Area of Rectangles
Grade Level: 8th grade
Objective: Given 1 inch of 1 cm graph paper with a rectangle shape drawn on it, the student will correctly identify the length, width, and area with the correct labels.
Overview: Describe the sequence of activities:
- Use 1 foot square tile boards to construct rectangles.
- Use 1 inch square cardboard pieces or plastic tiles to construct rectangles.
- Use 1 cm graph paper to determine area of rectangles.
- Play “Simon Says” to review lesson concepts.
Materials:
- sixteen 1 foot square tile boards
- white boards and markers for pairs of students
- bag 1 (enough for every pair of students)
-nine 1 inch squares per bag
-include directions in bag (at bottom of lesson)
- bag 2 (enough for every pair of students)
-twenty-four 1 inch squares per bag
-include directions in bag (at bottom of lesson)
- Worksheet 1 (record sheet for bag information)
- Worksheet 2 (1 cm graph paper with 3 rectangles outlined, 3x5, 2x6, and 5x4 rectangles)
Procedures: (For small group 2-8 students)
- Concrete- Present 1 or 2 students with six 1 foot square tile boards.
- “Make a rectangle that was an area of 6 square feet.”
- Continue with different students until both examples have been shown, 3x2 or 2x3 and 6x1 or 1x6.
- Using twelve 1 foot squares, have 1 or 2 students construct a rectangle on the floor for the three examples 3x4, 2x6, 1x12.
- Move the students back to their seats and pass out bag 1 and bag 2 to pairs of students. Using bag 1 they are to list the length, width, and area in inches of as many different rectangles they can make from the 9 one inch squares. Length, width, and area are written on Worksheet 1 (attached).
- As the student(s) are creating the rectangles the other students should be asked to identify the lengths and widths of the rectangles and then write their responses on the white boards with their markers. Have them discuss that the length x width does equal the area through a series of questions and prompts.
- Repeat procedure with bag 2 which contains 24 one inch squares.
- Pictorial- Provide the students with worksheet 2 (1 cm graph paper with 3 rectangles outlined, 3x5, 2x6, and 5x4 rectangles).
- Students should list the length, width, and area of each rectangle on worksheet 2.
- Symbolic- Verbally ask students to identify possible lengths and widths of rectangles whose areas are 8, 12, 15, 20, etc. (Asking for factors or multiplication facts given the product.)
- Game- Play “Simon Says” using the sixteen 1 foot square tile boards on the floor.
- Split the tiles into different rectangles around the room (2x3, 1x1, 2x2, and 1x5).
- “Simon Says stand next to the rectangle with an area of 4 square feet.”
- See if you got any students out. Then continue.
- “Simon says stand next to the rectangle length of 3 feet.”
- See if you got any students out. Then continue.
- If you are running short on time you can trick some students and get them out by saying things without “Simon Says” such as, “Can you move over here please?”, etc.
- Continue until all students are out or 1 is remaining as winner.
Bag 1 Directions:
- “Take out the 9 one inch squares and construct as many different rectangles using all 9 squares. Each time list the length, width, and area. Use the worksheet to list them.
Bag 2 Directions:
- “Take out the 12 one inch squares and construct as many different rectangles using all 12 squares. Each time list the length, width, and area. Use the worksheet to list them.
Names ______Worksheet 1
BAG 1 (remember to label)
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
BAG 2 (remember to label)
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Names ______Worksheet 2
* 1 cm graph paper
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______
Length ______
Width ______
Area ______