Measuring Polygon Side Lengths
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Measuring Polygon Side Lengths . Mrs. Thompson Level 1. Lesson Overview (4 of 4). Warm Up. CONTENT OBJECTIVE: You will be able to measure the side lengths of a polygon on the coordinate plane without counting.

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Measuring Polygon Side Lengths

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Measuring polygon side lengths

Measuring Polygon Side Lengths

Mrs. Thompson

Level 1


Measuring polygon side lengths

Lesson Overview (4 of 4)


Warm up

Warm Up

CONTENT OBJECTIVE: You will be able to measure the side lengths of a polygon on the coordinate plane without counting.

LANGUAGE OBJECTIVE: Students will talk about the x- and y-coordinates of points.

Find the length of the line segment.

Then write a paragraph explaining how you found the line segment. Be specific and include all details.

Version 2

Answer


Agenda

Agenda:

CONTENT OBJECTIVE: You will be able to measure the side lengths of a polygon on the coordinate plane without counting.

LANGUAGE OBJECTIVE: Students will talk about the x- and y-coordinates of points.

1) Warm Up (5 min, individual): Explain how to measure side length

2) Launch (15 min, whole class): New method for measuring side length

3) Explore/Practice (25 min, partner): Using both methods

4) Summary (5 min, whole class): Why (and when) use the new method?

5) Assessment (5 min, individual): Exit ticket


Handout launch p 1

Handout: Launch, p.1

2 units

Agenda


Handout launch p 11

Handout: Launch, p.1

3 units

Agenda


Handout launch p 12

Handout: Launch, p.1

4 units

Agenda


Handout launch p 13

Handout: Launch, p.1

Questions:

1. What coordinate stays the same in each of the three examples?

2. What coordinate changes in each of the three examples?

3. What is the relationship between the coordinate that changes and the length of the line segment?

(1,2)

(3,2)

(1,2)

(3,2)

2 units

3 – 1 = 2 units

Scaffold

Agenda


Handout launch p 14

Handout: Launch, p.1

Questions:

1. What coordinate stays the same in each of the three examples?

2. What coordinate changes in each of the three examples?

3. What is the relationship between the coordinate that changes and the length of the line segment?

Answer

Agenda


Handout launch p 15

Handout: Launch, p.1

3 – 1 =

2

2 units

Agenda


Handout launch p 16

Handout: Launch, p.1

4 – 1 =

3

3 units

Agenda


Handout launch p 17

Handout: Launch, p.1

5 – 1 =

4

4 units

Agenda


Handout launch p 2

Handout: Launch, p.2

4 units

Agenda


Handout launch p 21

Handout: Launch, p.2

3 units

Agenda


Handout launch p 22

Handout: Launch, p.2

2 units

Agenda


Handout launch p 23

Handout: Launch, p.2

Questions:

1. What coordinate stays the same in each of the three examples?

2. What coordinate changes in each of the three examples?

3. What is the relationship between the coordinate that changes and the length of the line segment?

(2,4)

(2,4)

4 units

(2,0)

(2,0)

4 – 0 = 4 units

Scaffold

Agenda


Handout launch p 24

Handout: Launch, p.2

Questions:

1. What coordinate stays the same in each of the three examples?

2. What coordinate changes in each of the three examples?

3. What is the relationship between the coordinate that changes and the length of the line segment?

Answer

Agenda


Handout launch p 25

Handout: Launch, p.2

4 – 0 =

4

4 units

Agenda


Handout launch p 26

Handout: Launch, p.2

3 – 0 =

3

3 units

Agenda


Handout launch p 27

Handout: Launch, p.2

2 – 0 =

2

2 units

Agenda


Handout launch p 3

Handout: Launch, p.3

Summary:

Another way to measure a horizontal or vertical line segment is by…

Agenda

Answer


Handout launch p 31

Handout: Launch, p.3

Agenda

Answer


Handout practice

Handout: Practice

Page 1

Page 2

Page 3

Agenda


Handout practice p 1

Handout: Practice, p.1

Polygon D

Agenda

Answer


Handout practice p 2

Handout: Practice, p.2

2. Give the coordinates of three points that lie on a horizontal line with the point (–2, 7). Explain how you know that all three points lie on the same line with (–2,7).

3. Give the coordinates of three points that lie on a vertical line with the point (–2, 7). Explain how you know that all three points lie on the same line with (–2,7).

Answer

Agenda


Handout practice p 4

Handout: Practice, p.4

Set #3

Perimeter is ________________.

Answer

Agenda


Handout practice p 41

Handout: Practice, p.4

6. You are told that a rectangle has vertices at the following coordinates:

To find the side lengths of the rectangle would you rather use Method #1: Counting on the Coordinate Plane or Method #2: Calculating Using Coordinates? Explain why you would use that method.

(Note: you do not need to find the side lengths, just explain which strategy you would prefer and why)

Agenda


Handout exit ticket

Handout: Exit Ticket

1) Individually work on the exit ticket.

2) When you turn in your exit ticket, collect a homework handout.

3) Have a great day!

Agenda


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