INSET PACKAGE

Hands-on with
Polygons
1. Facilitator’s Guide
2. Presentation Plan
3. Master Set of Resources
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 1999 by PROBE

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE). Prior ap-
proval must be given by author(s) or the PROBE Management Unit and the source must
be clearly acknowledged.

MS. ESTELA P. LIMALIMA

ISF Elementary Math
Paknaan Elementary School
Mandaue City Division
Writer

This INSET Package has been edited and produced by the PA - PROBE
RLMC VII Staff.
 INSET PACKAGE

Hands-on with
Polygons
3. Master Set of Resources
INSET PACKAGE: Hands on with Polygons

Hands on with Polygons

1. Facilitator’s Guide

DESCRIPTION

This workshop explores the different strategies to derive the formula in solving
the area of polygons such as square, rectangle, parallelogram, triangle and
trapezoid. The activities presented aim to modify the traditional treatment of
this topic through cooperative group work and physical involvement wherein
the use and manipulation of paper grids and geoboards are given emphasis.

RATIONALE

Developing the concept of polygons is one of the most difficult topics in math-
ematics. But it can be made easier through the use of concrete materials and
encouraging pupils to manipulate the materials during the teaching-learning
process.

It has been observed that pupils who actively participate in the teaching-learning
situation demonstrate a long-term recall of knowledge and skills than those
who only listen and observe.

TARGET AUDIENCE

Grades V – VI Math Teachers

DURATION

3:30 - 5:30 p.m. ( two 2-hour sessions)

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 INSET PACKAGE: Hands on with Polygons

OBJECTIVES

After the workshop, participants will be able to:

• derive the formulas in solving the areas of polygons such as square,
rectangle, parallelogram, triangle and trapezoid
• construct regular polygons using strings
• solve problems and activities involving finding the areas of a square,
a rectangle, a parallelogram, a triangle and a trapezoid
• identify other activities that could be utilized in their Math class

EVALUATION

The success of this workshop will be measured by observing participants’ ability to:
• derive the formulas in solving the areas of a square, a rectangle, a
parallelogram, a triangle and a trapezoid
• construct regular polygons using strings
• solve problems and activities involving finding the areas of polygons
such as square, rectangle, parallelogram, triangle and trapezoid
• identify activities that could be utilized in their Math class

RESOURCE LIST

Materials provided by the facilitator
Cut outs of polygons - 1 set per group
Record Sheet for Worksheets 2-6
Square Dot Paper Grid (for every polygon) - 1 per group
Geoboard - 1 per group
Materials to be brought by the participants
Strings of different lengths
1 pair of scissors
1 ruler
Worksheets
Worksheet 1 – Constructing Regular Polygons with Strings
Worksheet 2 – Investigating the Area of a Square
Worksheet 3 – Investigating the Area of a Rectangle
Worksheet 4 – Investigating the Area of a Parallelogram
Worksheet 5 – Investigating the Area of a Triangle
Worksheet 6 – Investigating the Area of a Trapezoid
Worksheet 7 – Solving Problems Involving Finding the Area
of Regular Polygons
Worksheet 8 - Finding the Area of Polygons from Given
Dimensions

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INSET PACKAGE: Hands on with Polygons
2 PRESENTATION PLAN FOR FACILITATOR
Session Time Activity
1 10 min Introduction to the workshop
• Opening Activity
Divide the participants into make use of the polygon
groups of four to five mem- cutouts .
bers.
Distribute the set of polygon
cut-outs to each group.
Let participants identify
the figures given to them.
Ask: What is a polygon?
• Discuss workshop
objectives
2 30 min • Group the participants
• Distribute Worksheet 1
Constructing Regular
Polygons with Strings
Let participants work on Facilitator gives a long
the worksheet following the
procedure given and have
them answer the questions.
1
Comment
The opening activity will
Facilitator expects the par-
ticipants to state that the
figures they have are poly-
gons.
A polygon is a closed fig-
ure formed by line seg-
ments which meet only at
their end points. All the line
segments are found on one
plane.
Ask participants what
Suggested groupings will
be:
1st group - 3 members
2nd group - 4 members
3rd group - 5 members
4th group - 6 members
5th group - 7 members
string to each group.
For this activity, allow two
or three groups to report
about what they have
formed.
INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

