Rectangle Deconstruction

Title: Rectangle Deconstruction Subject/Course: Mathematics

Time: 55 minutes Taught on February 10, 2017
Level: Grade 6

Lesson Description

Through inquiry, students will determine the exact measurements required to make a rectangle with
a perimeter of
90 cm from an A4 sheet of paper. Once they have the measurements, they will cut out the
rectangle and write the formula for calculating the perimeter. They will be instructed to deconstruct
the rectangle to make a parallelogram, however they will determine the strategy on their own. Once
they have successfully created a parallelogram, they will find a way to determine the area of a
parallelogram and the area of the triangle that they have cut out from the rectangle.
By the end of this lesson, students should understand the formula for calculating the perimeter and
area for a rectangle. They should also gain knowledge through inquiry about deconstructing the
rectangle to make a parallelogram and calculating the area for a parallelogram.

Stage 1: Desired Results

Big Question (link to the real world)

Students will gain a broader understanding of how shapes can be deconstructed. This knowledge
allows students to see shapes within shapes. This activity gives them an opportunity to practice
their skills with geometry, formulas, and measurement.
How can the deconstruction of geometric shapes be useful in everyday life?

Ontario Curriculum Overall Expectation

Mathematics - Measurement
- Estimate, measure, and record quantities, using the metric measurement system;
- Determine the relationships among units and measurable attributes, including the area of a
parallelogram, the area of a triangle, and the volume of a triangular prism

Ontario Curriculum Specific Expectation

Attributes, Units, and Measurement Sense:

- Estimate, measure, and record length, area, mass, capacity, and volume, using the
metric measurement system.
Measurement Relationships:
- Determine, through investigation using a variety of tools (e.g., pattern blocks, Power
Polygons, dynamic geometry software, grid paper) and strategies (e.g., paper folding,
cutting, and rearranging), the relationship between the area of a rectangle and the areas of
parallelograms and triangles, by decomposing (e.g., cutting up a parallelogram into a
rectangle and two congruent triangles) and composing (e.g., combining two congruent
triangles to form a parallelogram) (Sample problem: Decompose a rectangle and rearrange
the parts to compose a parallelogram with the same area. Decompose a parallelogram into
two congruent triangles, and compare the area of one of the triangles with the area of the
parallelogram.)
- Develop the formulas for the area of a parallelogram (i.e., Area of parallelogram = base
x height) and the area of a triangle [i.e., Area of triangle = (base x height) 2], using the
area relationships among rectangles, parallelograms, and triangles (Sample problem: Use
dynamic geometry software to show that parallelograms with the same height and the
same base all have the same area.)
 Key Concepts and/or skills to be Prior Knowledge Activation:
learned/applied:

- Calculating area and perimeter - Calculating area and perimeter of a rectangle

- Deconstructing of a rectangle to - Calculating area and perimeter of a triangle
create a new shape: parallelogram
- Calculating the area of a
parallelogram

nstruction

Learning Goals: Instructional Strategies:

- I can confidently calculate the Teacher facilitates: Assists students with making
area and perimeter of a rectangle. measurements to equal a 90 cm perimeter. Observe
- I can confidently calculate the students as they inquire about their learning. Allow
area of a triangle and students to develop their own conclusions for shapes
parallelogram. and measurements. (ex. L25cm+W20cm = 90 cm or
- I can confidently deconstruct a L26cm+W19 = 90 cm acknowledge the
rectangle to make a parallelogram. process/journey over the solution)
Success criteria:
- Students successfully create a Inquiry process: How can I make a parallelogram
parallelogram from the rectangle from a rectangle? How can I find out the area of a
without changing the rectangles parallelogram while keeping the area of a rectangle?
area.
- Students understand how to
deconstruct a rectangle.
- Students recognize the formulas
and measurements they need to
complete the task.

1 Learning Goal: Today we Differentiation

will learn how to make a new
shape from a rectangle!
2 Why: So that we can
understand deconstruction of
shapes in our world.
3 Success Criteria for this
Lesson:
You know you understand
when you can confidently
deconstruct a rectangle to a
parallelogram and calculate
the perimeter and area for both
shapes!
- ADHD: Have student(s) work with tangrams to
physically manipulate the shape or have the shapes
already prepared for the student to deconstruct
(rectangle with triangle removed)
- ASD: If possible, have student(s) work individually with
an EA or with a peer on the task.
- Learning styles: For visual learners, prepare a slide deck
with visual instructions. For read/write learners, type out the
instructions on the visual slide to follow along step-by-step.
For auditory learners, read aloud the instructions.

Materials/Student Groupings

Student groupings: This is an

independent task but students are
permitted to ask their peers or the
teacher for assistance.
Materials: Pencil, paper, ruler,
scissors

Assessment For Learning, Checking for Understanding & Feedback

 Are my students correctly making a rectangle? Are my students using the correct formula for
calculating area and perimeter? What tools are my students using to help them with the activity?
How often do they seek assistance?
Assessment will be done through observation and checking for understanding on their task.

Stage 3: Learning Activity

Motivational Hook ( 10 MINS.):

- Show a PowerPoint slide about shapes that have been deconstructed to make other shapes
- Have students inquire about how other shapes can be within one shape
- Show an image and ask students to discuss in their groups about what other shapes might be in
the image

Open (10 MINS):

- Explain that we will create a new rectangle from within the rectangle
- Distribute sheets of blank A4 paper to each student
- Have students observe the properties of the paper (size, shape, colour)

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis)

(30 MINS):

- Instruct students to measure a rectangle with a perimeter of 90 cm

- Once they have their rectangle drawn out, they have to cut the rectangle and write the equation for
calculating area and perimeter.
- Once they have completed that task, students need to measure a triangle from the rectangle by
drawing a straight line from a vertex to any point on the opposite length. They need to cut out the
triangle and find a way to make the shape into a parallelogram.
- Students have to inquire about how to find the area of the parallelogram without changing the
perimeter from the rectangle.

Close (success criteria visited) (5 MINS):

- Teacher wraps up the lesson by showing how to do the calculations for finding the area for a
parallelogram
- Students submit their work to the teacher.

Stage 4: Reflection

Student Reflection of Learning (metacognition)

- Students enjoyed the activity. Although they questioned the importance of the task and the
significance of it to their everyday life, they had the opportunity to practice the formulas for area and
perimeter.

Teacher Reflection (WWW/EBI)

- In retrospect, it would have been ideal to prepare an activity to challenge the students that finish
early. To extend the lesson, I could have prepared more shapes for the student(s) to deconstruct.