Grade 7 Mathematics, Quarter 4, Unit 4.

Area of Polygons and Circles and Circumference

Calculator

Overview
Number of instructional days: Content to be learned
Find the area of two-dimensional polygons (including composite figures). Solve real-world and mathematical problems involving area of polygons. Know and use the formulas to find the area and circumference of a circle. Solve real-world and mathematical problems involving area and circumference of circles. Informally derive the relationship between the circumference and area of a circle.

8 (Days 1-3 in Q3, Days 4-8 Q4)

(1 day = 4560 minutes)

Mathematical practices to be integrated

1. Make sense of problems and persevere in solving them. Explain to themselves the meaning of a problem and looking for entry points to its solution. Analyze givens, constraints, relationships, and goals. Draw diagrams of important features and relationships. 2. Reason abstractly and quantitatively. Relate quantities to variables in geometric formulas. Decontextualize composite figures. Use appropriate units. Attend to the meaning of quantities, not just how to compute them. Understand the relationship between the area and circumference of circles.

4. Model with mathematics. Apply mathematics to solve problems in everyday life. Decompose composite polygons into triangles and quadrilaterals to find the areas. Derive the relationship between circumference and area of circles. Interpret mathematical results in the context of the situation. Reflect on whether the results make sense.

5. Use appropriate tools strategically. Consider available tools when solving a mathematical problem. Detect possible errors by using estimations and other mathematical knowledge. Identify relevant mathematical resources and use them to pose or solve problems.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential questions
How do you find the area of a composite figure? What formula is used to find the circumference of a circle? Give a real-world example when you would need to find the circumference. What formula is used to find the area of a circle? Give a real-world example when you would need to find the area of a circle. How does the circumference relate to the area of a circle?

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry 7.G

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of twoand three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

7.G.4

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Clarifying the Standards

Prior Learning In grade 6, students found the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes. Using these methods, students discussed, developed, and justified formulas for areas of triangles and parallelograms. Work toward meeting the standard drew together grades 36 work with geometric measurement. Current Learning Solving real-world and mathematical problems involving area is part of a critical area, an additional cluster, and an opportunity for in-depth focus. Students find the areas of various polygons, including composite figures. They must know the formulas to find the circumference and area of circles and must be able to apply these to real-world problems. Students informally derive the relationship between circumference and area of circles by decomposing a circle into wedges to form a parallelogram. In future units, they extend their knowledge of area when finding surface area and volume of cubes and right prisms.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Future Learning In grade 8, students will extend their knowledge to solve problems involving volume of cylinders, cones, and spheres. All of students previous knowledge will be applied in high school geometry when they learn and apply geometric theorems. Students will be expected to explain volume formulas and use them to solve problems while also applying geometric concepts in modeling situations.

Additional Findings
According to the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, Students see that the formula for the area of a circle is plausible by decomposing a circle into a number of wedges and rearranging them into a shape that approximates a parallelogram. They select the appropriate twodimensional shapes to model real-world situations and solve a variety of problems (including multistep problems) involving surface areas, areas and circumferences of circles. (p. 19) According to Principals and Standards for School Mathematics, All students in grades 68 should draw geometric objects with specified properties, such as side lengths and angle measures. In addition, in grades 68, all students precisely describe, classify, and understand relationships among types of twoand three-dimensional objects using their defining properties. (p. 397) In PARCC Frameworks, Students solve a variety of problems involving angle measure, area, surface area and volume. (7.G.4-6) (p. 31)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014