3 30 min • Distribute Worksheet 2

Investigating Area of a
Square
Let participants study the Teacher goes around to
procedure and have them ensure that the members
answer the questions. of each group actively
participate in the activity.
Expected answers for the

first trial:
1. 5
2. 5
3. no
4. 25
5. Since all sides of a
square are equal, the
number of square
units in one side is
the same in the three
remaining sides. To
get the total
number

of square units in
the 6 by 6 square,
multiply the number
of square units
in
one side by the
number of square
units in the other
side.
6. A square is a poly-
gon with four equal
sides. Its opposite r
sides are parallel. It S
has four right
Let participants perform this angles.
activity again using the geoboard 7. A = s x s or A = s2
and rubber bands.
Have participants use
strings to form the figures
instead of drawing them.
Emphasize that in the
geoboard, the nails rep-

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INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

4 30 min • Distribute Worksheet 3

Investigating Area of a
Rectangle

Let members of the Teacher sees to it that all

group study and fol- members of the group
low the procedure. participate in the activity.
Have them answer the Expected answers for the
first trial:
1. rectangle
2. 7
3. 5
4. 35
5. Multiply the num-
ber of squares in
one row by the
number of rows,
or multiply the
number of
squares along the
longer side by the
number of squares
along the shorter
side.
6. length
7. width
8. A rectangle is a
polygon with four
sides. Its opposite
sides are equal and
parallel. It has four
right angles.
9. area
10. A = l x w

NOTE: It is important at
this point to emphasize
that the area is
expressed in
square units. So,
if l = 7m and w is
5m, using the formula:

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INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

A = l x w
= 7 m x 5 m
= 35 sq m

Answers for the second

and third trials will vary
according to the specifica-
tions given by the teacher.

With the use of the geoboard, Follow the procedure given

let participants do the activity in doing the pre-vious ac-
again following the procedure in tivities using the geoboard.
the worksheet.

5 30 min • Distribute Worksheet 4

Investigating Area of a
Parallelogram

Let participants work on the Teacher closely supervises

worksheet following the proce- the pupils at work since
dure given. Have them answer they will be using pairs of
the questions. scissors.
Expected answers:
1. parallelogram - is
a polygon with
two pairs of parallel
sides. One side of
the parallelogram
may be called its
base and the per-
pendicular distance
between the base
and the opposite
side is its altitude
(height).
2. No. The rectangle is
a parallelogram.
3. 8 along the base
and 4 along its
height

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INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

4. Multiply the number

of squares in the
base of the
parallelogram by
the number of
squares corres-

ponding to the
height.
5. A=bxh
6. base

Repeat the activity using the As in the previous activ-

geoboard and rubber bands.
ity, have participants use
strings to form the figures
instead of drawing them.
Emphasize that in the
geoboard, the nails repre-
sent the dots in the Square
Dot Paper Grid.

6 30 min • Distribute Worksheet 5

Investigating Area of a
Triangle

Let members of the group Teacher monitors the partici-

study and follow the procedure. pation of every member of
Have them answer the ques- the group.
tions given. Expected answers:
1. 8
2. 2
3. 4
4. The triangle is 1/2 of
the parallelogram.
5. A = 1/2 (b x h) or
A=bxh
2
6. 12.5 sq m

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INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

Have them perform the same Teacher modifies the pro-

activity following the same proce- cedure such that instead of
dure, but this time, let them use the drawing the triangle/lines,
geoboard. participants use a string to
connect the nails. Remind
them that the nails in the
geoboard represent the dots
in the Square Dot Paper
Grid.

7 30 min • Distribute Worksheet 6

Investigating Area of a
Trapezoid

Let members of each Teacher goes around to

group study and follow the ensure that the members
procedure. Have them answer of each group actively
the questions. participate in the activity.
Expected answers:
1. 18
2. 2
3. 9
4. The trapezoid is 1/2
of the parallelo-
gram.
5. A = 1/2 (b1 + b2) x
h
6. 2; add the two
Let participants perform the activ- bases
ity again using the geoboard and 7. 25 sq m
rubber bands.

6
INSET PACKAGE: Hands on with Polygons

Session Time Activity Comment

8 40 min • Wrap-up and Evaluation

Ask each group to give or Record responses on the
share activities that can be board.
used to derive the formula in
solving the area of regular
polygons.

