Lesson:

Rectangles/parallelograms/composites
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of
rectangles, parallelograms, and composite figures
Do Now:
How would you tackle finding the area of this figure? (Graphic of composite figure)
Hook:
Images of construction and dissection, discuss how finding area is just like constructing
a building or dissecting an animal in Biology class
Instruction:
Discuss results of pre-assessment and dive right into the history of area and why
this may have brought difficulties to ancient mathematicians. Have students draw grids on top
of rectangles to see where the formula comes from.
Activity:
Students will use double-sided straightedges to construct parallelograms. They will
then cut them out and try to cut them up and rearrange the pieces to make a rectangle. We will
discuss their findings and derive the formula for the area of a parallelogram.
Guided Practice:
Using what we learned from parallelograms, we will look at general
composite figures and talk about different strategies to cutting them up and adding up the area
of the pieces, eventually actually finding their areas.
Independent Practice:
Students will determine the area of a composite figure
2
Exit Ticket:
1. Determine the side length of a square with area = 36 ft
2
2. Determine the length of the base of a parallelogram with height = 8 ft and area = 56 ft
Homework:
pg. 413, ex. 1-9
Lesson:
Composites practice and triangles
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of
composite figures and triangles
Do Now:
1. What are the possible height/width combinations for a rectangle/parallelogram
2
with area of 60 ft
?
2. How does the area of a rectangle/parallelogram change if the width is doubled?
Hook:
Image of eggplant parmesan. Discuss how cooking eggplant parm is like finding the
area of a figure, i.e. you need to break the recipe up into its different pieces then put them all
together just like finding the area of a composite figure
Activity:
Students will draw a triangle on a piece of paper, cut it out, trace it on another piece
of paper, and cut the second triangle out. They will then rearrange their triangles into shapes
that they know how to calculate the area of. We will discuss their findings and derive a general
formula
Independent Practice:
Students will determine the area of a triangle then they will use the
area of a triangle to determine the height/base
2
Exit Ticket:
1. What is the height of a triangle with area = 24 cm
and
base = 3 cm?
2. How does the area of a triangle change when the base length is doubled?
Homework:
Triangle area worksheet
Lesson:
Trapezoids
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of
trapezoids
Do Now:
Determine the area of a composite figure with triangles in it
Hook:
Image of Greek bank note with
( is Greek for trapezoid and is also used to mean bank) and discuss the

etymology of the word trapezoid

Activity:
Students will use double-sided straightedges to construct a trapezoid. They will then
cut them out, trace a second trapezoid, cut that out and try to rearrange the trapezoids to make
a shape they know how to calculate the area of. We will discuss their findings and derive the
formula for the area of a trapezoid.
Guided Practice:
Using what we learned about trapezoids, we will determine the area of a
trapezoid and then determine the height of a trapezoid given its area and base lengths.
Independent Practice:
Students will determine the area of two trapezoids, the height of a
trapezoid given its area and base lengths, and the base of a trapezoid given its area, height and
one base length
Exit Ticket:
What is the area of a trapezoid with height = 4 m, base
= 10 m and base
= 6 m?
1
2
What happens to the area of a trapezoid when you triple the height?
Homework:
pg. 418, ex. 1-12 and Composite figures worksheet ex. 10, 13
Lesson:
Kites
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of
kites
2
Do Now:
What is the length of the second base of a trapezoid that has area = 36 in
, height = 6
in and base
=
2
in?
1
Hook:
Image of world record of most kites flown at one time, made by children on the Gaza
Strip
Activity:
Students will use a compass and straightedge to construct a kite. They will then cut
their kites up along the diagonals, creating four pieces. They will try to rearrange these pieces
into shapes they already know how to calculate the area of. We will discuss the results and
derive a formula for the area of a kite. We will also discuss what other shapes that this formula
may work for (squares and rhombii are just special types of kites so the formula will work)
Guided Practice:
Together, we will determine the area of a kite, then we will use the area of a
kite and a length of a diagonal to find the length of the other diagonal
Independent Practice:
Students will determine the area of two kites and then the missing
diagonals given the area and other diagonals of two kites
2
Exit Ticket:
What is the length of the second diagonal of a kite with area = 72 m
and
diagonal
=
9
m?
1
What happens to the area of a kite if you double the length of its diagonals?
Homework:
Odd problems from area of kites worksheet
Lesson:
Regular polygons
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of any
regular polygon
Do Now:
1
.
What is the area of a triangle with base = 8 units and height = 4 units?
2. What is the area of a trapezoid with base
= 6 mi, base
= 12 mi, and height = 7 mi?
1
2
Activity:
Students will be given worksheets with four different regular polygons on them.
They will be tasked to find a way to split up each regular polygon in the same manner so that
all of the pieces are shapes that they know how to determine the area of. They will then find
the area of each polygon in terms of its number of sides, side length, and apothem length. We
will discuss our results and derive a general formula that works for any regular polygon.
Guided Practice:
Together, we will determine the area of a regular octagon, first using the
technique we developed in the activity then using the formula we came up with

