New+4-16-07

Goal 1- Students will demonstrate a conceptual understanding of congruency (RI GLEs M(G&M)-4-4) Objective 1- Students will review the properties of parallelograms (RI GLEs: M(G&M)-4-4) Goal 2- Students will demonstrate a conceptual understanding of of perimeter and area of polygons (RI GLEs M(G&M)-4-6) Objective 2- Students will develop and use a formula to determine the area of parallelogram (GLEs: M(G&M)-4-6) Objective 3- Students will develop a positive affect for geometric concepts.

Lesson Plan
 * Instructional Materials & Resources** (RIBTS 2, 6)
 * 1) //Math Journal 2//, pp. 250-252
 * 2) Teaching Master (//Math Masters,// p.122)
 * 3) Study Link 8.5
 * 4) Centimeter ruler
 * 5) Scissors


 * Instructional Activities/ Tasks** (RIBTS 2, 3, 5, 7)

Intro: Review the properties of parallelograms with students, listing the responses on the board. Specifically discuss: a parallelogram is a four side polygon called a quadrilateral or quadrangle, opposite sides of a parallelogram are parallel, opposite sides of a parallelogram are the same length, rectangles and squares are special kinds of parallelograms (Obj. 1).


 * 4/23: Joe - This is a good introductory activity, but it seems a bit heavy on the teacher. How can you get them involved in connecting to their prior knowledge? Could they be given examples of parallelograms and then be asked to list their properties? You could then generate a list of properties as a whole class, thereby arriving at the information you want without relying on you telling them. (Dr. Adamy)**

Procedures: I will draw a parallelogram on the board, identifying the base and labeling it. I will explain height as the shortest area between the base and the side opposite the base. I will draw and label the height including a right angle symbol, describing how the right angle signifies that the height and base are perpendicular. I will then pass out a copy of //Math Masters// worksheet to each student. The students will cut out parallelogram A, draw the height of A, and cutting the parallelogram into two pieces by following the height. Now, using the student creative manipulative, students can turn the parallelogram into a rectangle. How are the shapes similar? Would a parallelogram and rectangle have the same area? (Yes because nothing is lost) How do we find the area of a rectangle? (L X W) What measurement of a parallelogram would be equal to width? (Height) As a class we will then do pp. 250, 251 in the workbooks (Obj 2). Closing: To close, we will review the properties of a parallelogram, comparing and contrasting rectangles and parallelograms. I will ask the students what the formula is to find a parallelogram. We will try some examples on the board, giving the students height and base. To assess objective 1, I will create a checklist and observe the students creating the rectangle out of the parallelogram. I will be assessing their ability to create a rectangle from a parallelogram, which would gauge their conceptual understanding of parallelograms and the properties of parallelograms. The assessment will also measure the students' conceptual understanding of rectangles and the properties of rectangles. Finally, the assessment will determine the students' ability to compare and contrast rectangles and parallelograms. 1. The properties of parallelograms 2. The properties of rectangles 3. Similarities between parallelograms 4. Differences between parallelograms and rectangles Creates a rectangle from a parallelogram
 * Assessment** (RIBTS 9)
 * __Observational Checklist__**
 * Demonstrates an Understanding of... Students**

To assess objective 2, I will create a multiple choice/ matching/ short answer quiz. The quiz will have the students find the area of a parallelogram and a rectangle given the base/height and length/width. The quiz will have students find the base/height given the area and base/height of a parallelogram. The quiz will ask students to determine if a parallelogram and similar rectangle have the same area. Name_

Find the area of the parallelogram or rectangle

1. 2. 7in 12cm **Rectangle Parallelogram** 15in 28cm

Area_ Area

__3. 4.


 * Parallelogram**

Area = 36 Base__ =9 Length= 6 Height Width_ Area = 54


 * 1) Rectangle X’s length is the same as parallelogram Y’s base. Rectangle X’s width is the same as parallelogram Y’s height. If the area of Rectangle X is 77 square inches, what is the area of parallelogram Y?

Name______________________________________

=Math Reflection=

What is your favorite topic in math? Why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Was it easier to complete the worksheet using the shapes you cut out during the lesson? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did you learn from this lesson? Explain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __