21st Century

Lessons

Area of Parallelogram
Lesson
Primary Lesson
Designers:
Sarah Cook
Nicola Larcombe
1

This project is funded by the

American Federation of
Teachers.

21st Century Lessons Teacher

Preparation

Please do the following as you prepare to

deliver
this
lesson:
Spend
AT LEAST 30 minutes

studying the Lesson Overview,

Teacher Notes on each slide, and
accompanying worksheets.
Set up your projector and test this PowerPoint file
to make sure all animations, media, etc. work
properly.
Feel free to customize this file to match the
language and routines in your classroom.

*1st Time Users of 21st Century Lesson:

Click HERE for a detailed description of our
project.
3

Lesson Overview
(1
ofObjective
3)
Lesson Objective: SWBAT demonstrate that any
Lesson

Lesson Description

parallelogram can be decomposed and recomposed into a

rectangle, and as such to calculate the area of a
parallelogram multiply the base times the height (and not
slant height/side length).
Student- Friendly Objective: SWBAT use an efficient
method to find the area of any parallelogram and explain
why it makes sense.
The overarching design of this lesson is to launch students
on a brief and somewhat directed explore time on how to
decompose and compose a parallelogram in order to find
an efficient way to find area. Following that exploration, a
succinct summary will make the key connections between
a parallelogram and a rectangle, revealing that the same
area formula can be used for parallelograms as is used for
rectangles.
The remainder of the lesson involves interleaving practice
for students to identify base and height on parallelograms
and calculate area using the formula. An exit ticket will be
used to assess both student understanding of the concept
and accuracy at calculating area of a parallelogram.

Lesson Overview
(2 of 3)
Base A side of a figure that a height can be drawn from.
Lesson
Vocabular
y

Materials
Scaffoldin
g
Enrichme
nt
Online
Resource
s for
Absent
Students
5

Height The distance of a line, perpendicular to the base, measured from the
base to the opposite side or vertex.
Area The number of square units that cover a closed figure
Square Unit Units used to measure area (in2, cm2, ft2, etc.)
Parallelogram Four-sided figure with opposite sides equal and parallel
Compose Combining shapes to construct new ones.
Decompose Breaking shapes apart into familiar pieces.
Perimeter Distance around the outside of a figure.
Parallelogram Lab Sheet, Scissors, Area of Parallelogram Class Work handout,
Lesson 1 Homework
Throughout the Explore, Summary, and Practice portions, a handout will be used
by students to organize their notes.
Scaffolding buttons throughout the lesson provide additional supports and hints
to help students make important connections.
Advanced Objective: SWBAT prove two other methods for decomposing and composing
parallelograms that help find the area.
To support students in doing this, give students multiple copies of the lab sheet during the
Explore time, and challenge them to come up with additional methods of decomposing
and composing.
http://www.mathexpression.com/area-of-a-parallelogram.html

Lesson Overview
Common Core State Standard: 6.G.1: Find the area of right triangles, other triangles,
Common
(3
of 3) special quadrilaterals, and polygons by composing into rectangles or decomposing into
Core
State
Standard
Before and
After

Topic
Background

triangles and other shapes; apply these techniques in the context of solving real-world and
mathematical problem

Before: Many of the concepts in this lesson build on learning that has taken place over the
past 8 years of the students schooling.
v Introduction to Concept of Area PK.MD.MA1 (pre-k)
v Composing Shapes 1.G.2 (first grade)
v Square units 3.MD.5 (third grade)
v Perpendicular and Parallel Lines 4.G.1 (fourth grade)
After: The objectives of this lesson build the foundation for students future learning in
middle and high school
v Solving real-life math problems with area, surface area, and volume 7.G.4
v Shape orientation (transformations) 8.G.4
v Solving equations with one variable 8.EE.7
Ancient Egyptian mathematicians have had a significant influence on the development of
geometric concepts. Sources such as the Rhind Papyrus and the Moscow Papyrus
demonstrate that the Ancient Egyptians knew how to compute areas of several geometric
shapes (triangles, rectangles, circles, etc.) and the volumes of cylinders and pyramids the
pyramids being one of the worlds wonders for which they are famous.
Greek mathematicians were also fundamental contributors to the development of
geometric concepts. Euclid, often referred to as the Father of Geometry, produced
Elements, a series of books that covered various geometry concepts (including area) as
well as much of what is now known as algebra, trigonometry, and advanced arithmetic.
The Pythagorean Theorem, one of the most famous geometric concepts, has been
attributed to the Greek philosopher and mathematician Pythagoras. While the Theorem is
not directly related to this lesson or unit, a strong understanding of triangles and special
quadrilaterals will lay the foundation for later learning.
This lesson incorporates the research-based practice of interleaving repeated teacherguided problems with individual student practice.

