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into a rectangle

created by Lisa Vojacek

Description

Big Ideas:

Area is additive. The sum of the areas of rectangles and triangles within a polygon will equal the area of the polygon.

The area of a parallelogram can be solved for by composing the parallelogram into a rectangle.

This lesson builds on students work with solving for the areas of different polygons and quadrilaterals. This task

presents students with an opportunity to apply their knowledge of finding the area of rectangles to finding the area

of parallelograms. Students are presented with different parallelograms and by decomposing them, they discover

that the area of a parallelogram can be found by decomposing it and then composing it into different shapes. By

decomposing the parallelograms, students will see how the areas of parallelograms and rectangles are related. The

mathematical concepts in this lesson build toward students future work with finding the areas of different twodimensional figures by decomposing them into triangles and other shapes.

Vocabulary: parallelogram, compose, decompose, base, height, rectangle, length, width, area, square units, right

triangle

Special Materials:

Grid Paper

Scissors

Tape or Glue

Supplemental Handout

Focus Standards

6.G.A.1, MP1, MP4

CORE LESSON

S L ID E

1 of 16

Task Launch

As a whole group, examine and discuss the launch slide. Breaking the class into smaller groups to

decide and discuss would also be beneficial in helping you better understand students thoughts

and misconceptions.

Possible Guiding Questions

How do solve for the area of a rectangle?

What shape is figure B? How do you know?

Why might Callie argue that the area of figure B is greater than the area of figure A?

What tools or strategies might we need to use find the area of figure B?

S L ID E

2 of 16

Task 1 of 3

There are two parts to this task. In the first part, students will work independently or with a

partner as they discover that parallelograms are composed of different shapes. During this part,

students should work towards understanding that by solving for the areas of the different

polygons within the parallelogram, they can solve for the total area of the parallelogram (area is

additive).

In the second part of this task, students will compose a rectangle and discover the relationship

between a parallelogram and a rectangle. This discovery will help them understand that the area of

a parallelogram can be found by multiplying the base of the parallelogram by the height of the

parallelogram.

General Task Questions

What is this task asking you to do?

Explain why you think your answers are reasonable.

Are there other ways to show these same ideas? If so, what are they?

Task-Specific Questions

Part 1:

Can you find the area of the parallelogram by adding the areas of the triangles and rectangles

within the parallelogram?

Show different ways a parallelogram can be composed of rectangles and triangles. What is the

relationship that exists between the areas of the shapes within the parallelogram and the area

of the parallelogram?

What are some other ways the area of a parallelogram can be solved for?

Part 2:

What is the relationship that exists between the area of the parallelogram and the area of the

rectangle created by decomposing the parallelogram?

How can you solve for the area of a parallelogram without creating a rectangle?

Common Misconceptions/Errors:

Students may rotate the right triangle before attaching it to the existing parallelogram, creating

a different polygon, thus not recognizing the relationship that exists between the areas of

parallelograms and rectangles.

Students may compose a rectangle without first decomposing the parallelogram, which would

result in a different area.

Possible Solution Paths:

There are a variety of ways students could decompose the parallelograms for the first part of the

task. Below are some examples:

For the second part of the task, students will be creating a rectangle by decomposing the

parallelogram. Encourage discussion and collaboration as students work through the second part

of the task. Understanding the relationship that exists between the area of a parallelogram and

rectangle resulting from the decomposition of the parallelogram is critical to conceptual

understanding.

S L ID E

3 of 16

Task 2 of 3

There are two parts to this task. In the first part, students will work independently or with a

partner as they discover that parallelograms are composed of different shapes. During this part,

students should work towards understanding that by solving for the areas of the different

polygons within the parallelogram, they can solve for the total area of the parallelogram (area is

additive).

In the second part of this task, students will compose a rectangle and discover the relationship

between a parallelogram and a rectangle. This discovery will help them understand that the area of

a parallelogram can be found by multiplying the base of the parallelogram by the height of the

parallelogram.

General Task Questions

What is this task asking you to do?

Explain why you think your answers are reasonable.

Are there other ways to show these same ideas? If so, what are they?

Task-Specific Questions

Part 1:

Can you find the area of the parallelogram by adding the areas of the triangles and rectangles

within the parallelogram?

Show different ways a parallelogram can be composed of rectangles and triangles. What is the

relationship that exists between the areas of the shapes within the parallelogram and the area

of the parallelogram?

What are some other ways the area of a parallelogram can be solved for?

Part 2:

What is the relationship that exists between the area of the parallelogram and the area of the

rectangle created by decomposing the parallelogram?

How can you solve for the area of a parallelogram without creating a rectangle?

Common Misconceptions/Errors:

Students may rotate the right triangle before attaching it to the existing parallelogram, creating

a different polygon, thus not recognizing the relationship that exists between the areas of

parallelograms and rectangles.

Students may compose a rectangle without first decomposing the parallelogram, which would

result in a different area.

Possible Solution Paths:

There are a variety of ways students could decompose the parallelograms for the first part of the

task. Below are some examples:

For the second part of the task, students will be creating a rectangle by decomposing the

parallelogram. Encourage discussion and collaboration as students work through the second part

of the task. Understanding the relationship that exists between the area of a parallelogram and

rectangle resulting from the decomposition of the parallelogram is critical to conceptual

understanding.

S L ID E

4 of 16

Task 3 of 3

There are two parts to this task. In the first part, students will work independently or with a

partner as they discover that parallelograms are composed of different shapes. During this part,

students should work towards understanding that by solving for the areas of the different

polygons within the parallelogram, they can solve for the total area of the parallelogram (area is

additive).

