Developing Perimeter and Area Formulas

Context
Stand in any room, in any building, or on any street and you can see the context for a measurement problem. Students learn through posing their own measurement problems, drawing from their prior knowledge, and making connections. When students learn how to develop measurement formulas for the basic shapes, they are building understanding that can be extended when they encounter a new irregular shape. Optimization problems, such as maximizing the area enclosed by a length of fence, require the use and development of formulas.

Context Connections

Signs/Logos/Symbols

Designing

Irregular Surfaces

Sports Field

Packaging

Frames

Buildings

Tracks

Fencing Manipulatives tiles cubes 3-D models nets geoboards

Sewing

Fractions

Other Connections

Technology The Geometers Sketchpad Fathom calculators/graphing calculators spreadsheet software

Other Resources http://standards.nctm.org/document/chapter6/meas.htm http://mmmproject.org/dp/mainframe.htm http://www.shodor.org/interactivate/activities/perm/index.html

TIPS: Section 2 Developing Perimeter and Area Formulas

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Connections Across Grades

Selected results of word search using the Ontario Curriculum Unit Planner Search Words: develop, understand, comparison, relate, investigation, pose, surface area, composite, irregular, formula
Grade 6 solve problems related to the calculation and comparison of the perimeter and the area of regular polygons relate dimensions of rectangles and area to factors and products, e.g., in a rectangle 2 cm by 3 cm the side lengths are factors and the area, 6 cm2, is the product of the factors understand the relationship between the area of a parallelogram and the area of a rectangle, between the area of a triangle and the area of a rectangle, and between the area of a triangle and the area of a parallelogram understand the relationship between area and lengths of sides and between perimeter and lengths of sides for squares, rectangles, triangles, and parallelograms develop rules for calculating the volume of rectangular prisms, generalize rules, and develop formulas, e.g., Volume = surface area of the base height pose problems by recognizing a pattern, e.g., comparing the perimeters of rectangles with equal area Grade 7 solve problems related to the calculation and comparison of the perimeter and the area of irregular twodimensional shapes understand that irregular twodimensional shapes can be decomposed into simple twodimensional shapes to find the area and perimeter develop the formula for finding the area of a trapezoid develop the formulas for finding the area of a parallelogram and the area of a triangle develop the formula for finding the surface area of a rectangular prism using nets estimate and calculate the perimeter and area of an irregular twodimensional shape, e.g., trapezoid, hexagon Grade 8 ask questions to clarify and extend their knowledge of linear measurement, area, volume, capacity, and mass, using appropriate measurement vocabulary develop the formula for finding the circumference and the formula for finding the area of a circle develop the formula for finding the surface area of a triangular prism using nets estimate and calculate the radius, diameter, circumference, and area of a circle, using a formula in a problem-solving context Grade 9 Academic identify, through investigation, the effect of varying the dimensions of a rectangular prism or cylinder on the volume or surface area of the object identify, through investigation, the relationships between the volume and surface area of a given rectangular prism or cylinder pose a problem involving the relationship between the perimeter and the area of a figure when one of the measures is fixed solve simple problems, using the formulas for the surface area and the volume of prisms, pyramids, cylinders, cones, and spheres (Note: Students should develop these concepts.) Grade 10 Academic determine the properties of similar triangles, e.g., the correspondence and equality of angles, the ratio of corresponding sides, the ratio of areas, through investigation, using dynamic geometry software

Applied determine some properties of similar triangles through investigation, using dynamic geometry software construct tables of Applied values, sketch solve problems involving the area graphs, and write of composite plane figures, e.g., equations of the form combinations of rectangles, y = ax2 + b to triangles, parallelograms, represent quadratic trapezoids, and circles functions derived solve problems involving from descriptions of perimeter, area, surface area, realistic situations, volume, and capacity in e.g., vary the side applications (Note: Students should length of a cube and develop these concepts.) observe the effect on Academic and Applied the surface area of the cube solve simple problems, using the formulas for the surface area of prisms and cylinders and for the volume of prisms, cylinders, cones, and spheres

Summary of Prior Learning and Next Steps

In earlier years, students: build understanding and familiarity with measurement attributes (length, height, width, perimeter, area, etc.); become familiar with both standard (metric) and non-standard units of measure (e.g., area of a page is four pencil cases); estimate regular and irregular areas using grid paper (e.g., surface area of a puddle); explain the difference between perimeter and area and understand when each measure should be used; develop rules and formulas for perimeter and area of rectangles, squares (Grade 5). Note: Students use area formulas for triangles and parallelograms in Grade 6 before the formulas are developed in Grade 7. In Grade 7, students: focus on developing area and perimeter formulas for triangles and some quadrilaterals (rectangle, square, trapezoid, parallelogram); determine perimeter and area of complex shapes by decomposing into simple 2-D shapes which leads to determining the surface area of a rectangular prism by constructing the net; after demonstrating understanding of the grade-level formulas, should become proficient in the use of the formulas. In Grade 8, students: focus on developing formulas for the area and circumference of a circle; after demonstrating understanding of the circle, should become proficient in the use of formulas. In Grade 9 Applied, students: are introduced to cones, cylinders, pyramids, and spheres surface area and volume formulas are developed and used; use formulas developed in earlier grades as a good foundation for grade-level investigations; after demonstrating understanding, should become proficient in the use of the formulas for surface area of prisms, pyramids, cylinders, cones, and spheres. In Grade 10, students: proficiency is assumed concepts become tools for investigations and building new knowledge. TIPS: Section 2 Developing Perimeter and Area Formulas Queens Printer for Ontario, 2003 Page 2

Instruction Connections
Suggested Instructional Strategies
Grade 7 Use non-standard units for measuring length, area, and volume students must think conceptually about the required measurement to measure a desk. Ask students which type of measurement they are going to make and then choose an appropriate non-standard unit. Attribute Unit of Measurement Length length of a ruler, length of a piece of paper Area area of one face of a book, area of a sticky note Cut a piece of paper into several pieces reassemble and compare the perimeter and areas to help students understand that two different shapes can have the same area but different perimeters. Use transparent grid paper to estimate areas of irregular shapes, e.g., picture of a puddle experiment with different types of grid paper to develop understanding of units of measure. Discuss appropriate units of measure, reasons for standard measures, e.g., cm, and selection of appropriate units depending on precision requirements, e.g., would you measure the length of a pencil and the distance to the next city with the same standard measure? Explain. Develop the formula for the area of a rectangle by using geoboards collect data in charts start with whole number dimensions then use grid paper to move to non-whole number dimensions. Make connections between the two common formulas for the area of a rectangle. (Area = l w and Area = b h) the formula Area = b h (base height) connects to the formulas for the area of a triangle, a trapezoid, and a parallelogram. Develop the formula for the area of a parallelogram by using paper models students can use their knowledge about rectangles to determine the area of a parallelogram, e.g., any parallelogram can become a rectangle therefore the area formula is the same (A = b h). Use The Geometers Sketchpad sketches to facilitate the development of area formulas (the pictures above can become dynamic with GSP). Develop the formula for the area of a triangle using the formula for the area of a parallelogram two identical paper triangles can be arranged to form a parallelogram since 2 triangles are used the area of one triangle is one-half of the area of a parallelogram A = (base height).

