Aims:
1. To find the area of plane figures?
2. To apply concepts
related to finding area to real life situations as in
the designing of structures for the new World Trade
Center.
3. To develop skill in
obtaining linear measurements.
4. To develop eye-hand
coordination and visualization skills in order to
determine linear measurements.
5. To read
measurements on a ruler.
6. To appreciate how
geometric forms inspire and reflect creative
architectural designs.
Materials:
computer with
Internet capabilities
|
geoboards
|
rubber bands
|
boxes
|
ruler |
Vocabulary:
Dictionary.com,
Enchanted
Learning, and Webster's Dictionary Online
may be used to define these terms:
Motivation:
1. To
reinforce the concept of area of a plane
figure, students make the following
shapes on their geoboards:
| 3 x 3 square |
4 x 5
rectangle |
3 x 4 x 5
triangle |
1 x 2 x 3 x 2
trapezoid |
| 3 x 3 rhombus |
4 x 5 parallelogram |
4 x 4 x 3 triangle |
2 x 2 x 2 x 2
x 2 pentagon |
Students count the number of
square units in each. Students share
various methods for calculating area of
each figure.
If
there is a tile floor in the classroom,
students might share various ways to
calculate the area of the classroom. Student's may
calculate the area of the window panes in the classroom,
area of the top of their desks, and/or area of panels on
wardrobe.
2. Log
onto Interactive Math Teacher, an interactive electronic
mathematics book, to use formulas for
calculating area of plane figures.
Elicit
from students:
What does area mean?
In
what situations would we need to
find the area of a figure in real
life?
What
is the formula to find the area
of a square? rectangle?
parallelogram? rhombus?
trapezium, circle, annulus?
How
does using a formula to find area
help us?
|
3. Students use the formulas
found on Interactive Math Teacher to find
the areas of the following:
Development:
Students log onto http://mathsteacher.com.au/year10/Ch19_area/09_problem_solving/19prob.htm to practice solving word
problems involving area.
Summary:
1. Students
solve these problems given that there are
16 acres of land at the World Trade
Center site, and an acre equals 43,560
square feet. Students calculate the number of square
feet for their buildings, memorial and green area so as
to determine the best way to fit these structures in the existing
space at the World Trade Center site.
2. Students calculate
the cost of building their structures given the figure
$1000. per square foot. Students may use the chart
below.
| |
Building
|
Memorial
|
Green
Area
|
Existing World Trade
Center Space
|
Total Cost of Structures |
| Number of square feet |
|
|
|
|
|
| Cost |
|
|
|
|
|
Evaluation:
Students will be observed as they
calculate area of the figures in the diagram above as
well as in calculating the area of their own structures
to determine the best way for them to fit into the
existing World Trade Center site.
Follow
Up:
Students view
structures constructed by students at
Junior High School 56. Students can use
objects like milk cartons, boxes or
various shapes and sizes to construct a
three dimensional scale model of their
designs. Students can use the
Illuminations web site to learn how to calculate
surface area three dimensional objects an apply this
information in calculating the surface area of their
World Trade Center structures.
(Note: For secondary
level students, this lesson might precede Lesson 3.
Students would then design their structures so that they
would fit in the area of the world trade center site.
Lessons on ratio might be taught so that the structures
could be designed to scale.)
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