CEP Lesson Plan Form: Content Standard(s) Addressed by This Lesson

CEP Lesson Plan Form
Teacher: Daniel Carr

School:
Webber MS
Area: Mathematics
Date: 11/11/16
Grade Level: 6th Grade
Content
Title: Areas of Parallelograms

Lesson #: 1&2 of 9
Content Standard(s) addressed by this lesson:
Math4-6.1 (CCSS: 6.G.A.1-4)
Objects in space and their parts and attributes can be measured and analyzed
Math4-6.1a (CCSS: 6.G.A.1)
Develop and apply formulas and procedures for area of plane figures including
triangles, quadrilaterals, and polygons.
Inquiry Questions:
Overarching: How can you use prior knowledge to problem solve?
Topical: How can you derive a formula for the area of a parallelogram?
Topical: Where do we see parallelograms in the real world?
Topical: Does is matter where on a parallelogram we measure the
height and base?
Topical: What is the equation for the area of a parallelogram?
Concepts and skills students master:
Students can identify what is and is not a polygon.

Students know what it means to have parallel sides in a polygon.
Students can discover the area equation of a parallelogram.
Students can find the base and height of ANY parallelogram.
Students can find the area of ANY parallelogram.
Students can apply what they know about writing expression to find an
expression for area of a parallelogram
Lesson Target:
I can use my prior knowledge of area to find the area of parallelograms
Give a definition of a parallelogram

Give expression to model area of parallelogram
Colorado State University College of Health and Human Sciences
Page 1
Activity Day Outline:

P1
P2/3
P4
Students
Teacher
7:50
9:20
10:40
Areas of
Polygon PreTest
Not going to be graded, only to help see

student growth throughout chapter. Stress
this to the students. Also, use this
assessment to see where the students are at
in means of background knowledge.
8:00
9:30
10:50
Use a bunch of different pieces of

paper to show a polygon. Bring in the
paper cutter, show them that the only
shapes you can form with that is a
polygon (only cut in straight lines).
Why do we deal with polygons? What is
the benefit?
Show counter examples:
Not formed by segments
Not closed
Cross in middle
8:10
9:40
11:00
What is a
Polygon?
Write formal
Definition
9:50
11:10
What is a
Parallelogra
m?
8:20
Modeling a
Parallelogra
m using a
rectangle
8:30
10:00
11:20
What do you notice about all the given

figures? What is similar?
Formal Definition
Give each student a piece of graph
paper and have them cut out a
rectangle of their choice.
Have them write the area on that
rectangle on their cut out (refresh on
area of rectangle if needed)
Now have them cut from one corner to
the opposite side, forming a triangle.
Show them how to move it to the other
side and tape it in place, forming a
parallelogram.
Why is this a parallelogram?
What is the Area of this new polygon?
How can we write a new equation for
this polygon?
Page 2
How can we find the base and height?
8:40
10:10
12:00
8:50
10:20
12:10
9:00
10:30
12:20
9:10
10:40
12:30
Closure
Question
More formal, gives specific numbers and asks

for perimeter (should be familiar with)
Lesson Day Outline:
P1
7:50
8:00
P2/3
9:20
9:30
P4
10:40
10:50
Google
Question:
How can you
derive a
formula for
the area of a
parallelogra
m?
Definitions
and Formulas
Start
Thinking:
Which
parallelogra
m has the
greatest
area?
Use this question to have them formalize the

steps that we took yesterday. Actions to
words
Repeat from yesterday

Where do we see parallelograms in the
real world?
tables, desks, arrangements of streets on
a map, boxes, building blocks, paper
How do we find area?
Does that depend on the lean?
How is it that they all have the same
area?
Page 3
8:10
9:40
11:00
On your Own
8:20
9:50
11:10
Examples
with
Decimals
8:30
10:00
11:20
Using a grid
to find
dimensions
Applying the formulas
Good opportunity to hit on decimal

operations once again.
Explain finding height and base using

the drop a tennis ball example
This starts to hit on the idea of finding

the area of composite shapes.
Show them a model if they are
struggling with it. Give them a
parallelogram and then cut a square
out of it to show that you are taking it
away.
8:40
10:10
12:00
Parallelogra
ms with
holes in
them
8:50
10:20
12:10
9:00
10:30
12:20
12:30
Closure:
Finding area
and
perimeter of
3 different
shapes
9:10
10:40
Use this to show connection between

perimeter and area.
Where we came from:
We just finished a chapter of writing expressions.

