Hello class! This evening's lesson will be all about the area of parallelograms! There will be a video to watch, a website to look through, and interactive practice. Please do each part of this lesson, followed by your WSQ. It is very important to do all steps. Tomorrow we will discuss in depth the area of a parallelogram, and have a hands on activity! Get excited! :)
Check out this link: http://www.mathsisfun.com/geometry/parallelogram.html#Area
There is a section that says "Play With a Parallelogram". Try it out. See the different types of parallelograms you can make.
Test yourself with this site: http://www.ixl.com/math/geometry/area-of-parallelograms-and-triangles
See how fast you can find the area of the parallelograms! There are also questions on the area of triangles, which we know from previous lessons is (1/2)bh.
I would use a WSQ to hold my students accountable for watching the video and going to the websites. I would also use the results from the WSQ to determine my lesson for the day. If students' responses were weak or if they had many questions, then I would go over the basic ideas of parallelograms and area the next day. Perhaps I would also pull up interesting Youtube videos on parallelograms to get the students engaged. I would also use many examples to make the concept more concrete. If the answers to their WSQs were strong, then I would continue on with a more in depth lesson, which is described below.
In class I would have my students sit in groups and briefly discuss their WSQs. Then individuals could either volunteer or be called on to state their group's questions, opinions, ideas, what they learned, etc. about the topic of area of parallelograms. Students would be asked to explain their way of finding the area of parallelograms. Students who made practice questions would also be asked to read them aloud or write them on the board. As a class we would work to answer these questions. Once we completed our talk about the evening work, we would move on. If there were questions or confusion, we would address that first. I would then reiterate the definition of a parallelogram and how to find the area. I would then demonstrate examples, and call on people to come to the board and do problems. When I felt as though the class had a strong grasp on the topic, I would hand out many premade paper parallelograms to each group, along with rulers. The students would be responsible for finding the areas of these parallelograms. They would then be allowed to make their own parallelograms out of paper and hand them to classmates in order for them to figure out the area.