Warm Up
OBJECTIVE: SWBAT use an efficient method to find
the area of any parallelogram, and explain why it
makes sense.

1) What is the area of

this shape?

2) What is the area of this

rectangle?
A = 24 sq
units

A = 6 sq
units
3) Which of the following shapes are
Shape
A, B andhow
D are
all know.
parallelograms?
Explain
you
parallelograms!
A.
B.
C.
D.

Agenda
7

Agenda:
OBJECTIVE: SWBAT use an efficient method to find
the area of any parallelogram, and explain why it
makes sense.

1) Warm
Up
2) Launch
Building Blocks A, B & C

3) Explore Partners: Area of Parallelogram

4) Summary Formula for Area of Parallelogram
5) Practice Interleaving
6) Assessment Exit Ticket

Launch A

Vocabulary

What is the definition of a parallelogram?

A parallelogram is a quadrilateral that has 2
pairs of parallel sides. Opposite sides have the
same length and opposite angles have equal
measurements.

Agenda
9

Launch B

(Wait time: 30 seconds)

Can you quickly find the area of this

parallelogram by counting the unit squares?

1
1

1 2 3 4 5
6 7 8 9 1
0

1
2

Area = 12 square units

Agenda
10

Launch B
Can you quickly find the area of this
parallelogram by counting the unit squares?

Agenda
11

Launch B
I dont have all day. Counting takes way
too long!

Your challenge:
Develop a more efficient method to determine
the area of the parallelogram.
Agenda
12

Launch C
What does it mean to find an efficient method?
Remember the warm up problems?
A = 24 sq
units

A = 6 sq
units

Did you have to count squares to find the area of the

rectangle?
NO!
Multiplying length x width is a more efficient method
for finding the area of a rectangle than counting
squares.
Agenda
13

Launch C
Lets consider the first shape in the Warm Up.
How could decomposing (cutting) and composing
(putting back together) into another shape help
you find the area of this shape?

Agenda
14

Explore
Click on the timer!

1Partners
2-Share
Out
3Workshee
t

Part 1 - (10 Min)

Work with your PARTNER
to find an efficient
method of finding the
area of a parallelogram.
You will get a
parallelogram and a pair
of scissors. You can:

-Write on the shape

-Draw on it
In 10 minutes you will be asked to stop
-Use scissors on it

and think about it!

15

HIN
T

Agenda

Explore Student Share Out

Part 2 - (3 Min)
Students share out work.

Classwork
Questions

Agenda
17

Explore Complete top half of

worksheet
Part
3
(5
Min)
Fill out the top half of your worksheet.

Agenda
18

Summary Sharing Questions #15

#1) Explain what you did to find a quicker way to find the
area of the parallelogram.

Agenda
19

Summary Sharing Questions #15

#2) Draw the shapes you decomposed (cut apart) your

parallelogram into. Do you know the names of these
shapes?
#3) Did you create any new shape or shapes by composing
(putting back together in a different way)?
Agenda
20

Summary Sharing Questions #15

rectangle
original parallelogram

8
cm

8
cm

12 cm

12 cm

#4) What dimensions does your new shape (rectangle)

have?The base is 12 The height is 8
cm. you identify cm.
#5) Can
those dimensions on the original
parallelogram?
The base ...
also 12
The height ...
also
is 8
is
cm.
?
cm.
?
Agenda
21

Summary Interactive Worksheet

We are going to complete the rest of the worksheet
together. You will fill in the boxes at the bottom of
the first side as we go.

Agenda
22

Summary
original parallelogram

8
cm

rectangle

8
cm

12 cm

12 cm

The base and the height in the rectangle match the

base and height in the parallelogram!
#96 sq cm = 12 cm x 8 cm
Area = base x height

6)

A= bxh
Agenda

23

Summary
Okay, so that worked with one parallelogram. But
can any parallelogram be decomposed and
composed into a rectangle with the same base
and height?

Lets look at the example from earlier today

2
cm

2
cm
6 cm

6 cm

A= bxh
= 6 x 2 = 12 cm2

Agenda
24

Summary
So. could we find the area of this rectangle
without cutting and changing it to a rectangle?

Agenda
25

Summary

A=bxh

Heig
ht

#7) Now that you know this is the formula for

area of a parallelogram, what dimensions
must you always know in order to find area?
base and height
#8) If we dont rearrange the shape into a
rectangle, could we still find the height?
Yes, the height is
the perpendicular
distance from the top
to the base.
Bas
e
Agenda
26

Summary
slant
heigh
t?

