Where Tomorrow Begins



Decision 1-a KUD

Unit: Finding the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.

Content Area: Geometry Standard 6.G.1

What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?

|Know |Understand |Do |

| A=1/2bh |Area is the number of squares needed to| |

|A=L x W |cover a plane figure. |Compose/Decompose complex shapes into |

|Classify Quadrilaterals |The height of a triangle is the |triangles and rectangles to find area. |

|the types of triangles. ( right triangle |measurement from the top vertex to the |Finding area of complex figures. |

|emphasized) |base so that the measurement is | |

|Know the definition of a “special |perpendicular to the base. |Find the area of a triangle. |

|quadrilateral.” |Why the formulas work and how the |Find the area of a rectangle. |

|A rectangle can be decomposed into two |formula relates to the measure (area) | |

|congruent |and the figure. | |

|Recognize the height on a figure. | | |

|Vocabulary | | |

|Height | | |

|Hypotenuse | | |

|Area | | |

|Base | | |

|Decompose | | |

|Compose | | |

|Parallelograms | | |

|Squares | | |

|Vertices | | |

|Trapezoid | | |

|Isosceles | | |

|Right | | |

|Quadrilateral | | |

|Rectangles | | |

|Trapezoids | | |

|Rhombus | | |

Decision 1-b SLM

Unit Topic: Finding the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.

Name Geometry Standard 6.G.1

|Key Learning: |

|The Student Will: |

|Find the area of triangles, rectangles, and complex shapes composed of rectangles and triangles. |

|Compose and Decompose complex shapes to find area. |

|Unit EQ(s): How do I find the area of various polygons? |

| |

|Concept: Identifying special quadrilaterals. |Concept: Area of a triangle. Relationship to|Concept: Area of complex shapes involving |

| |a rectangle. |quadrilaterals and triangles. |

| | |Compose/Decompose the figures to solve area. |

|Lesson EQ(s): |Lesson EQ(s): |Lesson EQ(s): |

|What are special quadrilaterals and their |What is the relationship between the area of|How can decomposition help us to find the area |

|properties? |triangles and the area of rectangles? |of special quadrilaterals? |

| | | |

|What are the different types of triangles? | |How does finding area of complex shapes connect |

| | |to the real world? |

| | | |

| | | |

| | | |

| | | |

|Vocabulary: |Vocabulary: |Vocabulary: |

|Formula |Equilateral |Complex Shape |

|Area |Isosceles | |

|Polygon |Scalene | |

|Quadrilateral |Right triangle | |

|Trapezoid | | |

|Parallelogram | | |

|Rectangle | | |

|Square | | |

|Rhombus | | |

|Kite | | |

|Compose/Decompose | | |

Decision 2 Culminating Activity

Name: _

The Great Tangram Art Exhibit

(EQ: How do I compose a complex shape and calculate its area?)

The local art exhibit is hosting a contest to see who can make the best art using tangrams. The best pictures will be put on display at the Great Tangram Art Exhibit. What are tangrams, you ask? Tangrams are a special set of quadrilaterals and triangles that can be used to compose other shapes or pictures. Many pictures have been made from tangrams, including rockets, houses, squares, and much more. Let’s see what ideas you come up with!

Steps for making an entry for the Tangram Art Exhibit:

1. First, you will have exactly ___ minutes to compose your picture. Make sure to use ALL the tangram pieces in your bag.

2. Carefully trace your picture onto centimeter graph paper.

3. Estimate the area of your picture in square centimeters by counting the number of squares your picture covers on the graph paper. Write your estimate here: __________cm2

4. Now use any method you remember from the area unit to calculate the actual area of your picture. Write your answer here: ____________ cm2

5. Write at least one paragraph explaining how you found the area of your picture. Make sure you use complete sentences.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How do you think the area of your picture compares to the area of the teacher’s example?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Decision 2 – culminating activity (extra support)

Name: _

The Great Tangram Art Exhibit

(EQ: How do I compose a complex shape and calculate its area?)

The local art exhibit is hosting a contest to see who can make the best art using tangrams. The best pictures will be put on display at the Great Tangram Art Exhibit. What are tangrams, you ask? Tangrams are a special set of quadrilaterals and triangles that can be used to compose other shapes or pictures. Many pictures have been made from tangrams, including rockets, houses, squares, and much more. Let’s see what ideas you come up with!

Steps for making an entry for the Tangram Art Exhibit:

1. First, you will have exactly ___ minutes to compose your picture. Make sure to use ALL the tangram pieces in your bag.

2. Carefully trace your picture onto centimeter graph paper.

3. Estimate the area of your picture in square centimeters by counting the number of squares your picture covers on the graph paper. Write your estimate here: __________cm2

4. Now use any method you remember from the area unit to calculate the actual area of your picture. You can use the space on the back of this page to show your work, but write your answer here: ____________ cm2

5. Write at least one paragraph explaining how you found the area of your picture. Make sure you use complete sentences.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How do you think the area of your picture compares to the area of the teacher’s example?

(Choose one and finish the sentence on the lines provided below)

a) I think my shape has a larger area than the teacher’s because...

b) I think my shape has a smaller area than the teacher’s because...

c) I think my picture has the same area as the teacher’s because...