Helping to Develop Understanding

When grid paper is used to estimate areas, the area is expressed in terms of grid squares. It may be necessary to apply a scale factor to approximate the actual area represented by the drawing or diagram. To establish a conceptual basis for understanding perimeter and area, students can use physical models to measure the perimeter (units needed to go around) and area (units needed to cover). Height, length, slant height, side, and base are confusing to students, e.g., any side of a parallelogram can be called a base. Demonstrate that if you cut out the shape and placed any base on the floor, the height would be the perpendicular distance from the floor. Shapes can be decomposed (separated) into simple 2-D shapes to find area or perimeter. However, when finding the perimeter of the illustrated shape, students may need to be reminded not to add the interior side of the rectangle and/or the interior diameter of the semi-circle. For composite shapes, have students write word statements then replace the words with appropriate variables or formulas, e.g., in the previous diagram if the circle had a diameter of 4 m and the base of the rectangle was 10 m then: Perimeter = (perimeter of a semi-circle) + 2 sides + 1 side = d 2 + 2b + d = (4) 2 + 2(10) + (4) etc. When students cant remember a formula encourage them to recall how they developed the formula. Use manipulatives, e.g., interlocking cubes, to help students understand that the volume of a rectangular prism is the area of its base times its height students need to understand that this basic formula is true for any prism. For a 2-D polygon the base can be any side; however, for a 3-D prism the base is the face that stacks to create the prism. This face determines the name of the prism. Discuss.

Grade 8 Give students opportunities to progress through different Ask questions to clarify understanding about measurement, attributes, units representations (concretediagramssymbolic) use of measure, and unit choices. formulas only after students have personally developed Develop the formulas for the circumference and area of a circle through them. investigation using paper circles, string/rope, and The Geometers Sketchpad use the formulas only after students have developed them. Connect students knowledge about rectangles and circles to surface area of cylinders. Although the formula for surface area of cylinders is not part of the Grade 8 expectations, all necessary concepts are components of the Grade 8 curriculum. Construct nets for triangular prisms, use prior knowledge about composite 2-D shapes to determine the net area then develop a formula. Grade 9 Applied Develop the formulas for surface area of prisms, pyramids, cylinders, cones, and spheres before using the formulas. Use concrete materials students pose problems. Investigate relationships between perimeter and area by graphing data with graphing calculators students estimate and hypothesize. Pose what if questions. Support students in developing proficiency in using formulas.

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Connections Across Strands

Grade 7
Number Sense and Numeration Measurement Geometry and Spatial Sense identify, describe, compare, and classify geometric figures identify, draw, and construct three-dimensional geometric figures from nets recognize and sketch threedimensional figures build three-dimensional figures and objects from nets explain why two shapes are congruent, e.g., bases of prisms Patterning and Algebra use patterns interpret a variable as a symbol that may be replaced by a given set of numbers write statements to interpret simple formulas translate simple statements into formulas Data Management and Probability systematically collect, organize, and analyse data use conventional symbols, titles, and labels when displaying data connect area to bar and circle graphs See Connections understand fractions by connecting them to area Across Grades, p. 2 use order of operations in measurement formulas represent perfect squares and their square roots in a variety of ways, e.g., by using blocks, grids

Grade 8
Number Sense and Numeration Measurement Geometry and Spatial Sense identify, describe, compare, and classify geometric figures identify, draw, and construct nets for 3-D figures investigate the Pythagorean relationship using area models and diagrams apply the Pythagorean relationship to area problems construct heights (line segments) of parallelograms, trapezoids and triangles using a variety of methods including paper folding Patterning and Algebra Data Management and Probability See Connections use order of operations in measurement formulas Across Grades, p. 2 use exponents in measurement formulas develop understanding of squares and square roots through formula for area of circle develop estimation skills in working with use patterns in algebraic systematically collect, terms organize, and analyse primary data identify, create, and solve connect area to bar and simple algebraic equations [formulas] circle graphs use the concept of variable to write equations [formulas] and algebraic expressions write statements to interpret simple equations [formulas] evaluate formulas translate complex statements into formulas