This lesson will require them to continue to write expressions
Explain how really when we have A = b x h we really just have a bunch of
variables.
Where were going:
Continue to derive area formulas for triangles and
Page 4
Might be helpful to give them a sheet with the formulas listed out for each
polygon.
Differentiation:
Low Performers
Visuals to help them grasp concepts
Give them a sheet to list out how to find the area and perimeter.
Help draw connections to expressions
Re-enforce
High Performers
Begin to ask them how they would find the base and width if they were
given different measurements; not the normal base and height.
Challenge them to think what would happen if one side was a different
length from the other.
Make sure they are deriving with little help.
Post Lesson Reflection

1. To what extent were lesson objectives achieved?
They did really well with being able to identify what is and is not
a polygon
Student really understood the decomposition and rearrangement
of a parallelogram.
They walked away with a great understanding of why the area
formula of a parallelogram is what it is.
They were not able to find the area of parallelograms very well.
2. What changes, omissions, or additions to the lesson would you

make if you were to teach again?
My teacher had me use a Tissue box to model a parallelogram,

that was gold. It helped to show the relationship between height
and area as well as why the height of a parallelogram is not just
the side length.
I would love to add more about how you can make any rectangle
a parallelogram, it would even be good to give them some
manipulatives and let them see this for themselves.
Give more opportunities for them to find the area of a
parallelogram on their own, maybe even just checking their
homework to make sure that they are getting it.
Page 5

School:
Webber MS
Area: Mathematics
Date: 1/15/16
Title: Areas of Triangles
Content
Lesson #:
3&4 of 9
Math4-6.1 (CCSS: 6.G.A.1-4)
Develop and apply formulas and procedures for area of plane figures including
triangles, quadrilaterals, and polygons.
Inquiry Questions:
Topical: Why are triangles used so frequently?

Topical: How can we use what we know about the area of rectangles and
parallelograms to find the area of triangles.
Topical: How can we derive a simple area formula for the area of a triangle?
Students can determine what makes a triangle.

Students can provide a formal definition for a triangle.
Students can derive the area of a right triangle using background knowledge
of a rectangle.
Students can derive the area of ANY triangle using their knowledge of a
parallelogram from last lesson.
Students can approximate the area of triangles
Students can give examples of where they see triangles in the real world
Lesson Target:
I can derive the area of a triangle and apply it to find the area of ANY triangle.
o Approximate the area of triangles
o Find the base and height of any triangle.
Page 6
Lesson Day Outline:

P1
P2/3
P4
Warm-Up: Google Classroom
7:50
9:20
10:40
Triangle Introduction: Writing

a definition.
8:00
9:30
10:50
Where do you see triangles

used in the real world?
Draw a triangle
How would you give a
definition to this shape?
Just tell them that it is a

chance to practice
fraction operations.
Talk about idea that it is
the same thing as .5 of
something.
Have students Draw a
rectangle on a piece of
grid paper. Cut it out.
Have them write the
area of that rectangle
on the paper
Have them cut from
corner to corner, it
doesnt matter which
way.
Ask them what
observations they see
about this triangles
areas
Listen for comments
about it being the
original
Derive expression to
represent area of right
triangle.
Is this restricted to right
triangles?
Fraction ops review:

Multiplying by one half
8:10
9:40
11:00
Activity #1: Deriving the

area formula for a right
triangle
Page 7
8:20
9:50
11:10
8:30
10:00
11:20
Activity #2: Area formula for