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Decision 3 – Culminating Activity Rubric

Grading Rubric

Student Name: _____________________________________ Date: ________ Core: _______

|The Great Tangram Exhibit |5 |4 |3 |2 |1 |

| |Excellent |Good |Fair |Poor |Unsatisfactory |

| |Above and Beyond |Meets expectations |Meets almost all |Meets very few |Below expectations |

| |expectations | |expectations |expectations | |

|Creativity | | | | | |

|(neat, colorful and presentable) | | | | | |

| | | | | | |

|Area of Picture | | | | | |

|(correct calculations) | | | | | |

|Communicates using mathematical | | | | | |

|support | | | | | |

|Written Conventions (complete | | | | | |

|sentences, spelling, punctuation, | | | | | |

|capitalization, grammar) | | | | | |

Total Score: __________

Numerical Grade/Letter Grade: __________

Teacher Comments:

Decision 4 Assessments

Assessments

Name: 6th grade Math

Date: May 2013

Subject: Math Grade : 6th

Topic: Area 6.G.1 School: Apple Valley Middle

Common Assessments on what students should know and do in this unit:

Decision Five: Launch Activities

HOOKS & LINKS

Develops student interest and links prior knowledge. Provides the Student Learning Map and the key vocabulary to students

• Students will complete the review vocabulary for the area unit graphic organizer.

• Go over as a class and let students change graphic organizer as needed to ensure that they have the correct definitions and examples.

Decision 6 -1 acquisition lesson

Essential Question: What are special quadrilaterals?

How can decomposition help us to find the area of special quadrilaterals?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What do students need to learn to be able to answer the Essential Question?

How to find the area of the given quadrilaterals.

What the term decomposition means.

_______________________________________________________________________

Activating Strategy: Exploration…Have students identify given quadrilaterals. Ask students to find the area of a given rectangle.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Key vocabulary to preview: Formula, Area, Polygon, Quadrilateral, Trapezoid, Parallelogram, Rectangle, Square, Rhombus, Kite, Decompose/Compose

_____________________________________________________________

Teaching Strategies:

Graphic Organizer: Guided Notes attached in the Activities Folder (Area of Polygons)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Instruction:

Teacher will guide students using questioning and prior knowledge to fill in guided notes provided.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Assignment: Geo-board Exploration finding area of quadrilaterals. Collaborating with group members.

____________________________________________________________

Summarizing Strategy:

3 situations where you would need to find the area of a quadrilateral.

2 ways to find the area of a quadrilateral

1way that you’ll remember what area is

Decision 6-2 acquisition lesson

Essential Question: What is the relationship between the area of triangles and the area of rectangles?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What do students need to learn to be able to answer the Essential Question?

_______________________________________________________________________

Activating Strategy: Give students a rectangle. Ask them to cut it diagonally.

Ask students to make a list of stem questions (I.E.-What shapes did you create? Are they congruent? Etc.)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Key vocabulary to preview: Equilateral, Isosceles, Scalene, Right triangle

__________________________________________________________

Teaching Strategies:

Graphic Organizer: Guided Notes attached in the Activities Folder (Area of Polygons)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Instruction:

Teacher will guide students using questioning and prior knowledge to fill in guided notes provided.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Assignment: Pizzazz Area of Rectangles, which will use decomposition (attached in activities folder)

____________________________________________________________

Summarizing Strategy: Ticket out the door

“Bob has never tried to find the area of a triangle. In complete sentences, explain to Bob what he should do?

Decision 6-3 Acquisition Lesson

Essential Question: How do I find the area of complex shapes?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What do students need to learn to be able to answer the Essential Question?

_______________________________________________________________________

Activating Strategy: Ask students to make a Frayer Map about the word decomposition. Discuss as a core what our definition, examples identify decomposition as.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Key vocabulary to preview: Complex Shape

_____________________________________________________________

Teaching Strategies:

Graphic Organizer: New Guided Notes (Area of composite figures attached in folder)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Instruction:

Teacher will guide students using questioning and prior knowledge to fill in guided notes provided.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Assignment: Continue Pizzazz from yesterday , Start The Great Tangram Activity as Culminating Activity (Summative).

____________________________________________________________

Summarizing Strategy: Constructed Response on decomposition of figures, attached in activities folder.

Decision 7 – extended thinking

Include extending activities for several lessons in the essential units.

Cause/Effect Compare/Contrast Deduction

Justification Induction Analyzing Perspective

Error Analysis Abstracting Evaluation

Classifying Constructing Support Writing Prompt

See Activities Folder:

Make the Sale

The Farmer and the Visitor

SMART Tech - Area Baseball

Working Backwards with Polygons

Tangram Activity

Decision 8 – differentiation

What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

choice menus R.A.F.T. Compacting

grouping seating visual, auditory, kinesthetic activities

real world meaning interests scaffolding

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See attached assignments and assessments folder…

Summative: Test on Finding Area of Quadrilaterals and Triangles (Kuta Software generated)

Formative: Summarizers, formal/informal writing assignments, short quizzes, homework, The Great Tangram…

Constructed Response – Composite Figures with rubric

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