Grade 9 Applied
Number Sense and Algebra manipulate first-degree polynomial expressions to solve first-degree equations demonstrate facility in operations with percent, ratio and rate, and rational numbers, as necessary to support other topics of the course, e.g., analytic geometry, measurement use a scientific calculator to evaluate formulas use the Pythagorean theorem substitute into measurement formulas and solve for one variable, with and without the help of technology use algebraic modelling Measurement and Geometry determine relationships between two variables [in measurement formulas] by collecting and analysing data compare the graphs of linear and non-linear [measurement] relations describe the connections between various representations of relations demonstrate an understanding that straight lines represent linear relations and curves represent non-linear relations construct tables of values, graphs and formulas of linear and non-linear relations determine values for relations by using formulas Analytic Geometry See Connections Across Grades, p. 2 Relationships determine the relationship between variables in measurement formulas, e.g., the radius and area of a circle form a relationships that is non-linear graph relationships that are determined by measurement formulas, e.g., investigate the relationship between the height and radius of a cone if the volume remains constant select the equations of straight lines from a given set of equations of linear and non-linear relations, e.g., C = 2r and A = r2 identify the geometric significance of m and b in the equation y = mx + b through investigation, e.g., investigate the geometric significance of 2 in C=2r create tables of values, plot points, graph lines, by hand and with technology

Summary or synthesis of curriculum expectations is in plain font Verbatim curriculum expectations are in italics

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Developing Mathematical Processes

Short-answer Questions Addressing the Different Mathematical Processes Name: Date: Knowing Facts and Procedures Calculate the area of the given trapezoid. Show your work.

Grade 7

Expectation Measurement, 7m37: Estimate and calculate the perimeter and area of an irregular two dimensional shape, e.g., trapezoid, hexagon.

Reasoning and Proving Ryan baked a rectangular chocolate cake. His sister ate part of it. Now Ryan has to cut the rest of the cake to share equally with his brother David. Show where he should make the cut(s). Explain your answer.

Hint: A = Communicating

(a + b) h 2
Making Connections Andreas backyard is rectangular. Its dimensions are 15.0 m by 10.0 m. Andreas family is making a garden from the patio doors to the corners at the back of the yard. The patio doors are 2.0 m wide. Determine the area of the garden. Show your work.

The T-Square Tiling Company makes ceramic floor tiles. Note: The square tiles that are shown are the same size. AB and CD have the same length. Explain how Janet could use the formula for the area of a trapezoid to convince Meredith that the inside dark areas are the same size.

Hint: A =

(a + b) h 2

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Developing Mathematical Processes

Short-answer Questions Addressing the Different Mathematical Processes Name: Date: Knowing Facts and Procedures Calculate the area of the given circle. Show your work.

Grade 8

Expectation Measurement, 8m47: Estimate and calculate the radius, diameter, circumference, and area of a circle, using a formula in a problem solving context.

Reasoning and Proving Westview School has a track in the playground.

r = 2.5 cm

You want to run 2 km every day. Determine how many times you have to go around the track. Show your work. Hint: A = r Communicating Janice works at Buttonique a company that makes buttons. To determine the cost of producing a new button, she needs to know the surface area of one side of the button. Explain how Janice would determine this area.
2

Making Connections Pax Man figure has a radius of r units.

Which of the following formulas could be used to determine the perimeter of Pax Man?

a) c)

2r

1 +r+ r 4

b) d)

0.75r 2 2 r 1 4

3 (2r ) + r + r 4

Give reasons for your answer.

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Developing Mathematical Processes

Name: Date:

Grade 9 Applied

Short-answer Questions Addressing the Different Mathematical Processes

Expectation Measurement and Geometry MG2.02: Solve simple problems using the formulas for the surface area of prisms and cylinders and for the volume of prisms cylinders cones and spheres.

Knowing Facts and Procedures Determine the surface area of an opentopped cylinder that has a diameter of 8.0 cm and a height of 10.0 cm. Show your work.

Reasoning and Proving A company produces labels for cans of food. A label goes completely around the can. Each can is 12.0 cm high and has a diameter of 8.0 cm.

