# Are You Ready? Circumference and Area of Circles

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1 SKILL 39 Are You Read? Circumference and Area of Circles Teaching Skill 39 Objective Find the circumference and area of circles. Remind students that perimeter is the distance around a figure and that it can be found b finding the sum of the lengths of the sides of the figure. Point out that circumference has the same meaning as perimeter. Ask: How man sides does a circle have? (Some students ma sa, some ma sa infinitel man.) Eplain that not being able to count the sides of a circle requires that there be a formula for finding the circumference. Review with students the formulas for finding circumference. Point out that either formula ma be used, depending on which dimension is given (radius or diameter). Review with students the formula for finding area. Emphasize that students MUST use the length of the radius to calculate area. Ask: How do ou find the radius, given the diameter? (divide b ) Review each of the eamples and have students complete the practice eercises. PRACTICE ON YOUR OWN In eercises, students find the circumference and area of the given circle. CHECK Determine that students know how to find the circumference and area of a circle. Students who successfull complete the Practice on Your Own and Check are read to move on to the net skill. COMMON ERRORS Students ma forget to divide the diameter in half before finding area. Students who made more than errors in the Practice on Your Own, or who were not successful in the Check section, ma benefit from the Alternative Teaching Strateg. Alternative Teaching Strateg Objective Estimate the area of a circle using circumscribed and inscribed s. Materials needed: compass and ruler Tell students the are going to learn to estimate the area of a circle. Have the students use a compass to draw a circle of radius 3 in. Instruct them to label the center and lightl draw a diameter inside the circle that is parallel to the bottom edge of their piece of paper. Ask: What is the length of the diameter? ( in.) Net, have them circumscribe a around the circle. Ask: What is the length of a side of the? ( in.) Instruct students to erase the diameter. Finall, have them inscribe a in the circle, being as precise as possible. Students drawings should look like the following: Have students draw a diagonal for the smaller, inside. Ask: Is the diagonal also a diameter of the circle? (Yes) What is the length of the diagonal? ( in.) Discuss with students how to find the length of the side of the smaller using the fact that the diagonal the drew divides the into two triangles, each of which is a triangle with a hpotenuse of in. (The length of the side is.) Net, have students calculate the area of each. (3 in. and in. ) Ask: How does the area of the circle compare to the areas of the s? (It is smaller than the largest area and larger than the smallest area.) Have students average the two areas together. (3 4 7) Then have students find the area of the circle using the area formula and compare. Have students repeat the eercise using circles of different radii. Copright b Holt, Rinehart and Winston. 9 Holt Algebra

2 Name Date Class SKILL 39 Are You Read? Circumference and Area of Circles Circumference: C r or d Area: A r Eample: Find the circumference of the circle. cm Eample: Find the area of the circle. 4 in. C r () 0 cm Since the diameter is 4, the radius is 4 7. A r (7 ) 49 in. Practice on Your Own Find the circumference and area of each circle. Give our answers in terms of.. 3 cm. in ft 4. m C C C C. in.. 3 m 7.. π cm 0 π ft C C C C Check Find the circumference and area of each circle. Give our answers in terms of cm 0. ft. m. π in. C C C C Copright b Holt, Rinehart and Winston. 90 Holt Algebra

