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Name: Pedro Merced
Title of lesson: Area of a triangle
Date of lesson:
Length of lesson: one class period
Description of the class:
Name of course: 6th grade math
Grade level: 6th grade math
Honors or regular: 6th grade math
Source of the lesson: Me
Give specific information. Pedro Merced
TEKS addressed: §111.22. Mathematics, Grade
6.
Geometry
and spatial reasoning.
The student uses geometric vocabulary to describe angles, polygons,
and circles.
(A) use
angle measurements to classify angles as acute, obtuse, or right;
(B) identify
relationships involving angles in triangles
II. Performance or learner outcomes
Students will be able to:
a)
Compute the area of a triangle given a base and height
b)
identify scalene, isosceles, and scalene triangles
c)
identify obtuse, acute and right triangles
III. Resources, materials and supplies needed
PEGBOARD
Rubber bands
Handouts of a paper representation of the PEGBOARD
IV. Supplementary materials, handouts.
Five-E Organization
Teacher Does
Probing Questions
Student Does
| Engage:
The students will be asked
to find different triangles around the room. They will also
be asked to draw them on a given piece of paper.
The equation for the area of a triangle is on the board.
½ BH |
Where are triangles present
in our life? |
Traffic signs, in math
class, trees, etc… |
Explore:
The students
will be divided into groups of 2 students each. Each group
will be given a PEGBOARD and will be asked to come up with 5 different
triangles. These different triangles will be recorded on
the handouts with the representations of the PEGBOARD on them.
One stipulation on the triangles is that they all must have a
one side that is parallel with a side on the PEGBOARD. If
the students are confused by this then show some examples on the
board or the overhead and show the different options the sides
can be. The students, already having had the lesson on the
types of triangles, will label what kind of triangle they have
made. The teacher will give a brief explanation of the equation
of the area of a triangle. |
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Explain:
The students
will present their triangles and the area of each triangle.
From here the teacher asks if any patterns show up in determining
the area of the triangle. The students will be asked to
present different triangles with the same area. |
So can an acute, obtuse,
and right triangle have the same area? If so then show it
on the PEGBOARD.
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yes
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| Extend / Elaborate:
The teacher, using Geometer’s Sketchpad will construct
a triangle, on a grid, whose base set to a grid line, i.e. the function
y=2, the vertex, not on the base, can move on a line parallel to
the base. The teacher will then manipulate the different parts
of the triangle and the students will record their findings. |
Does the equation of
the area of a triangle look like other equations of shapes we have
studied?
Why is it this way then?
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rectangle
Because a triangle is like half a rectangle
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| Evaluate:
The evaluations occur during the explain and elaborate sections.
The teacher looks at different PEGBOARDS when examples are ask to
be presented. |
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