12 cm

8 cm

Hint:

There is only one circular face. A= r2 + 2rh

The labels are printed side by side on a long roll of paper that is the width of 1 label. label 1 label 2 label 3 label 4 etc.

Determine the number of labels that would fit on a roll of paper that is 20.0 m long. Show your work.

Communicating Jeremy says there are three formulas for the surface area of a cylinder: 1) A= r2 + 2rh 2) A= 2r2 + 2rh 3) A= 2rh

Making Connections How much cardboard would it take to make a box with dimensions 40 cm x 50 cm x 30 cm? Show your work.

Explain his reasoning.

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Developing Proficiency
Name: Date: Proficiency Target Met.
[Practise occasionally to maintain or improve your proficiency level.]

Grade 7
Expectation: Estimate and calculate the perimeter and area of an irregular twodimensional shape, e.g., trapezoid, hexagon

Still Developing
[Search out extra help and practise until you are ready for another opportunity to demonstrate proficiency.]

1. Determine the area of each shape. Show your work. a)

5 cm 3 cm 4 cm

Answer: ________________
8 cm

b)
3 cm 6 cm 2 cm 2 cm

Answer: ________________ 2. Determine the perimeter of each shape. Show your work. a)
5 cm 6 cm 6 cm

Answer: ________________ b)
10 cm 2 cm 12 cm 3 cm

Answer: ________________

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Developing Proficiency
Name: Date: Proficiency Target Met.
[Practise occasionally to maintain or improve your proficiency level.]

Grade 8
Expectation: Estimate and calculate the radius, diameter, circumference, and area of a circle, using a formula in a problem solving context

Still Developing
[Search out extra help and practise until you are ready for another opportunity to demonstrate proficiency.]

1. Determine the area of each shape. Show your work. a)

diameter = 6.5 cm

Answer: ________________

b)
radius = 3.3 cm

Answer: ________________

2. Determine the perimeter of each shape. Show your work. a)

radius = 2.7 cm

Answer: ________________

b)

Answer: ________________
diameter = 7 cm

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Developing Proficiency
Name: Date: Proficiency Target Met.
[Practise occasionally to maintain or improve your proficiency level.]

Grade 9 Applied
Expectation: Solve simple problems using the formulas for the surface area of prisms and cylinders and for the volume of prisms cylinders cones and spheres

Still Developing
[Search out extra help and practise until you are ready for another opportunity to demonstrate proficiency.]

1. Determine the surface area of each shape. Show your work. a)

Base: 2.0 cm 5.0 cm Height = 3.0 cm Answer: ________________ b) Closed on both ends h = 12 m, r = 3 Answer: ________________ 2. Determine the volume of each shape. Show your work. a) h = 4.2 cm, r = 2.2 cm

Answer: ________________ b) h = 23 cm, r = 10 cm

Answer: ________________

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Extend Your Thinking

Name: Date:

Grade 7
Expectation: Estimate and calculate the perimeter and area of an irregular two dimensional shape, e.g., trapezoid, hexagon

Find 3 different ways to determine the area of:

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Extend Your Thinking

(Answers)
Possible ways students could respond.

Grade 7

A1 = 3 4 = 12 cm2 A2 = 3 4 = 12 cm2 A3 = 3 14 = 42 cm2 Total area = 12 + 12 + 42 = 66 cm2

A1 = 3 7 = 21 cm2 A2 = 3 7 = 21 cm2 A3 = 3 8 = 24 cm2 Total area = 21 + 21 + 24 = 66 cm2

Area of entire rectangle = 7 14 = 98 cm2 Area A1 = 4 8 = 32 cm2 Required area = 98 32 = 66 cm2

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Extend Your Thinking

Name: Date:

Grade 8
Expectation: Apply the Pythagorean relationship to numerical problems involving area and right triangles.

Find 2 different ways to determine the area of the rectangle ABCD:

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Extend Your Thinking

(Answers)
Possible ways students could respond.

