MA.FL.7.G.2.1 Justify and apply formulas for surface area and volume of pyramids, prisms, cylinders, and cones. MA.7.G.2.2 Use formulas to find surface areas and volume of three-dimensional composite shapes.
More informationArea of a triangle: The area of a triangle can be found with the following formula: You can see why this works with the following diagrams:
Area Review Area of a triangle: The area of a triangle can be found with the following formula: 1 A 2 bh or A bh 2 You can see why this works with the following diagrams: h h b b Solve: Find the area of
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationGeometry Unit 6 Areas and Perimeters
Geometry Unit 6 Areas and Perimeters Name Lesson 8.1: Areas of Rectangle (and Square) and Parallelograms How do we measure areas? Area is measured in square units. The type of the square unit you choose
More informationMaking tessellations combines the creativity of an art project with the challenge of solving a puzzle.
Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers
More informationActivity Set 4. Trainer Guide
Geometry and Measurement of Solid Figures Activity Set 4 Trainer Guide Mid_SGe_04_TG Copyright by the McGraw-Hill Companies McGraw-Hill Professional Development GEOMETRY AND MEASUREMENT OF SOLID FIGURES
More informationUnit 7 The Number System: Multiplying and Dividing Integers
Unit 7 The Number System: Multiplying and Dividing Integers Introduction In this unit, students will multiply and divide integers, and multiply positive and negative fractions by integers. Students will
More informationBoxed In! Annotated Teaching Guide
Boxed In! Annotated Teaching Guide Date: Period: Name: Area Review Warm-Up TC-1 Area: The space that a two-dimensional shape occupies measured in square units. For a rectangle, the area is found by multiplying
More informationCHAPTER 8, GEOMETRY. 4. A circular cylinder has a circumference of 33 in. Use 22 as the approximate value of π and find the radius of this cylinder.
TEST A CHAPTER 8, GEOMETRY 1. A rectangular plot of ground is to be enclosed with 180 yd of fencing. If the plot is twice as long as it is wide, what are its dimensions? 2. A 4 cm by 6 cm rectangle has
More informationYear 9 mathematics test
Ma KEY STAGE 3 Year 9 mathematics test Tier 6 8 Paper 1 Calculator not allowed First name Last name Class Date Please read this page, but do not open your booklet until your teacher tells you to start.
More informationKristen Kachurek. Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan. Technology and Manipulatives used:
Kristen Kachurek Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan Technology and Manipulatives used: TI-83 Plus calculator Area Form application (for TI-83 Plus calculator) Login application
More informationPerimeter is the length of the boundary of a two dimensional figure.
Section 2.2: Perimeter and Area Perimeter is the length of the boundary of a two dimensional figure. The perimeter of a circle is called the circumference. The perimeter of any two dimensional figure whose
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 5. Shape and space
Shape and space 5 EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 5 Shape and space SECTION H 1 Perimeter 2 Area 3 Volume 4 2-D Representations of 3-D Objects 5 Remember what you
More informationB = 1 14 12 = 84 in2. Since h = 20 in then the total volume is. V = 84 20 = 1680 in 3
45 Volume Surface area measures the area of the two-dimensional boundary of a threedimensional figure; it is the area of the outside surface of a solid. Volume, on the other hand, is a measure of the space
More informationDeveloping Conceptual Understanding of Number. Set J: Perimeter and Area
Developing Conceptual Understanding of Number Set J: Perimeter and Area Carole Bilyk cbilyk@gov.mb.ca Wayne Watt wwatt@mts.net Perimeter and Area Vocabulary perimeter area centimetres right angle Notes
More informationScale Factors and Volume. Discovering the effect on the volume of a prism when its dimensions are multiplied by a scale factor
Scale Factors and Discovering the effect on the volume of a prism when its dimensions are multiplied by a scale factor Find the volume of each prism 1. 2. 15cm 14m 11m 24m 38cm 9cm V = 1,848m 3 V = 5,130cm
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationBuild your skills: Perimeter and area Part 1. Working out the perimeter and area of different shapes
