Elements: Date Timing Materials Required

Things for teacher to do before the lesson

Things to remind students to bring.

Friday, Sept. 23 75 minutes Overhead for review of area and perimeter of triangles, quadrilaterals, and circle Overhead with diagram for Hook Smart board slide with P.O.D (problem of the day) Overhead for examples of composite figures to be worked out with class input. Prepare POD smart board slide Check to see overhead is in room and working Have POD up on smart board as students arrive. Put Agenda on Board Prepare overhead for review of prerequisite knowledge for todays lesson. Prepare overhead for Hook Prepare overhead for example questions. Note: No homework assigned from last class. Starting a new unit. No need to remind students to bring anything special. They know they should always bring their notebook, textbook, geometry set, and calculator.

Expectations: Incorporating my personal In this lesson, I will try to show: philosophy into this lesson: The importance of breaking a complex problem down into simpler smaller problems so that it can be solved in steps. Make connections to real world applications. Using POD to make math fun. This POD involves solving 2 equations with 2 variables (or guess and check). Promoting students talking at the front of class Expectations from Calculate the area of composite figures by finding simple shapes within the a Curriculum complex shape. point of view

Agenda (Students will see only the first column)

Agenda Items 1. POD Timing 5 minutes Notes to teacher Students will put their answers to POD, along with their name and date, on scrap paper which is located at the back of the room and put these in the POD answer bag for that day. At the end of the week, the teacher will draw one name out of each days POD bag and if the answer for that days puzzle is correct, the student will be award a math prize. This is a timed activity. Do not allow students to turn in answer late, especially if students have arrived late for class. teacher

2. Take up POD (teacher) 3. Review (teacher and students) 4. How much siding is needed for front of house?

5 minutes 10 minutes 3 minute

Hand out review sheet and ask students to provide answers and fill in the blanks. Teacher records the class responses on sheet displayed on overhead. This is the HOOK. Have on overhead ready with a diagram.

5. Lesson: Area of 25 Composite figures minutes

Leave Hook questions for now. Ask students what they think is meant by a composite figure and record answers on board. Have students look around the room and identify any composite shapes. Put sample composite figure on overhead and have students provide suggestions for finding the area. Complete problem with class input being sure to practice wait time, letting other students validate answers, and throwing questions back to the class to stimulate discussions. Assign another problem as seat work. Return to Hook problem.

6. Homework: What p. 441 #2, 3(a), (d) remains (seat work) 7. Homework next class: John and Nicole

Speak to John and Nicole and remind them to be on time and get homework on board. If they wish to do POD, arrive early.

Details (thorough details) of Lesson Plan: Item #1 POD:

Chip said to Dale "If you give me one acorn, then I will have double the number you have ." Dale replied, "If you give me one acorn, then I will have double the number you have!" How many did Chip have and how many did Dale have?

Item #2 Solution: (Students might be able to solve this by guess and check)
Let x be the number of acorns Chip has and y be the number of acorns Dale has. If Dale gives one acorn to Chip, Dale will have (y-1) acorns left and Chip will have (x+1) acorns. We know that Chip will now have twice as many acorns as Dale. (x+1) = 2(y-1) expanding and isolating x we get: x = 2y-3 equation 1

Similarly, if Chip gives one acorn to Dale, Chip will have (x-1) acorns left and Dale will have (y+1) acorns. We know that Dale will now have twice as many acorns as Chip. (y+1) = 2(x-1) expanding and isolating y we get: y = 2x-3 equation 2 Substituting equation 1 for x in equation 2 we get: y = 2(2y-3) 3 = 4y 9 3y = 9 y=3 Sub y = 3 into eqn 1: x = 2(3)-3 =3 Chip and Dale each had 3 acorns.

Item #3

Review Perimeter and Area Rectangle Circle

Width
radius

Length Area = l x w Perimeter= 2( l+w)

Circumference: C = 2r Area = r2

Triangle

Parallelogram

height

height

base Area = b x h

base Area = base x height

Trapezoid
a

height

b Area = (a + b) h

Item #4 (the hook)

Replacing siding on front of your house: How can you determine the amount of siding required for the front of this house?
r = 0.5 m 3m

5.5m
2m 3m 1.5m 2m 0.5m 1m 1.5 m

10m

Record student suggestions.

Item #5 (the lesson)

Leaving the House siding question for now and ask students what they think is meant by a composite figure and record answers on board. Have students look around the room and identify any composite shapes. Definition: a composite figure is a 2D shape made from several different shapes. Discuss how to solve the following question: Break area into smaller simpler shapes.

1. Calculate the area

As
6m 6m 6m 4m 8m 3m Ar 3m

At
6m

Soln: As = 1/2r2 = 1/2(3)2 = 14.137m2 Ar = l x w = 4 x 18 = 72m2 At = (a+b)h = (6 + 12)4 = 36m2 Total Area = 14.137 + 72 + 36 = 122.137 m2 Have students try the following question while teacher circulates around the classroom. Find the area of the green shaded region.

12 m

4m

2m

2m

4m

2m

Soln: A = (b x h) 1/2r2 = (8 x 12) 1/2(2)2 = 48 6.28 = 41.72 m2 As students finish, check their solution and have someone put solution on board. Let student explain answers to class.

Take up HOOK problem (House siding)

r = 0.5 m 3m

5.5m
2m 3m 1.5m 2m 0.5m 1m 1.5 m

10m

Soln: A = (l x w) + (b x h) (area of windows and door) = (3 x 10) + (4.5 x 3) r2 (1.5 x 2) (1 x 2) (0.5 x 1.5) = 30 + 6.75 0.785 3 2 0.75 = 30.22 m2

Item #6 Item #7

Start practice (homework). While circulating during practice, remind John and Nicole to arrive early to put homework on the board.