Grade 8

1. A student still operating at the concrete stage may choose to use a scale drawing to approximate the area. The area is approximately 10 4.6 = 46 units2 using a scale drawing. (Note: Although the teacher may expect a student to apply a particular piece of mathematical knowledge, in a problem-solving context, the student may find some unexpected way to solve the problem.) 2. Using Pythagoras relationship.

x 2 = 8 2 + 62 = 100 x = 10

= 64 + 36

Area ABE =

1 1 8 6 and area ABE = 10 h 2 2 24 = 5 h 24 h= 5

Area ABCD = 10

24 5 = 48 units2

3.

1 rectangle ABCD 2 1 ABE = 8 6 = 24 2 rectangle ABCD = 2 24 = 48 units2 ABE =

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Extend Your Thinking

Name: Date:

Grade 9 Applied
Expectation: Calculate sides in right triangles, using the Pythagorean theorem, as required in topics throughout the course, e.g., measurement.

Find 2 different ways to fine the area of this patch of pavement.

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Extend Your Thinking

(Answers)
Possible ways students could respond. 1.

Grade 9 Applied

Use Pythagoras relationship to determine that h = 4 m.

1 A1 = 3 4 = 6 m2 2 A2 = 3 4 = 12 m2
Total area = 6 + 12 = 18 m2

2.

Use Pythagoras relationship to determine that h = 4 m.

Total area = A1 + A2 + A3 + = 3 6 = 18 m2

1 A1 = A2 = A3 = 3 4 = 6 m 2 2

3.

Use Pythagoras relationship to determine that h = 4 m. A (rectangle) = 6 4 = 24 m2 A (triangle) =

A = 24 6 = 18 m2 4.

1 3 4 = 6 m2 2

Use Pythagoras relationship to determine that h = 4 m.

A (trapezoid) = 1 (a + b ) h 2 1 = (3 + 6 ) 4 2 1 = (9) 4 2 = 18 m2

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Is This Always True?

Name: Date:

Grade 7

Trevor travels from A to B by walking only south or east on the streets shown. The first time he follows the route indicated by the solid lines and determines that his walk was 16 blocks long. The second time Trevor walks from A to B by following streets south or east only, he follows the route indicated by the broken lines and determines that his walk was again16 blocks long. Will his trip always be 16 blocks long? A N

Answer
Yes. Trevor will have to travel 8 blocks east and 8 blocks south, or a total of 16 blocks, no matter in what order he chooses to do the east and south parts of the trip. This concept can be connected to finding perimeter of a step shape, where sizes of the steps are not known. Perimeter is 2 12 + 2 22 = 68 cm since the 4 vertical steps on the right add to 12 and the 4 upper horizontal lengths add to 22.

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Is This Always True?

Name: Date:

Grade 8

1. Shelley says that the circle with diameter 4 has a smaller area than the square with side 4 and a larger area than the square with a diagonal 4. Is this true for any number that Shelley chooses? 2. Is it always true that the circumference of a circle is more than 6 times the radius of the circle?

Answer
1. Yes.

2. Yes. C = 2r and 2 = & 2 3.1415 = & 6.283, which is more than 6. C > 6r

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Is This Always True?

Name: Date:

Grade 9 Applied

The largest rectangle with a perimeter 16 cm is a square. Is it always true that the largest rectangle with a given perimeter is a square?

Answer
Yes. The largest number for area can be determined in a table of values. If perimeter is 16 cm, length plus width is 8 cm. Length (cm) 1 2 3 4 5 6 7 Width (cm) 7 6 5 4 3 2 1 Area (cm2) 7 12 15 16 15 12 7

The largest area is 16 cm 2 . This happens when the length = width = 4 cm. This is a square.

In a graph of area vs. length, the highest point on the graph identifies the area.

The highest point on my graph occurs when x = 4. This means that the length is 4. So, the width must also be 4 and it makes a square.

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