From the list, let them identify Listing would be based on
the activities that could be common activities identified
utilized in their Math classes. by each group.

Distribute Worksheets 7 Allow approximately 5 min-

and 8. Let participants solve utes for each activity to be
the activities in the work- finished.
sheets using
their own answer sheets.
Expected answers:

Worksheet 7
1. P 34 872 500.00
2. 27.14 sq km
3. 130.95 sq m
4. 2 760.80 sq cm
5. 5 387.56 sq cm

Worksheet 8
A. 1. 1 349.13 sq cm
2. 43.01 sq m
B. 1. 92.91 sq cm
2. 440.76 sq m
C. 1. 39.33 sq m
2. 325.34 sq cm
D. 1. 8 464.00 sq cm
2. 2 316.50 sq dm
E. 1. 161.62 sq dm
2. 1 414.79 sq cm

7
INSET PACKAGE: Hands on with Polygons

Worksheet 1

Constructing Regular Polygons

Using Strings

Objectives
At the end of the activity the pupils will be able to:
• construct regular polygons using strings
• define a regular polygon.

Materials
strings of different lengths

Procedure
1. Cut or divide the string equally among the members of
of your group. Let each member hold the string tightly
at its endpoints.
2. Form a closed figure out of your string.
3. Be ready to show to the rest of the groups what you
have formed.

Answer the following:

1. Describe the sides of the figure you made.
2. Describe all the angles.
3. What do you think is the name of the figure you just
made?
4. Define a regular polygon.
INSET PACKAGE: Hands on with Polygons

Worksheet 2

Investigating the Area of a Square

Objectives
At the end of the activity the pupils will be able to:
• derive a formula in finding the area of a square
• find the area of a square.

Materials
Square Dot Paper Grid
Ruler
Record Sheet for the Area of a Square
Geoboard
a piece of 30 - cm long string

Procedure
1. Get the materials needed.
2. Draw a line to connect 6 dots from the left to the right
and 6 dots from top to bottom.
3. Trace all the small squares you can find inside the 6
by 6 square.
4. Count the number of small squares you can find along
one side.
5. Count the number of small squares you can find along
the other side.
6. Record your answers on the appropriate column of
your record sheet.
7. Make another square in your grid following procedure
nos. 3 - 6.

Answer the following:

1. How many small squares are in side a?
2. How many small squares are in side b?
3. Is there a difference between side a and side b?
4. How many small squares are there in all in the 6 by 6
square?


INSET PACKAGE: Hands on with Polygons

5. What is the relationship between the number of

small squares in side a and the number of
small squares in side b? How do we get
the total number
of small squares without counting all the squares
inside the 6 by 6 square?
6. Describe a square.
7. Based on the activity, what is the formula in finding
INSET PACKAGE: Hands on with Polygons

Worksheet 3

Investigating the Area of a

Rectangle

Objectives
At the end of the activity the pupils will be able to:
• derive a formula in finding the area of a rectangle
• find the area of rectangle.

Materials
Square Dot Paper Grid
Ruler
Record Sheet for the Area of a Rectangle
Geoboard
a piece of 30-cm long string

Procedure
1. Get a copy of the Square Dot Paper Grid and Record
Sheet.
2. Draw a line to connect 6 groups of 8 dots from left
to right and 8 groups of 6 dots from top to bottom.
3. Trace the small squares you can find inside the figure
formed.
4. Count the number of squares you can find.
5. Count the number of squares you can find along the
longer side.
6. Count the number of squares you can find along the
shorter side.
7. Record your answers on the appropriate column of
your record sheet.
8. Try making another figure in your grid and follow
procedure nos. 3 - 8.

INSET PACKAGE: Hands on with Polygons

Answer the following:

1. What figure have you formed?

2. How many squares are in the longer side?
3. How many squares are in the shorter side?
4. How many squares are there in all?
5. How do we get the total number of squaresneeded
to cover the figure without counting all the squares
inside it?
6. What do you call the longer side?
7. What do you call the shorter side?
8. Describe a rectangle.
9. What do you call the total number of squares inside
the rectangle?
10. Based on the activity, what is the formula in finding the
area of a rectangle?
INSET PACKAGE: Hands on with Polygons

Worksheet 4

Investigating the Area of a
Parallelogram
Objectives

At the end of the activity the pupils will be able to:

• derive a formula in finding the area of a
parallelogram
• find the area of a parallelogram.