ANY triangle
8:40
10:10
12:00
8:50
10:20
12:10
Activity #3: Estimating and

finding area
9:00
10:30
12:20
10:40
12:30
Good chance to talk

about estimation with
area
9:10
Fold a piece of paper in

half and draw any
triangle using our def.
Cut out, giving two
different triangles.
Have them align
triangles (bases
together), forming a
parallelogram.
Use def. of
parallelogram to write
formula for any
triangle.
Closure: Find area of two

triangles
Kind of boring, but a

chance to just get two
examples down
Think of putting this as
a quiz grade, they
should be able to do it.
P1
P2/
3
P4
Warm-up:
Bermuda
Triangle
Hook
Not a serious video, but something

to catch their attention.
https://www.youtube.com/watch?
v=rIRNUfZnC3E
Page 8
7:5
0
9:2
0
10:40
Area of
Triangle
8:0
0
9:3
0
10:50
Does it
matter what
base we
chose to
use?
8:1
0
9:4
0
11:00
How do we
measure
the height
Get down in CNB

Talk about the use of variables, how
we find each
Base
Height: Perpendicular from base
extension to opposite angle.
Use geogebra to model the
triangles, show them that you can
use any base to find the same area
Does our value change?
Does our expression change?
Height: the perpendicular distance
from the base to the opposite angle.
How can we measure this we do not
have it given to us?
What restriction to we have ( what
would we be prevented by?)
8:2
0
9:5
0
11:10
8:3
0
10:
00
11:20
Area of
Triangles
Examples done with partners
8:4
0
10:
10
12:00
8:5
0
10:
20
12:10
Real Life
Example:
Butterfly
9:0
0
10:
30
12:20
9:1
0
10:
40
12:30
Closure
Question
The area of a triangle is similar to the area

of a parallelogram because
Focus on idea of taking twice the

amout of the other one.
Page 9
Where we came from:
Just finished a chapter on expression, continue to use same language

throughout this chapter as we use expressions to solve area
Last lesson was on parallelograms, will continue to hit on that into this lesson.
Where were going:
Next is trapezoids, then we will put them all together to solve for composites.
Differentiation:
Much of this lesson is geared towards hand on learners, kinesthetic learners.
Low Performers:
Help them by having them draw simple rectangles and triangles to do the
modeling.
Have them use the chart to record the equations for each one.
Keep hitting on ideas from last chapter of expressions.
High Performers
Push them to create their own definition for triangle, could hold on any
surface?
Let them discover and write the expressions.
Give challenge problem where the height is not given and they would need to
use Pythagorean Theorem to solve (which they do not know anything about)

Students understood why triangles are used so much in the real

world
Student could identify triangles and their characteristics with
ease
Students identified the base and height of NORMAL triangles with
ease, struggled with more unique examples
Once the base and height were discovered, students could find
the area easily

Page 10
I would love to spend more time forcing them to find more

unique bases and heights
Spend time talking about the relationship between perimeter and
area.

School:
Webber MS
Area: Mathematics
Date: 11/10/16
Title: Areas of Trapezoids

5&6 of 9
Content
Lesson #:

Math4-6.1 (CCSS: 6.G.A.1-4)
Develop and apply formulas and procedures for area of plane figures including triangles,
quadrilaterals, and polygons.
Inquiry Questions:
Topical: How are trapezoids and parallelograms different?

Topical: What is a trapezoid?
Topical: You can you make a triangle out of a trapezoid?
Topical: What is the formula for the area of a trapezoid?
Topical: Does it matter the order of the bases you use? How do you find the
height of a trapezoid?
Students can identify key features of Trapezoids.

Students can form a triangle from any trapezoid and use the area of this
triangle to write a formula for the area of a trapezoid.
Students can identify and list similarities and differences in Trapezoids and
parallelograms.
Students can apply the formula for the area of a trapezoid to find the area of
any trapezoid.
Lesson Target:
I can use my background knowledge about triangles to find an equation for

the area of any trapezoid.
Page 11

o
o
Form a triangle out of any trapezoid.

