Kelsie Arnett 8-3 Lesson Plan Area of a Triangle I. II. III.

. Benchmark/Standard: To find the perimeter and area of a triangle Behavioral/Objective: The learner will identify the correct parts of a triangle and use the derived formula to find the area of a triangle. Anticipatory Set: The students will be asked to draw and cut out either a right triangle or an isosceles triangle. We will then discuss what we talked about the day before about how to identify the height (must be perpendicular to the base). The students will then be asked to measure half of their base and draw a line perpendicular to the base from that point. They will then be instructed to carefully cut along that line. The students will then be asked to arrange the pieces of the triangle until they find a familiar shape. They will likely find a parallelogram, a trapezoid, and a rectangle. I will ask them which of these shapes we already know the area formula for, and then take a vote of whether we should use the rectangle or parallelogram (students will likely chose rectangle). We will then have a class discussion and work on deriving the area formula for a triangle, discussing how the base of our rectangle is IV. of the length of the base of our original triangle.

Objective/Purpose: Today we are going to be building off of our knowledge of area of polygons to discover the area formula for a triangle and becoming fluent in using this formula. We will do this by working through examples as a class and by then working on similar examples on your own. A. Task Analysis 1. Warm up Students will be asked to cut out a triangle 2. Go over homework from the night before 3. Exploration activity- discovering the area formula of a triangle 4. Lesson 8.4 Examples and quick checks 5. Assign homework and give students exit slip B. Thinking Levels: Blooms Taxonomy 1. K Identify the bases and height of different triangles 2. C Describe the characteristics to someone else 3. A Solve a real life problem to find the area of a triangle D. Method and Materials 1. Exploration, discussion, group work, lecture. 2. Materials: Graph paper, scissors, ruler, Formula Folders.

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Kelsie Arnett VI. Modeling A. Showing my triangle construction on the Elmo. B. Examples as a class C. Quick check answers on board students explain out loud VII. Checking for Understanding A. Is our base always going to be the bottom of the triangle? How can we identify where the base is? B. Make sure students understand the height HAS to be perpendicular to the base. C. Make sure students know they can raise their hands if they have any questions at any points if students are looking dazed STOP & CHECK VIII. Guided Practice A. Examples as a class then Quick Checks B. Go around and check student work as they are working independently. IX. Independent Practice A. Have students work on homework p. 386-387 2-32 evens once their quick checks are approved and they have completed their closing activity. X. Closure A. Multiple Intelligences Activity What would you rather do? Please choose one of the following to complete. Once you have chosen one of the following, I will put you in groups according to your choice. 1. Write a poem about the area formula of a triangle (Verbal/Linguistic) 2. Find the area of a complex shape involving triangles (Logical/Mathematic) 3. Create a T-Shirt design for a company promoting the area formula of a triangle (Spatial) 4. Act out a skit in which you help someone who is confused about the area of a triangle to better understand the formula (Body/Kinesthetic) 5. Write a catchy song about the area formula of a triangle to help you and others to better remember it (Musical/Rhythmic)