Independent Practice:
Students will determine the area of two regular polygons and then
determine the side length of a regular polygon given its area and apothem
Exit Ticket:
1. What is the area of a regular pentagon with side length = 7 and apothem = 4?
2. What did you think of todays activity? What did you like about it? What would you change
about it?
Homework:
Area of regular polygons worksheet
Lesson:
Circles
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of any
circle
Do Now:
What is the area of a regular nonagon with side length = 3 cm and apothem = 6 cm?
2
2. What is the side length of a regular pentagon that has area = 50 in
and apothem = 4 in?
Hook:
Image of pizza, discuss who likes pizza, what our favorite toppings are, and why pizzas
are cut this way. We will then discuss what makes circles more difficult than any shapes we
have found the area of thus far (curved edges)
Activity:
Students will be given sheets with pre-drawn circles on them. They will cut out the
circles and then be tasked with cutting them into sectors and rearranging the sectors to reduce
the amount of whitespace. Once we reach the ideal configuration (up-down-up-down) we will
discuss what happens as the sectors get smaller and smaller and which shape our
configuration begins to look like. We will use this to derive a general formula for the area of
any circle.
Guided Practice:
Together, we will determine the area of a circle and then determine the
radius of a circle given its area
Independent Practice:
Students will determine the area of two circles then determine the
radius of two circles given their areas
Exit Ticket:
1. What is the area of a circle with radius = 12 mi?
2. What did you think of the activity today? What did you like? What would you change?
Homework:
Circle area worksheet
Lesson:
Circle pieces
Objective:
SWBAT use strategies of dissection and construction IOT determine the area of
different pieces of circles
Do Now:
What is the area of a circle with radius = 5 inches?
Hook:
Image of one slice of pizza, we will discuss how to figure out the area of just one slice of
a pizza
Instruction:
Students will be presented with nice sectors (halves, quarters, thirds) and we
will discuss how to find the area of them. Then they will be presented with a sector that has an
arbitrary central angle and we will discuss how to use the central angle measure to determine
the area of the sector
Guided Practice:
Together, we will determine the area of a sector given its radius and central
angle
Independent Practice:
Students will determine the area of two sectors given their radii and
central angle measures
Re-hook:
Image of Annular Eclipse, discuss why it is called an annular eclipse
Instruction:
Students will be presented with an annulus and we will discuss how to find the
area of the annulus, by taking the area of the outer circle and subtracting the area of the inner
circle

Guided Practice:
Together, we will determine the area of an annulus
Independent Practice:
Students will determine the area of two different annuli
Exit Ticket:
1. What is the area of a sector with arc measure = 35 and radius = 7 in?
2. What is the area of an annulus with radius
1=
5 feet and
radius
=
6
feet?
2
Homework:
Selected problems on pg. 439
Lesson:
Word problems
Objective:
SWBAT use strategies of dissection and construction when finding areas IOT solve
word problems
Do Now:
1. What is something new you have learned during this unit on area?
2. What suggestions do you have for me or the class, in general?
Activity:
Students will get into groups of two and each group will have to solve a specific word
problem (these word problems will be challenging), make a diagram, have the full solution
written out, and then present their solution to the class. During presentations, the other
groups should be taking notes on how to solve each problem.
Exit Ticket:
1. What did you like most about this activity?
2. What did you like least about this activity?
Homework:
Review solutions presented in class
Lesson:
Geometric probability
Objective:
SWBAT concepts of area IOT determine probabilities
Do Now:
In general, what is probability? How do you think it relates to area?
Instruction:
We will discuss responses to the Do Now and then define what probability is. We
will work through a few basic probability problems (pulling marbles out of a bag, rolling dice,
etc) to make sure students are on the same page. They should already have had probability in
Algebra.
Guided Practice:
We will look at a diagram of a backyard with a pool, grill, lawn, and table, and
discuss how to find the probability of a leaf randomly falling in the backyard and landing on the
different objects. We will discuss what assumptions we have to make and whether or not these
assumptions are realistic.
Group Work:
Students will get into groups of two or three and work on a series of geometric
probability problems
Exit Ticket:
How does area relate to probability?
Homework:
Finish worksheet from class
Lesson:
Irregular figures
Objective:
SWBAT use strategies of dissection and construction when finding areas IOT
estimate the area of irregular figures
Do Now:
Geometric probability problem involving throwing a dart at a dart board
Activity:
Students will be presented with an irregular figure, essentially a blob, and we will
discuss ways to estimate the area. They will then be given general height and width
dimensions and be tasked with drawing in a grid and estimating the area. We will discuss our
results, any problems we had, and any ways to maybe overcome these problems
Activity:
Students will be presented with ten different figures all superimposed over dot
2
paper. They will be told that the area of each shape is 12 units
and will be tasked with
determining a method of figuring out these area by counting dots inside the shape and dots on

the border. They will be given a table to help organize their thoughts. We will discuss their
results, ultimately ending with Picks Formula.
Independent Practice:
Students will use Picks formula to determine the area of an irregular
shape
Exit Ticket:
1. Please explain one of the two methods that we used today, in your own words?
2. What did you like about this activity? What would you change?
Homework:
Use Picks to determine the area of two shapes on pg. 432