## Monday, January 20, 2014 - School closed in observance of Martin Luther King Day

## Tuesday, January 21, 2014 - Applying Perimeter and Area

**Bell Work**- Week 4 of the "Countdown" on

**p.GA7**in Holt Textbook.

**Classwork**- Find the cost of different bumper car floor plans using Labsheet 1.2 and task sheet "

**Pricing Bumper Car Rides**" (page 2 of "Designing Bumper Car Rides"). Complete a table like the one shown in problem A. As you complete the table, think about how the area and perimeter affect the total cost of the floor plan. Why do plans with the same area have different costs? Why do plans with the same perimeter have different costs? Which affects cost more, the number of tiles used or rails used? If you add one tile to the floor plan, it costs $30 for the extra tile. But how much do you pay for railing? Each rail costs $25, so if you add a tile, you might have to add an additional $0, $25, $50, or $75 for railing. Why would it differ? Answer the rest of the problems on the task sheet as well, keeping in mind the questions above.

2014.1.16_to_17_designing_bumper_car_rides_area_vs_perimeter.pdf | |

File Size: | 375 kb |

File Type: |

2014.1.21_labsheet_cost_of_bumper_car_floorplans.pdf | |

File Size: | 17 kb |

File Type: |

**Cumulative Quiz**- After completing "Pricing Bumper Car Rides," students began their cumulative quiz.

**Homework**- Complete "

**A Square Deal**." Find the area of each letter by counting the square units. Two half units make one whole unit. Due Wednesday, January, 22nd.

2014.1.21_a_square_deal.pdf | |

File Size: | 254 kb |

File Type: |

## Wednesday, January 22, 2014 - Finding Area of Parallelograms and Triangles

**Bell Work**- Complete Week 5 of "Countdown" on

**p.GA8**of your Holt textbook.

**Classwork**- Modified schedule today due to the Writing Test. Most classes finished their Cumulative Quiz with time to examine how to use the following formulas to find area. For parallelograms, A = bh. This translates to mean area equals base times height. The base and height ALWAYS form a right angle and are perpendicular to each other. We looked at how parallelograms (that do not have right angles) can be dissected to create rectangles. For triangles, A = 1/2 bh. This translates to mean area equals one-half of the base times height. We looked at how cutting a parallelogram in half creates two triangles. That's why the formula for finding the area of a triangle is half of the base times height. We will continue to examine these ideas tomorrow in class.

2014.1.22-23_parallelogram_area_notes.pptx | |

File Size: | 179 kb |

File Type: | pptx |

2014.1.22-23_triangle_area_notes.pptx | |

File Size: | 148 kb |

File Type: | pptx |

**Homework**- Complete "

**Activity 13**." Find the area of these shapes by counting and estimating the square units that make up the shape. Use formulas if you are ready. Don't worry about completing the picture. We will check the solutions in class tomorrow.

2014.1.22_activity_13.pdf | |

File Size: | 42 kb |

File Type: |

## Thursday, January 23, 2014 - Understanding the Formulas: A = bh and A = 1/2 bh

**Bell Work**- Complete Countdown W6 on p.GA9 before Table of Contents.

**Classwork**- Using homework, "Activity 13," we discussed the area of figures that were easy to find - the ones where rectangles made up the figure involved square units that were all whole. Then we discussed the ones that were more challenging due to the fractional square units. The students shared their estimates for these figures, which varied, but were all fairly close to one another - the parallelograms, triangles, and composite figures.

Using the template attached below, we examined why the formula for finding the area of a parallelogram is base times height (just like a rectangle). The students cut three parallelograms (Activity 13 - problems B, G, and #4 from the PowerPoint) in order to reconstruct these figures as rectangles. They labeled the base and height of these figures, then used the formula to find the area. Then, students began examining triangles (Activity 13 - problems D and J). They received a duplicate copy of these triangles in order to see the parallelogram/rectangle that is formed when two of the same triangles are put together. This is why the formula is similar to the one used for finding a parallelogram. The only difference is having to find half of this area. We will finish examining the area of triangles and two composite figures tomorrow (Activity 13 - problems L, F, and I).

**No homework tonight.**

2014.1.23_activity_13_cut_outs.pdf | |

File Size: | 48 kb |

File Type: |

## Friday, January 24, 2014 - Understanding the formulas used to find the area of composite figures

**Bell Work**- Complete Countdown W7 on p.GA10 before Table of Contents.

**Classwork**- Using homework, "Activity 13," we finished examining how formulas can be used to find the area of triangles and composite figures. An example of the final product is posted below. Students had to identify, label and find the measurement of the base and height for each figure. They reconstructed each parallelogram to become a rectangle, each triangle as a parallelogram or rectangle, and each composite figure as a combination of two or more shapes. Finally, they used their measurements and formulas to find the area.

Afterwards, students began finding the area of 10 parallelograms using the formula A = bh. Organized work for #1 and 2 were demonstrated and followed the same format as the work completed Thursday and during class today. We will finish these 10 on Monday, then find the area of 10 triangles. This work will be turned in Monday and graded for accuracy. At the end of class, students turned in their work for "Cut Outs for Area of Parallelograms, Triangles and Composite Figures." The work will be graded for accuracy and will be returned Monday.

**Test over area of parallelograms, triangles, trapezoids, and composite figures is scheduled for Friday, January 31st.**