In the second part of this task, students will compose a rectangle and discover the relationship

between a parallelogram and a rectangle. This discovery will help them understand that the area of

a parallelogram can be found by multiplying the base of the parallelogram by the height of the

parallelogram.

General Task Questions

What is this task asking you to do?

Explain why you think your answers are reasonable.

Are there other ways to show these same ideas? If so, what are they?

Task-Specific Questions

Part 1:

Can you find the area of the parallelogram by adding the areas of the triangles and rectangles

within the parallelogram?

Show different ways a parallelogram can be composed of rectangles and triangles. What is the

relationship that exists between the areas of the shapes within the parallelogram and the area

of the parallelogram?

What are some other ways the area of a parallelogram can be solved for?

Part 2:

What is the relationship that exists between the area of the parallelogram and the area of the

rectangle created by decomposing the parallelogram?

How can you solve for the area of a parallelogram without creating a rectangle?

Common Misconceptions/Errors:

Students may rotate the right triangle before attaching it to the existing parallelogram, creating

a different polygon, thus not recognizing the relationship that exists between the areas of

parallelograms and rectangles.

Students may compose a rectangle without first decomposing the parallelogram, which would

result in a different area.

Possible Solution Paths:

There are a variety of ways students could decompose the parallelograms for the first part of the

task. Below are some examples:

For the second part of the task, students will be creating a rectangle by decomposing the

parallelogram. Encourage discussion and collaboration as students work through the second part

of the task. Understanding the relationship that exists between the area of a parallelogram and

rectangle resulting from the decomposition of the parallelogram is critical to conceptual

understanding.

S L ID E

5 of 16

Task Debrief 1 of 3

Use the debrief to facilitate classroom discussion about the task, and share student approaches to

the task. A possible task solution is included.

Possible Guiding Questions:

What is the formula used to find the area of a rectangle?

What is the formula used to find the area of a parallelogram?

What is the relationship between these two formulas? Explain your reasoning.

When decomposed, is it possible for a parallelogram to create a rectangle?

Why is it important to measure the height of the parallelogram when finding its area, rather

than using a side length?

S L ID E

6 of 16

Task Debrief 2 of 3

Use the debrief to facilitate classroom discussion about the task, and share student approaches to

the task. A possible task solution is included.

Possible Guiding Questions:

What is the formula used to find the area of a rectangle?

What is the formula used to find the area of a parallelogram?

What is the relationship between these two formulas? Explain your reasoning.

When decomposed, is it possible for a parallelogram to create a rectangle?

Why is it important to measure the height of the parallelogram when finding its area, rather

than using a side length?

S L ID E

7 of 16

Task Debrief 3 of 3

Use the debrief to facilitate classroom discussion about the task, and share student approaches to

the task. A possible task solution is included.

Possible Guiding Questions:

What is the formula used to find the area of a rectangle?

What is the formula used to find the area of a parallelogram?

What is the relationship between these two formulas? Explain your reasoning.

When decomposed, is it possible for a parallelogram to create a rectangle?

Why is it important to measure the height of the parallelogram when finding its area, rather

than using a side length?

S L ID E

8 of 16

Big Idea(s) 1 of 2

The intent of the Big Idea(s) is to summarize the important mathematical concepts the task is

meant to elicit. Consider asking students to explain the concepts on each slide in their own words

and to connect each to the relevant part of the task.

S L ID E

9 of 16

Big Idea(s) 2 of 2

The intent of the Big Idea(s) is to summarize the important mathematical concepts the task is

meant to elicit. Consider asking students to explain the concepts on each slide in their own words

and to connect each to the relevant part of the task.

S L ID E

10 of 16

Closing

Indicators of Understanding:

Demonstrates understanding of the two ways to solve for the area of a parallelogram

Decomposes the parallelogram into triangles and rectangles (add the areas of each of these

shapes together)

Composes the parallelogram into a rectangle and solves for the area of the rectangle

Explains the relationship that exists between the area of a parallelogram and the area of a

rectangle

Understands that the height of a parallelogram is not the length of one of the sides extending

from the base

Explains how composing a parallelogram into a rectangle relates to the area formula for a

parallelogram (Area = Base x Height)

ASSESSMENT

S L ID E

11 of 16

Formative Assessment

Success Criteria:

Understands that the area of a parallelogram can be found by multiplying the base and height

Understands the area of the rectangle can be found by multiplying the length and width

Explains how the areas of the two figures are equal

Explains how the area of a parallelogram can be found by composing it into a rectangle

Describes and labels the area of the two figures using square centimeters

Understands the properties of parallelograms and rectangles

PRACTICE EXERCISES

S L ID E

12 of 16

Set A

Use these exercises for students who do not fully understand the big idea(s) of the lesson.

S L ID E

13 of 16

Set B

Use these exercises for students who showed understanding but would benefit from added

practice.

S L ID E

14 of 16

Set C

Use these exercises for students who displayed strong understanding of the big idea(s) and are

ready to develop a deeper understanding.

SUPPLEMENTAL HANDOUT

S L ID E

15 of 16

Task Handout

The supplementary handout should be given to students prior to presenting them with the task.

S L ID E

16 of 16

This LearnZillion lesson video supports a focus standard addressed in this lesson plan. You can

use it to support your own preparation before class, to enhance instruction during class, or to

provide additional support to students at home.

To share this video with students or parents, just have them type the quick code LZ1058 into any

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