Materials
Square Dot Paper Grid
Record Sheet for the Area of a Parallelogram
Scissors
Ruler
Geoboard
a piece of 30-cm long string

Procedure
1. Draw an 8 by 4 rectangle.
2. Trace all the squares you can find inside the rectangle.
3. Label the corners of the rectangle using letters A, B, D
and E as shown. Then locate point C on side AD
(see figure).
4. Connect points B and D.
5. Cut ABC and place it on the other side of the
rectangle, making side AB fit to side DE.
6. Count the number of squares along the base including
the halves. Remember two halves is equal to one
square. (Note: The base of the parallelogram refers to
the length of the rectangle. Side DE or AB refers to the
height or altitude.)

INSET PACKAGE: Hands on with Polygons

7. Count the number of squares along its height.

8. Record your answers on the record sheet.

Answer the following:

1. When you cut ABC and fit side AB to side DE,

what figure did you form? Describe it.
2. When you formed the figure out of the rectangle,
were there parts that were thrown or wasted? What
does it show?
3. Basing on the record sheet, how many squares are
found along the base? How many squares are found along
its height?
4. How do you find the total number of squares in the
figure you formed?
5. Based from the activity, what is the formula in find-
ing the area of a parallelogram?
6. What part of the parallelogram is equal to the length
of the rectangle?
INSET PACKAGE: Hands on with Polygons

Worksheet 5

Investigating the Area of a Triangle

Objectives
At the end of the activity the pupils will be able to:
• derive a formula in finding the area of a triangle
• find the area of a triangle.
Materials
Square Dot Paper Grid
Ruler
Record Sheet for the Area of a Triangle
Geoboard
a piece of 30-cm long string

Procedure
1. Draw a parallelogram by connecting 3 dots from the
top drawn diagonally downward and 5 dots from the
left to the right.
2. Trace all the squares found inside the parallelogram.
3. Find the area of the parallelogram.
4. Mark the corners of the parallelogram with ABCD as
shown in the example.
5. Draw a diagonal line from A to C to divide it into two.
What figure is formed? ( Note: In a triangle, any
side may be called the base. The perpendicular
distance between the base and the opposite
vertex is its alti - tude or height.)
6. Count and compare the number of squares found in-
side the parallelogram with those found inside
triangle 1.
7. Record your answers on the record sheet.
INSET PACKAGE: Hands on with Polygons

Answer the following:

1. How many squares are inside the parallelogram?

2. How many triangles are there in a parallelogram?
3. How many squares are inside the triangle ABC?
triangle ADC?
4. What can you say about the area of a triangle in
relation to the area of a parallelogram?
5. Based from the formula in finding the area of a
parallelogram, what is then the formula in finding
the area of a triangle?
6. If a parallelogram is 25 square meters, what is the area
of one triangle?
INSET PACKAGE: Hands on with Polygons

Worksheet 6

Investigating the Area of a Trapezoid

Objectives
At the end of the activity the pupils will be able to:
• derive a formula in finding the area of a trapezoid
• find the area of a trapezoid.
Materials
Square Dot Paper Grid
Ruler
Record Sheet for the Area of a Trapezoid
Geoboard
a piece of 30-cm long string
Procedure
1. Draw a parallelogram measuring 18 square units
as
shown in the example.
2. Trace and count all the squares found inside the paral-
lelogram.
3. Cut the parallelogram into two as shown in the exam-
ple. What figures are formed? Describe
them.
4. Count the number of squares found inside the newly
formed figure.
5. Compare the number of squares found inside the paral-
lelogram and that of one of the figures formed.

Answer the following:

1. How many squares are inside the parallelogram?
2. How many trapezoids are in a parallelogram?
3. How many squares are inside one trapezoid?
4. What is the relationship between a parallelogram and a
trapezoid?
5. If a parallelogram has two trapezoids, how do we find
the area of a trapezoid?
6. If the parallel side of the trapezoid is the base, how
many bases has a trapezoid? What will you
do with the two bases?
7. If a parallelogram has an area of 50 square meters,
INSET PACKAGE: Hands on with Polygons

