Week 9

Area of Irregular Shapes

CCSS.MATH.CONTENT.6.G.A.1
Find the area of 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.

Using Proportional Reasoning

This performance assessment task involves a range of mathematical practices from the standards, with emphasis on:

MP1:Make sense of problems and persevere in solving them
MP2:Reason abstractly and quantitatively
MP3:Construct viable arguments and critique the reasoning of others
MP4: Model with mathematics
MP5:Use appropriate tools strategically
MP6:Attend to precision
MP7:Look for and make use of structure
MP8:Look for and express regularity in repeated reasoning

Week 8 Equivalent Ratios

  Creating Double Number Lines to Find Equivalent Ratios  

  • Draw and label a double number line diagram from scratch, with parallel lines and equally-spaced tick marks.
  • Use double number line diagrams to find a wider range of equivalent ratios.

  Visual Representation of “8 is 32 times what number?”  

  • Making sense of multiplication and division
  • Solving a problem with a visual representation

Week 6 – Ratio

Ratios and Ratio Language

  • Comprehend the word “ratio” (in written and spoken language) and the notation (in written language) to refer to an association between quantities.
  • Describe (orally and in writing) associations between quantities using the language “For every of these, there are of those” and “The ratio of these to those is a:b (or a to b).”
  • Draw and label discrete diagrams to represent situations involving ratios.

Student interpretations of a 1:2 ratio:

Area of Irregular Shapes

CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes

Week 5 – Discovering a Formula

Students reviewed the important concepts from our recent investigations, and determined a formula for the area of ANY parallelogram using the base and the height.

Students drew diagrams to show that the area of a triangle is half the area of an associated parallelogram. 

Students determined a formula to find the area of ANY triangle.

 

 

 

 

Week 4 – Bases, Heights, Nets

Learning Goals

  • Comprehend the terms “base” and “height” to refer to one side of a parallelogram and the perpendicular distance between that side and the opposite side.
  • Generalize  a process for finding the area of a parallelogram, using the length of a base and the corresponding height.

Can you apply your process to any quadraleteral?

Folding and Unfolding Objects: Understanding Nets