Identify bases and heights of trapezoid.
Lesson Day Outline:

P1
P2/3
P4
7:50
9:20
10:40
Students
Warm-Up: Finding the area

of two basic figures.
Teachers
Basic, further repetition with
triangle and square. Use of
variables
8:00
9:30
10:50
What is a Trapezoid?
8:10
9:40
11:00
Help them to see the

many different
trapezoids that there
are, not just the
traditional one.
A parallelogram is a
trapezoid, but a
trapezoid is not
necessarily a
parallelogram.
Where do squares and
rectangles stand?
Set up a triangle where the

base will be the small dice
and the height will be the
outside die.
Draw any trapezoid on
a piece of graph paper
with bases on
horizontal lines. Cut
out
Label bases and height
8:20
9:50
11:10
DICE
8:30
10:00
11:20
Activity #1: Deriving the

Area Formula of a Trapezoid.
Page 12
8:40
10:10
12:00
on piece of paper.
Estimate Area
Mark the midpoint on
the side opposite the
height. Draw line from
midpoint to the
opposite upper vertex.
Cut along line, form
triangle.
Does the area of
polygon change at all?
Write Formula
8:50
10:20
12:10
Writing a Math Lesson
Formalizes the ideas used in

finding the area of a
trapezoid, may be good for
them.
9:00
10:30
12:20
9:10
10:40
12:30
Closure
What shapes can you make

from a trapezoid?
P1
7:50
P2/3
9:20
P4
10:40
Warm-up: Finding GCF
True or False
Has nothing to do with

this chapter, just a
chance to practice
finding GCF.
Talk about how they
should be able to do
this in their heads at
this point.
Quick fire these
Stand up sit down/
move to one side of the
class
Page 13
8:00
9:30
10:50
Start-Thinking:
Draw and
find area of a trapezoid with
given bases and height.
8:10
9:40
11:00
Example #1: Finding Area
8:20
9:50
11:10
8:40
8:50
10:00
10:10
10:20
11:20
Example #2: Area of a

trapezoid on a grid
12:00
Example #3: Using a

trapezoid to approximate
shape. People per square
mile.
12:10
10:30
12:20
Exit Ticket: Find the area of

the trapezoid in two
different ways
9:10
10:40
12:30
Doe sthis look like a

traditional trapezoid?
Can we assume if there
is no way to measure?
Why would a trapezoid
be a useful shape to
approximate area?
How many people are
there per square mile?
9:00
Does it matter what

base we use as base 1
and base 2?
How can we find the
height?
Why does our formula
work for rectangles?
8:30
Does the order of b1

and b2 matter?
How can we define the
height?
Leave plenty of time

Look for someone to
make the discovery
that the trapezoid is
composed of two
triangles and a
rectangle.
Areas are the same
Beginning stages of
next lesson.
Page 14
Where we came from:
Just finished units on the area of parallelograms and triangles.

Whole unit focused on discovery of area formulas.
Students should be finished with the yellow sheet used to organize formulas.
The whole unit has been focused on giving formal definitions and being able
to self-discovery
Where were going:
We will begin to talk about areas of composite, random shapes that are
formed by shapes we already know.
DECOMPOSITION!!!
Then we will finish by graphing these polygons we know on the coordinate
plane.
Differentiation:
Much of this lesson is geared towards hand on, kinesthetic learners.
Low Performers
Give basic definition for them
Make sure that their polygon area chart is completed
Reduced Homework
High Performers
Challenge them by playing dumb about a lot of the problems.

Make them explain their thinking
Formalize Definition

5.
To what extent were lesson objectives achieved?
The students could identify the two bases easily, they did not struggle as
much as I expected that they would.
Students did not do very well at turning a trapezoid into triangles, not sure
that would need to be an objective.
Students could find the area once they had identified the bases and the
heights.

Page 15
If I were to teach this lesson again, I would show them a model that I did to
get the area of a trapezoid. I dont know that it did that much for them to try
to do it themselves.
Spend more time talking about unique trapezoids

School:
Webber MS
Area: Mathematics
Date: 11/22/16
Content
Title: Area of the Composite

Lesson #: 7 of 9
Math4-6.1 (CCSS: 6.G.A.1-4)
Inquiry Questions:
Overarching: How can you use prior knowledge to problem solve
-
Topical: How can I use the area formulas I know to find the areas of
composite figures?
Topical: What is a composite figure?
Topical: What does it mean to decompose a polygon?
Students can break up a composite figure into common polygons.

