Teacher: Cassie Cooper

Unit: Chapter 11
Lesson: Area of a Trapezoid
I.

Common Core State Standards

7.G.B.6Solve real-world and mathematical problems involving
area, volume, and surface area of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and
right prisms.

II.

Learning Objectives
The learner will be able to find the area of a trapezoid.
The learner will be able to construct an informal argument for
finding the area of a trapezoid.

III.

Anticipatory Set
Students will be asked to write for two minutes responding to the
question: is an hourglass-shaped figure a quadrilateral? This
stems from their work with Shape Makers on the first day of this
unit. As they worked, they found that the trapezoid maker allowed
them to make figures that resembled hourglasses. This
anticipatory set allowed us to delve deeper into student questions,
as well as re-introduce trapezoids.

IV.

Purpose/Rationale
As weve moved through this chapter, weve learned about what
types of figures? Rightparallelograms, triangles, squares, and
rectangles. Today, were going to focus on trapezoids!

V.

Input
A. Task Analysis
i.
The students will complete a warm-up.
ii.
After the writing portion, students will discuss their ideas with
their table. Then, the class will discuss every tables answers,
focusing on the definitions of polygons and quadrilaterals.
iii.
The teacher will ask students for their definitions of trapezoids
that they formed the first day of this unit. The class will form a
unified definition of trapezoid that will be used throughout the
unit.
iv.
The teacher will sketch a trapezoid on the board. Students will
be asked to sketch a similar one onto graph paper. They will be
asked to find the area of the trapezoid they drew. Since
dimensions were not given, they are required to find a method
to find the area of the trapezoid that will work for any size.
They should use their knowledge of the areas of other shapes

v.
vi.

vii.
viii.
ix.
x.

that we have learned this unit. They will be told to count

squares of their specific trapezoid to estimate the area and use
this estimation for comparison to their algorithm/formula.
The teacher will ask specific students to share their work.
These students should have different methods of finding the
area of trapezoids.
Following each student explanation, the teacher will
summarize to ensure students understand. The following
Geogebra Tube links should be helpful in this.
a. https://www.geogebratube.org/student/m20189
b. https://www.geogebratube.org/student/m20190
c. https://www.geogebratube.org/student/m221809
The class will use the student explanations to develop the
formula for the area of a trapezoid.
Students will use this formula to find the area of their drawn
trapezoids and compare their answer to the number of squares
they originally estimated.
The teacher will walk through an example problem of how to
use this information.
Any remaining time will be used for student homework.

B. Thinking Levels
i.
ComprehensionStudents will be able to explain the
derivation of the area formula for a trapezoid.
ii.
ApplicationStudents will be able to find the area of
trapezoids.
C. Learning Styles
i.
For students who are not understanding, I will work with them
in small groups or individually to illustrate the concepts or to
walk through methods to find the area formula.
ii.
As an extension, I will have students see if they can write an
informal proof of the area of a trapezoid using our
explanations.
VI.

Modeling
After students work to find a method to find the area formula,
students will model to each other their processes. The teacher will
model how to use the formula to find the area of trapezoids.

VII.

Checking for Understanding

Why does your method to find the area of a trapezoid work?
Why does another tables method work?
Could you think of a way to easily explain to a friend how to find
the area of a trapezoid using other shapes?

VIII.

Guided Practice
Students will have multiple opportunities for guided practice. With
each concept, the teacher will go through examples and then let
students work together with guidance.

IX.

Independent Practice
Students will complete the homework independently.

X.

Closure
Students will complete an exit slip in which they draw a picture to
illustrate one of the ways we discussed to find the area of
trapezoids. These pictures should include clear indications of
which shapes they used to find the area of the trapezoid. They will
turn these in before class ends.
The teacher will reflect and evaluate the lesson after it is
implemented to make any necessary changes to make the lesson
more effective.