3 SKILL 37 Are You Read? Area of Polgons Teaching Skill 37 Objective Use formulas to find the area of polgons. Review with students the definition of area. Ask: What is the difference between perimeter and area? Guide students to the correct answer if necessar. (Perimeter is the distance around the outside of a figure, while area is the amount of space that covers the inside of the figure.) Review with students each of the polgons and the associated area formula. Point out that for a rectangle, it does not matter which dimension is labeled the base and which is labeled the height. However, for a parallelogram, the base is alwas one of the parallel sides and the height is the perpendicular height (the distance between the two parallel sides). Point out that calculating the area of a triangle (and a trapezoid) involves multipling b one-half. Review the eample and then have students complete the practice eercises. PRACTICE ON YOUR OWN In eercises, students find the area of the given polgon. CHECK Determine that students know how to use formulas to find area. Students who successfull complete the Practice on Your Own and Check are read to move on to the net skill. COMMON ERRORS When finding the area of a triangle or a trapezoid, students ma forget to multipl b. Students who made more than errors in the Practice on Your Own, or who were not successful in the Check section, ma benefit from the Alternative Teaching Strateg. Alternative Teaching Strateg Objective Use formulas to find the area of polgons. Materials needed: multiple copies of the game cards shown below. Inde cards cut in half work nicel. 7 4 A = s A = bh A = bh A = A = bh bh A = (b + b )h Have students work in pairs. Tell students the are going to pla Go Fish. Shuffle each deck of cards well before giving them to students. Each student is dealt 4 cards. The remaining cards in their deck are placed face down between the students. The goal of the game is to get the most sets of three matching cards; one with a figure, one with the correct formula for finding the area of that figure, and one with the correct area calculation for that figure. Students take turns asking their partner for a specific card or drawing one card from the Go Fish pile until all the cards have been drawn and correctl matched. Copright b Holt, Rinehart and Winston. Holt Algebra

4 Name Date Class SKILL 37 Are You Read? Area of Polgons Definition: The area of a plane figure is the number of needed to cover the surface of the figure. Eample: The area of a 3 b 4 rectangle ( ) is or. Area Formulas Square Rectangle Parallelogram Triangle Trapezoid s h h h h b b b b A s A bh A bh A bh A ( b b )h b Eample: Find the area of the triangle. Practice on Your Own Find the area of each figure.. in.. ft 3 ft 7 m m 0 m Answer: A bh A (0)() (0) m 3. cm 4. m 0 m in. ft cm m.. 7. in.. 7 m 4 ft ft 3 in. 0 d 4 in. 4 m in. ft 4 m 3. d m Check Find the area of each figure ft. cm 3 cm m 0 ft ft ft 4 in. in. 7 cm m 4 ft in. Copright b Holt, Rinehart and Winston. Holt Algebra

5 SKILL 3 Are You Read? Find Area in the Coordinate Plane Teaching Skill 3 Objective Find the areas of figures in the coordinate plane. Review with students the definition of area. Ask: Is the definition different when dealing with the coordinate plane as compared to dealing with polgons in general? (No) Remind students how to correctl plot coordinates in the coordinate plane. Then, review each of the steps for finding area in the coordinate plane. Point out that it is possible to simpl count the number of inside a or rectangle, but when working with parallelograms, triangles, circles, and trapezoids, students must use area formulas. Practice with students how to subtract negative numbers. Stress that it is critical to include the negative when working with coordinates of points on the left side of the -ais and below the -ais. Review the eample with students. PRACTICE ON YOUR OWN In eercises, students find the area of the given polgon. CHECK Determine that students know how to find the area of a figure in the coordinate plane. Students who successfull complete the Practice on Your Own and Check are read to move on to the net skill. COMMON ERRORS Students ma not add or subtract correctl when one or more of the coordinates of the figure is a negative coordinate. Students who made more than errors in the Practice on Your Own, or who were not successful in the Check section, ma benefit from the Alternative Teaching Strateg. Alternative Teaching Strateg Objective Find the areas of figures in the coordinate plane. Materials needed: Grid paper Some students ma find it difficult to work with coordinates in the coordinate plane. It ma be simpler for them to count to determine dimensions of figures for which the are calculating area. Have students draw several sets of - and -aes on a piece of a grid paper. Instruct them to label the aes through in the positive directions and through in the negative directions. Net, have students plot the following points on one of the sets of aes: (4, ), (3, ), (3, 3) and (4, 3) and connect them to form a rectangle. Tell students that rather than subtracting coordinates to find dimensions, the are going to count b placing small dots on the grid as shown below. Demonstrate on an overhead transparenc. Base 7 dots Height dots Area (7)() 3 Copright b Holt, Rinehart and Winston. 7 Holt Algebra 3 Point out that for some figures, students must be careful choosing where the count. As an eample, have students plot the points (4, 4), (4, ) and (, ) and connect them to form a triangle. Then have them find the area b counting. Base dots Height 9 dots Area ()(9) Have students plot a variet of figures and find area using the counting technique.