Students can apply ALL area formulas that they already know (triangle,
trapezoid, parallelogram)
Students can identify the measures on each side
Lesson Target:
I can decompose a compound polygon to find the area.
Break polygon into triangles, trapezoids, and parallelogram

Find area of individual shapes
Page 16
Lesson Day Outline:

P1
P2/3
P4
Students
Teacher
7:50
9:20
10:40
Warm-up: Finding the GCF &

LCM of two numbers
8:00
9:30
10:50
Grade HW/ talk about quiz

grades
8:10
9:40
11:00
8:20
9:50
11:10
Area of Polygons: Six shapes

with written out base and
heights.
This is a review
questions,
Have each row do the
problem in a different
way (list, prime
factorization or cake)
Take time to review
these
I have two different
quizzes as well as test
retakes to hang back,
this is going to take
some time.
Have students do all of

these problems on the
board.
We are just getting
back from break, this
will be a review for
them
Have them draw all six
shapes. Talk about how
they labelled their
bases.
What is the relationship
between height and
base?
Give formulas,
encourage them to use
their tables with these
Page 17
8:30
10:00
11:20
8:40
10:10
12:00
What is a Compound Figure

or Composite Number?
8:50
10:20
12:10
Example #1: Beaker
9:00
10:30
9:10
10:40
12:20
12:30
Example #2: Area of Fairway
Exit ticket
formulas.
Show examples of
trapezoid.
What is a compound
word?
Talk about learning
target, the word
decompose.
Show the multiple ways
that you can break the
shape up.
Show them a formula
for finding the area
Work Vertically
Talk about how to find

side lengths that are
not given.
Just have them show a

way to break it up,
dont have them find
the area.
Where we came from:

We just finished talking about and discovering the area of certain shapes, this
lesson is going to be incorporating all of the area formulas to find the area of
more complex shapes. Encourage them to use their resources and try to
identify if where they are getting confused between shapes.
Where were going:
After this lesson on compound figures we will begin talking about the
coordinate plane and graphing polygons on the coordinate plane.
Differentiation:
Low Performers
Have them use their sheet with the formulas for each shape.
Break up the composite shapes for them
Continue to reinforce different area formulas.
Page 18

High Performers
Do not help them very much finding decomposing the shape.

Challenge them to find the missing side lengths.

For the closure question, students were able to break the shape into
two trapezoids very easily. Students understand that the goal is to get it
broken up into simple shapes, they got this very quick. They struggles to
find the missing side length when they had to do some math operation to
find that side length.

Give more examples of polygons that require you to find the missing
side lengths.
o Problems that require you to find the value for x
Explain finding the missing values like solving a puzzle
Talk about what values are important to find.
Page 19

School:
Webber MS
Area: Mathematics
Date:
Content
Title: Plotting Polygons in the Coordinate Plane

Lesson #: 8&9 of 9
Math4-6.1 (CCSS: 6.G.A.1-4)
Inquiry Questions:
Topical: How do you graph points in the coordinate plane?

Topical: How do you decide what category of polygon is formed by a set of
points without graphing that polygon?
Topical: How can we find distance between points graphed on the coordinate
plane?
Topical: How can we find the perimeter of a polygon graphed on a coordinate
plane?
Students can graph ANY point on the coordinate plane.

Students can correlate the number of given points to the number of vertices
in the graphed polygon.
Students can discover a distance relationship between points on the
coordinate plane.
Students can find the perimeter of basic shapes graphed in the coordinate
plane.
Lesson Target:
Page 20

I can plot any polygon in the coordinate plane
Find the area of plotted polygon

Find the needed values on the polygon and label
Select correct coordinate scaling
Lesson Day Outline:

