GENERAL SANTOS HOPE CHRISTIAN SCHOOL

Block 5, Dadiangas Heights General Santos City, Philippines

GEOMETRY Year Level: HS 3 Lesson Topic: Length of Lesson:

George L. Lim Area 18 Sessions

Stage 1 - Desired Results 1. Students use the concept from their study of triangles and quadrilaterals to develop area formulas.

Understanding(s)/goals: Students will understand: * the various uses of area formulas in design, city planning and landscaping.

Stage 2 - Assessment Evidence Essential Question(s): When might calculating area be useful for engineer, architect, home decorator, carpenter or farmer? What units are associated with area?

Student will know * area postulates. * formulas for the area of square, rectangle, parallelograms, triangles, trapezoids, regular polygons. * circumference formula for circle * perimeter formula for regular polygon. * area formula for regular polygons.

Student will be able to * find area of a square, rectangle, circle, triangle, trapezoid,. Regular polygon. * compute circumferences and arc lengths for circles. * compute areas of sectors and segments of circles. * state and apply the relationships among scale factors, perimeters, and areas of similar figures.

Performance Task(s):

Stage 2 - Assessment Evidence Other Evidence:

Group Activity 1 Oral report in class of the results of the Have students measure the length and width of the performance task. classroom. Then have them determine how many Seatwork/Homework square tiles of a given dimension it would take to cover the floor.(use actual floor tiles) Group Activity 2 Given the figure, show that c = a + b.
P N a M b c R c a b Q

Quizzes/ Mastery test

Rubric:

4 - Excellent, 3 - Good,

2 - Competent,

1 - Needs Improvement 0 - Needs Help

Level 4: Shows full understanding in finding areas of different shapes. Solutions are correct. Level 3: Shows understanding in finding areas of different shapes. Solutions contain minor flaws. Level 2: Shows partial understanding in finding areas of different shapes. Solutions contain some errors. Level 1: Lacks understanding in finding areas of different shapes. Solutions contain major errors. Level 0: Confused. Does not know how to find areas of different shapes.

Stage 3 - Learning Plan Learning Activities: 11.1 Area of Squares and Rectangles Emphasize the square unit, and how appropriate units for measuring area are chosen. Help students to distinguish between linear and square units, and between perimeter and area. Stress the "why" behind the formulas; otherwise students try to memorize formulas without understanding why they are appropriate or what purposes they serve. Familiarize students with the terms "base" and "heights" instead of "length" and "width". Emphasize that area is always measured in square units. Seatwork/Quiz 11.2 Area of Parallelograms and Triangles Make use of physical models wherever possible. This helps students understand the derivation of the formulas and contributes to retention. Emphasize how all the formulas in this lesson are derived from the formula for the area of a rectangle. Provide many examples of parallelogram and triangles in which student must determine the base and height. Give some examples with more information than necessary to assist students in determining what is required and what is not. Seatwork/Quiz 11.3 Area of Trapezoids Students should learn to identify the base and height of a trapezoid regardless of its orientation. Help students paraphrase the formula for A, the area, of a trapezoid as, "the product of the height and the average of the lengths of the bases." Seatwork/Quiz

Session 1

Session 2 Session 3

Session 4

Session 5 Session 6

Session 7

11.4 Area of Regular Polygons

Session 8/Session 9

Use many models to illustrate the parts of regular polygons and essential relationships among those parts. Students might find it useful to make a chart that summarizes important relationships between sides, radii, and apothems of equilateral triangles, squares, and regular hexagons, since these are frequent examples. Point out the occurrences of 30-60-90 and 45-45-90 triangles within regular polygons, and how the known relationships of sides of those triangles can aid in working with those figures. Seatwork/Quiz 11.6 Circumference and Arc Length Give students several circular objects and ask them to measure as accurately as possible the distance around (circumference) and distance across (diameter) each. Have them make a table to record their results. Ask them to calculate the circumference/diameter ratio of each object. They should observe that when the circumference is divided by the diameter, the result is always about 3.1. Introduce the symbol p. The concept of limits will be introduce briefly. Seatwork/Quiz 11.7 Area of Circles, Sectors, and Segments Compare the statement of Corollary 1 of Theorem 11.7, which shows how the areas of two circles are related to their radii, with Corollary 1 of Theorem 11.6, which shows how the circumferences of two circles are related to their radii. Show how areas of the circles, sectors, and segments can be determined. Seatwork/Quiz 11.8 Area of Similar Figures Ask student to construct two similar rectangles. Ask them to determine the scale factor of the similarity, and the perimeter and area of each figure, recording their results in a table. Repeat using different rectangles and then using two different pairs of similar triangles. Ask for observation about relationships between the scale factor and the ratios of the perimeters and areas of a pair of similar figures. Seatwork/Quiz Session 10 Session 11

Session 12 Session 13

Session 14 Session 15

Session 16

Mastery Test

Session 17/Session 18

George L. Lim

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