8
cm

12 cm

#9) Can you tell what

the length of the
other side (the
slant height) of the
parallelogram is?
No, not exactly

#10) Do you need to know this length in order to find

the area of the parallelogram?
No, you only need the base and height.
#11) When would you need to know this length?
You would need to know the slant height to
measure perimeter.
Agenda
27

(2 minutes)

Summary
#12) Oops! Your sleepy
friend slept through the
last 20 minutes of class!
Can you help her out?
In the space for #12,
write her a note explaining
what you learned so far
today.
Use complete sentences.

28

Scaffoldin
g

Agenda

Practice Interleaving Worksheet

Many kids learn better when the alternate solving
problems with their teacher. Watch me solve one,
and then youll do one, then Ill do one

Agenda
30

Practice
#
1)

10 cm

#
2)
8 cm

17 in

14 in

16 cm

base =16
_____ cm
height =
8 cm
____

20 in

20 in
base =
_____
height =
14 in
______

Agenda
31

Practice
#
3)
18 ft

#
4)
14 ft

32 m
20 ft

base =20 ft
_____
height =
14 ft
____

27 m
48 m

48 m
base =
_____
height =
27 m
______

Agenda
32

Practice
#
5)

28 in

22 in

#
6)
55 m

16 in

base =16 in
_____
22 in
height =
____

45 m

30 m

30 m
base =
_____
height =
45 m
______

Agenda
33

Practice
#
8)

#
7)
12 ft
8 ft
10 ft

base =12 ft
_____
8 ft
height =
____

25
cm
18 cm
20 cm

base =25
_____ cm
height =18
______ cm

Agenda
34

Practice:

Which rectangle has the same area as the

green parallelogram?

#
9m
9)

7m

#1
0) 40 in 35 in

13 m

9m

A
.

30 in
35 in

30 in

13 m
7m

B
.

13 m

A
.

40 in

B
.
30 in
Agenda

35

Practice:

Which rectangle has the same area as the

blue parallelogram?

#1
1)

#1
2)

19 ft 16 ft

20
cm

16 cm

23 ft
32 cm
16 ft

A
.

23 ft
19 ft

B
.
23 ft

20
cm

A
.
32
cm

16
cm

B
32
.

cm
Agenda
36

Practice:

What is the area of the parallelogram?

#1
4)

#1
3)
4 in

9 ft

8 in

A=bxh
A = 8 in x 4
in = 32
A
in2

7 ft

A=bxh
A = 7 in x 9
in
A = 63 ft2

Agenda
37

Practice:

What is the area of the parallelogram?

#1
6)

#1
5)
6.7 m

6m
12 m

A=bxh
A = 12 m x 6
m= 72
A
sq. m

5.4
cm

3 cm
15 cm

A=bxh
A = 15 cm x
3
A cm
= 45 sq.
cm

Agenda
38

Practice:
#1
7)

15 in

What is the area of the parallelogram?

#1
8)
13 in

7 cm

5 cm
14 cm

9 in

A=bxh
A = 9 in x 13
in = 117
A
in2

A=bxh
A = 14 cm x
5
A cm
= 70
cm2

Agenda
39

Practice:

What is the area of the parallelogram?

#1
9)

#2
0)

6 ft

4.5 m
9m

3.2 ft

6 ft

5.8
ft

A=bxh
A = 6 ft x 3.2
ft = 19.2
A
ft2

6.1
m

A=bxh
A=9mx
4.5
A
=m
40.5
m2

Agenda
40

Assessment Exit Ticket!

Complete and hand in the Exit Ticket before
you leave!

Agenda
41

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Lessons
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goal

The goal of 21st Century Lessons is simple: We want to assist

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49
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21st Century
Lessons
The
Directors:

people

Kathy Aldred - Co-Chair of the Boston Teachers Union Professional

Issues Committee
Ted Chambers - Co-director of 21st Century Lessons
Tracy Young - Staffing Director of 21st Century Lessons
Leslie Ryan Miller - Director of the Boston Public Schools Office of
Teacher Development and Advancement
Kevin Qazilbash - Co-director of 21stTechnology
Century Lessons
Coordinator:
Lesson Designers:

Nicola Larcombe
Sarah Cook
Meghan McGoldrick
Brian Connor
Tracy Young

50

Shane Ulrich
PowerPoint
Designers:
Alex Robinson
LaQueena Williams