P1
P2/3
P4
Students
Teachers
7:50
9:20
10:40
Warm-Up: Find the value of x
8:00
9:30
10:50
HW check: Composite
Figures
With a given polygon

and a missing side x,
find the value of x.
Students struggled at
finding the value of
missing sides, this is a
challenge problem.
Show them how to
logically step through
it.
Spend time in animal
groups working on 4
different problems from
the homework.
Look for common
mistakes, try to see
what they are really
struggling with.
Emphasize labeling the
different decomposed
shapes as well as
showing walked
through steps.
Page 21
8:10
9:40
11:00
8:20
9:50
11:10
Graphing coordinates
8:30
10:00
11:20
Battleship game: guessing

coordinates
Have students do 4
graphing problems.
Use this to gauge their
BK on coordinate
systems
Emphasize the idea of x
and y coordinates.
Another review of
coordinates
Place the candy jar in
the middle of the room.
Have one corner of the
room be (0,0) with xaxis going one way and
y-axis going another
Have students guess
coordinates to try to
put you at that jar.
Skip question C, its
confusing
Instead talk about the
distance between all of
those points.
8:40
10:10
12:00
Activity #1: Finding distance

on a map
8:50
10:20
12:10
Activity #2: Graphing

Polygons
Easy, but good practice
Just the start of finding

the distances between
points in the coordinate
plane
Make sure there is

plenty of time left.
9:00
10:30
12:20
Activity #3: Finding

Distances in the Coordinate
Plane
9:10
10:40
12:30
Closure: Graphing a polygon

with a given perimeter
Page 22
P1
P2/3
P4
Students
Teacher
7:50
9:20
10:40
Warm-Up: Distance between

two points
8:00
9:30
10:50
Drawing a polygon in a
coordinate plane
8:10
9:40
11:00
8:20
9:50
11:10
Start Thinking: Fill in the

Blanks
8:30
10:00
11:20
8:40
10:10
12:00
Listen for kids

discovering that one of
the coordinates is the
same, putting them on
the same vertical or
horizontal orientation.
Go around and check
HW, be strict about it.
Just count the spaces in
the coordinate to find
the perimer
Ask them Is there
another way that we
can find the distance
between the two points
without counting?
Why might we be
restricted by counting?
This is a great way to
see where their
thinking is at with
coordinate systems
Do not point out that
each number will be
used twice, wait for
them to see that.
Key Idea: Finding Distances

in the First Quadrant
Finding a Perimeter
Write a formalized
definition for finding
the area
Show them the
complicated one, but
then break it down for
them.
Have them work
together, tell them to
restrain from graphing
it and just counting
spaces, see that they
apply that Key Idea
Page 23
8:50
10:20
12:10
They will struggle with

them, continue to hit on
why we dont rely of
just counting it.
9:00
10:30
12:20
Finding Area
9:10
10:40
12:30
Closure: Exit Ticket
Much Larger numbers,

great way to show
them you cannot just
count
Great problems to see

where their thinking is
at.
Where we came from:

Just finished the whole chapter talking about area, this section continues to
hit on polygons but begins to incorporate things about the coordinate system
into the content. They will have been introduced to this in elementary
school, but this will be a great reminder for them.
Where were going:
This is the last section in the chapter, we will review tomorrow and then we
will take the test the next day.
Differentiation:
Low Performers
Allow them to use graphical tools more so that they see the relationship
more.
Do not make them visualize on their own, given them examples and help
them see what the words are trying to say.
Review the coordinate system more
High Performers
Make them visualize more

Do not allow them to use graph paper as much to find the length of
segments,
Page 24
see that they work hard to understand the requirements to find the length
(vertically and horizontally aligned).

Students did great with this chapter and passed and exit ticket
question with ease.
They were able to graph polygons on the coordinate plane
Had no issues with graphing
Could use some work on scaling coordinate planes.
10.
What changes, omissions, or additions to the lesson would
you make if you were to teach again?
None, good lesson
Page 25

CEP Lesson Plan Form: Content Standard(s) Addressed by This Lesson

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CEP Lesson Plan Form

Teacher: Daniel Carr

Title: Areas of Parallelograms

Concepts and skills students master:

Students can identify what is and is not a polygon.

Give a definition of a parallelogram

Colorado State University College of Health and Human Sciences