Yesterday we worked on solving the area of a rectangle, triangle, and parallelogram. Students first made a rectangle, then cut from one corner to the other to make two triangles. We then discussed the reason we divide by 2 when solving for area of a triangle (bXh/2). Students reconfigured their triangles to form a parallelogram. I asked them to solve the area of their new shape. There was an a-ha moment when students realized the area did not change. We went back and edited our definition of what we knew "length" to be.
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