Working out the perimeter and area of different shapes This task has two parts. Part 1 In this part, you can brush up your skills and find out about perimeter and area. Part 2 In the second part, you can
More informationInteraction at a Distance
Interaction at a Distance Lesson Overview: Students come in contact with and use magnets every day. They often don t consider that there are different types of magnets and that they are made for different
More informationPlumbing and Pipe-Fitting Challenges
Plumbing and Pipe-Fitting Challenges Students often wonder when they will use the math they learn in school. These activities answer that question as it relates to measuring, working with fractions and
More informationGAP CLOSING. Volume and Surface Area. Intermediate / Senior Student Book
GAP CLOSING Volume and Surface Area Intermediate / Senior Student Book Volume and Surface Area Diagnostic...3 Volumes of Prisms...6 Volumes of Cylinders...13 Surface Areas of Prisms and Cylinders...18
More information4. What could be the rule for the pattern in the table? n 1 2 3 4 5 Rule 3 5 7 9 11
5 th Grade Practice Test Objective 1.1 1. John has two fewer marbles than Kay. If Kay has marbles, how many marbles does John have? 2 2 2 2 2. What is if + 17 = 26? 43 19 11 9 3. ll the cakes at the bake
More information7.4A/7.4B STUDENT ACTIVITY #1
7.4A/7.4B STUDENT ACTIVITY #1 Write a formula that could be used to find the radius of a circle, r, given the circumference of the circle, C. The formula in the Grade 7 Mathematics Chart that relates the
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationSubject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
More informationExplore architectural design and act as architects to create a floor plan of a redesigned classroom.
ARCHITECTURAL DESIGN AT A GLANCE Explore architectural design and act as architects to create a floor plan of a redesigned classroom. OBJECTIVES: Students will: Use prior knowledge to discuss functions
More informationGrade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More information7.2 Quadratic Equations
476 CHAPTER 7 Graphs, Equations, and Inequalities 7. Quadratic Equations Now Work the Are You Prepared? problems on page 48. OBJECTIVES 1 Solve Quadratic Equations by Factoring (p. 476) Solve Quadratic
More informationPERIMETER AND AREA. In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures.
PERIMETER AND AREA In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures. Perimeter Perimeter The perimeter of a polygon, denoted by P, is the
More informationDemystifying Surface Area and Volume
Demystifying Surface and Volume CYLINDER 1. Use the net of the cylinder provided. Measure in centimeters and record the radius of the circle, and the length and width of the rectangle. radius = length
More information10-3 Area of Parallelograms
0-3 Area of Parallelograms MAIN IDEA Find the areas of parallelograms. NYS Core Curriculum 6.A.6 Evaluate formulas for given input values (circumference, area, volume, distance, temperature, interest,
More information2nd Semester Geometry Final Exam Review
Class: Date: 2nd Semester Geometry Final Exam Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The owner of an amusement park created a circular
More informationCylinder Volume Lesson Plan
Cylinder Volume Lesson Plan Concept/principle to be demonstrated: This lesson will demonstrate the relationship between the diameter of a circle and its circumference, and impact on area. The simplest
More informationUnderstanding Division of Fractions
Understanding Division of Fractions Reteaching - Reteaching - Divide a fraction by a whole number. Find _. Use a model to show _. Divide each eighth into equal parts. Each section shows _ ( ). _. Divide
More information12-1 Representations of Three-Dimensional Figures
Connect the dots on the isometric dot paper to represent the edges of the solid. Shade the tops of 12-1 Representations of Three-Dimensional Figures Use isometric dot paper to sketch each prism. 1. triangular
More informationWhat You ll Learn. Why It s Important
These students are setting up a tent. How do the students know how to set up the tent? How is the shape of the tent created? How could students find the amount of material needed to make the tent? Why
More information