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# Area of Parallelogram Lesson Plan

## Learning Outcome(s): Standard(s):

Students will be able to find the area of CCSS.MATH.CONTENT.6.G.A.1
parallelograms. Find the area of right triangles, other
polygons by composing into rectangles or
decomposing into triangles and other
shapes; apply these techniques in the
context of solving real-world and
mathematical problems.
Differentiation Strategies:
Various Grouping; Hands-on Activities; Additional time to complete work

## Teaching Targets (timing, activity types, purpose, kinds of grouping)

Time: (the increments Activity/Strategy - the Purpose - the why Method - the how
of time depend on the what (whole group, small
age of students - times groups, partners,
are just examples) individual, etc.)
8:15-8:25 Parallelogram To assess the Individual, small
Exploration with knowledge of students; groups, and whole
Parallelogram cut out do they know how to group
find the area of a
parallelogram?
8:25-8:35 Create a formula and To model to the Whole group
find the dimensions of students on how to:
the Parallelogram cut Use the formula to
out solve the area of the
given parallelogram
8:35-9:00 In class practice- To practice finding the Small groups
worksheet area of parallelograms

9:00-9:10 Finding the missing With the given Whole Group and Small
dimension lesson and dimensions/area, group
practice students will practice
finding the missing
dimension

## Dr. Stephanie H Kamai, SP18

EDEE 490 & 492
9:10-9:20 Parallelogram Pick Students are to play in pairs
Game pairs to play a game as
an aid to enhancing
their skills in finding
the area of a given
parallelogram and its
dimensions
9:20-9:45 Study Hall Give students time to Individual, pairs
complete any missing
work from today’s class
and to practice the
new skill of finding the
area of parallelograms
Materials/Handouts: Extensions:
pencil Find parallelograms within the community
Parallelogram Pick Game board and sheets
Homework Packets 1 and 2

Resources:
Pinterest

Reflection:
Students were able to find the area of a parallelogram because the formula to finding the area is
similar to the area formula of a rectangle (base x height OR length x width). It was good practice for
students to work with their peers which I think they benefited from. Although there were a lot of
things going on, the students were able to understand the concept well.

EDEE 490 & 492