Record Sheet for the Area of a Rectangle

1. Example:

No. of Squares in the No. of Squares in the Total No. of Squares

Longer side Shorter Side Inside the Rectangle

7 5 35

Formula:________________
2.
No. of Squares in the No. of Squares in the Total No. of Squares
Longer side Shorter Side Inside the Rectangle

Formula:________________

3.
No. of Squares in the No. of Squares in the Total No. of Squares
Longer side Shorter Side Inside the Rectangle

Formula:________________
INSET PACKAGE: Hands on with Polygons

Square Dot Paper Grid Master

for area of Rectangle
INSET PACKAGE: Hands on with Polygons

Record Sheet for the Area of a Square

1. Example:

No. of Small Squares of No. of Small Squares of Total No. of Squares

Side 1 Side 2 Inside the BIG Square

Formula:________________

2.
No. of Small Squares of No. of Small Squares of Total No. of Squares
Side 1 Side 2 Inside the BIG Square

Formula:________________
3.
No. of Small Squares of No. of Small Squares of Total No. of Squares
Side 1 Side 2 Inside the BIG Square

Formula:________________
INSET PACKAGE: Hands on with Polygons

Square Dot Paper Grid Master

for area of Square
INSET PACKAGE: Hands on with Polygons

Record Sheet for the Area of a

Parallelogram

1. Example:

No. of Squares Along No. of Squares Along Its Total No. of Squares
the Base Height Inside the
Parallelogram

8 4 32

Formula:________________
2.
No. of Squares Along No. of Squares Along Its Total No. of Squares
the Base Height Inside the
Parallelogram

Formula:________________

3.
No. of Squares Along No. of Squares Along Its Total No. of Squares
the Base Height Inside the
Parallelogram

Formula:________________
INSET PACKAGE: Hands on with Polygons

Square Dot Paper Grid Master

for area of Parallelogram
INSET PACKAGE: Hands on with Polygons

Record Sheet for the Area of

a Triangle

Area of Parallelogram

No. of Squares No. of Squares Total No. of Squares

Along the Base Along Its Inside the Parallelo-
Height gram

Formula:________________

2. Area of Triangle

No. of Squares No. of Squares Total No. of Squares

Along the Base Along Its Inside One Triangle
Height

222

Formula:________________
INSET PACKAGE: Hands on with Polygons

Square Dot Paper Grid Master

for area of Triangle
INSET PACKAGE: Hands on with Polygons

Record Sheet for the Area of

a Trapezoid

Area of Parallelogram

No. of Squares No. of Squares Total No. of Squares

Along the Base Along Its Inside the Parallelo-
Height gram

Formula:

2. Area of Trapezoid

No. of Squares No. of Squares Total No. of Squares

Along the Base Along Its Inside 1 Trapezoid
( b1 + b2 ) Height

222

Formula:

INSET PACKAGE: Hands on with Polygons

Square Dot Paper Grid Master

for area of Trapezoid
INSET PACKAGE: Hands on with Polygons

Worksheet 7

Solving Word Problems Involving

Finding the Area of Polygons
Directions: Solve to find the answers.

1. Find the cost of a rectangular field 290 meters long

and 185 meters wide if the market value is P650 per
square meter.
(Hint: Find the area of the field first.)

2. A courtyard in Sta. Ines is trapezoidal in shape. Seen

from above, its two bases have lengths of 5.47 km
and 3.7 km and its height is 2.96 km. What is its area?

3. A big handkerchief is triangular in shape whose base

is 13.5 m and the height 9.7 m. What is the area of
the handkerchief?

4. What is the area of a parallelogram whose base is

49.3 cm and the height is 56 cm?

5. One side of a square table measures 73.4 cm. What

is its area?
INSET PACKAGE: Hands on with Polygons

Worksheet 8

Finding the Area of

Polygons from Given Dimensions

A. Parallelograms

1. h = 31.97 cm 2. h = 4.61 m
b = 42.2 cm b = 9.33

B. Trapezoids

1. b2 = 9 cm 2. h = 12 m
b1 = 7.3 cm b1 = 17.2 m
h = 5.7 cm b2 = 19.53 m

C. Triangles

1. b = 6.9 m 2. h = 16.39 cm
h = 5.7 m b = 19.85 cm

D. Squares

1. s = 92 cm 2. s = 48.13 dm

E. Rectangles

1. l = 13.79 dm 2. w = 35.7 cm
w = 11.72 dm l = 39.63 cm