6 Name Date Class SKILL 3 Are You Read? Find Area in the Coordinate Plane Definition: The area of a plane figure is the number of needed to cover the surface of the figure. To find the area of a figure in the coordinate plane: Step : If the figure is not alread graphed, graph it. Step : Determine the dimensions of the figure b subtracting the appropriate coordinates. Step 3: Substitute the appropriate dimensions into the formula for the area of the figure. Step 4: Calculate the area. Eample: Find the area of the Step Step : Base (3) rectangle with vertices Height () 4 (3, ), (, ), (, ) Step 3: A bh ()(4) and (3, ). Step 4: A ()(4) 0 Practice on Your Own Find the area of each figure Find the area of each figure with the given vertices.. rectangle ABCD with A(, ), B(4, ), C(4, ), and D(, ). right triangle PQR with P(, ), Q(, ), and R(, 4) Check Find the area of each figure Find the area of each figure with the given vertices.. parallelogram JKLM with J(4, 3), K(, 3), L(, ), and M(0, ). circle C whose diameter passes through the points (, ) and (4, 3) Copright b Holt, Rinehart and Winston. Holt Algebra

7 SKILL Are You Read? Complete the Square Teaching Skill Objective Complete the and write a trinomial as the of a binomial. Remind students that some quadratic equations can be solved b finding the root of both sides. Write the eample ( 3 ) 7 on the board and point out that since both sides of the equation are s, the root method can be used to solve the equation. Emphasize that before ou can take the root, both sides of the equation must be in the form of a perfect. Point out that completing the allows ou to rewrite an equation in this form. Review with students the steps for completing the and work through the eample. Then briefl discuss the limitations of this method: the coefficient of must be before ou begin the process, and when the coefficient of (b) is an odd number, the answers will contain fractions. Have students complete the practice eercises. PRACTICE ON YOUR OWN In eercises 9, students complete the and write the given trinomial as the of a binomial. CHECK Determine that students know how to complete the. Students who successfull complete the Practice on Your Own and Check are read to move on to the net skill. COMMON ERRORS Students ma forget to divide b in half when writing the trinomial in factored form. Students who made more than errors in the Practice on Your Own, or who were not successful in the Check section, ma benefit from the Alternative Teaching Strateg. Alternative Teaching Strateg Objective Recognize perfect trinomials and rewrite them as the of a binomial. Remind students that some products are special. Provide the following eamples: ( ) and ( ). Eplain to students that these special products are called respectivel the of a sum and the of a difference. Have students FOIL the first product to get 3. Ask: Once ou multipl out the product, what is true about the middle term in relation to the original product? (It is twice.) What is true about the last term in relation to the original product? (It is the of.) Repeat this eercise for ( ). To reinforce this, have students several sums and several differences. Net, write the following on the board: 49. Ask: If the last number is the of the constant in the product, how do ou find that constant? (Find the root of the last number.) Then what would ou do to find the coefficient of the middle term? (Double it since it should be twice the constant in the product.) Demonstrate using the problem above. ( 49 7 then (7) 4) How would ou write the trinomial as a? ( 7 ) Have students use this process to find the middle term of several trinomials and then write them as s. Net, write the following on the board: 0. Ask: Since the middle term is alwas twice the constant in the product, what can ou do to the 0 to find the middle term? (Divide it b to get.) Then what do ou do to find the last term? (Square the to get.) How do ou write the trinomial as a? ( ) Have students work several problems using this process. Copright b Holt, Rinehart and Winston. 7 Holt Algebra

8 Name Date Class SKILL Are You Read? Complete the Square Completing the makes it possible to solve a quadratic equation b creating a perfect trinomial on one side of the equation so that ou can find the root of both sides. If a quadratic is in the form b, follow these steps to complete the and write the trinomial as the of a binomial. Step: Add the quantit b to the epression. Eample: b, so b 9 and b (9 ) Step : Write the trinomial as b. Since b 9, rewrite the epression as ( 9 ). Practice on Your Own Complete the for each epression. Write the resulting epression as the of a binomial Check Complete the for each epression. Write the resulting epression as the of a binomial Copright b Holt, Rinehart and Winston. 7 Holt Algebra

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